When Your Child Lies and Digs In, Part 2: Why They Do It

So why do kids sometimes lie and then proceed to dig in, even when it seems obvious to everyone else that they lied. Sometimes it is fear of punishment, often they are trying to save face, and occasionally it is because they initially lied for one of those reasons, and once they've repeated it a few times one of a couple things can happen. One is just an extension of saving face. They know that they lied and repeated the lie even when called on it, and if they 'fess up now, they have to admit that they have been lying repeatedly—not a spot any of us likes to find themselves in. Sometimes a child repeats the lie often enough that they genuinely come to believe in their own lie. I've worked with a few kids where I had a hunch this is what happened. It is what makes the suggestions on handling childhood lying to come in future posts so important. This process has a way of snowballing if you don't have experience or some insider tips on handling it.  

When an adult who is good at it wants to avoid lie detection they can do so is by repeating their lie often enough that they become much more comfortable with it. They can literally rehearse their response. If we hooked up wires to measure the skin conductance of one of these adults attempting to deceive, we'd find that when they first lied, they showed more physiological arousal. As they continue to practice their lie, the biological signs of stress begin to decrease. As an aside, adults that are sociopaths, by definition, are able to lie without their conscience getting the best of them, because for all practical purposes they don't have a conscience. 

Parenting is all about keeping, losing and regaining perspective. Here is one tip for gaining the big picture view you need when your child lies. When we catch our children lying it can feel like a punch to the gut. To recover enough to handle this difficult situation, it is helpful helpful to tap into our empathy skills to remember a time during our childhood when we'd cornered ourselves in a lie. Many of us learned not to lie and dig in in one of the central ways that humans often need to learn, by doing it and experiencing the consequences. We had an experience lying to someone we cared about in the moment, and then saw how it hurt our relationship with them when the lie was found out. Often as adults, it is easy to look at our kids through the lens of the wisdom that we've accumulated throughout the years, and forget that we once had to make poor decisions and learn from them before we gained the wisdom we now have. We wish they could learn through our past errors rather than make them on their own, but just as our own parents likely hoped for the same and winced as they watched us make that very mistake they hoped they could get us to avoid. 

In upcoming posts in this series we'll at what happens when in our anger and frustration we use language that labels our child a liar. We'll also take a look at ways that you can avoid this mistake and handle the challenge in a way that will increase the odds that our response will help our children to use the experience to grow an even stronger sense of conscience rather than becoming more hardened to the relationship injuring aspects of lying.

 

When Your Child Lies and Digs In Part 1

It is going to happen if it hasn't already. One of these days your child is going to not just lie to you, but even though you are darn close to certain that they've lied, they are going to dig in and deny it. Maybe even to the point that they'll begin to believe themselves that they didn't do or say whatever they are lying about.

This is a little bit heart breaking when this happens, but it is inevitable. And fortunately like most childhood misbehavior there is learning opportunity hidden within. 

In handling lying there are a couple of things to avoid. One is letting your child think that she got by with lying without you knowing (or caring). On the other end of the continuum is making sure, even though it is important to let them know that you're pretty certain that they did lie, that you don't end up labeling your child as a "liar". Even if you have a child that lies fairly frequently that label is certain to work against you. After all what do liars do. If that label sticks, I can predict a lot of what is likely to happen in your relationship. And it isn't pretty. In upcoming posts I will take you through a middle path that winds its way between both of those errors.

Guest Post Over at Parent Talk Today

I've recently added a link to a very useful parenting site Parent Talk Today  by a friend, Kathy Sena, a seasoned journalist that covers parenting, lifestyle, women's issues and more for magazines you'll recognize like Women's Day and Family Circle, and for newspapers like the Chicago Tribune and the L.A. Times. You'll notice that I haven't yet linked to any other parenting sites since I'm a bit picky about whose stuff I "sign off on". 

Anyway, Kathy recently posted about an article by a friend of hers from the L.A. Times, "Should We Pay Our Kids to Learn?" I commented on the article and got a bit long winded and my comment ended up a few paragraphs long. Kathy is the kind of friend you want to have...instead of asking me not to clutter up her site with article length comments, she creatively turned my pontification about how we motivate kids to learn into a guest post. So here's a good excuse to head over and check out her site.

Save the Words for the Happy Times, Part I: Creating a Pause

By Nature We Tend to Talk Most When It Helps Least

When do we pour on the words with the most intensity as parents? With the most energy and flourish? Often it is when things are going the worst. When we're irritable. When we're frustrated. When the kids are acting up. That's when the words flow with no effort. Often our words take the form of lectures. We've touched before on how lectures are chock full of You're Not Capable Messages. Also you've likely noticed the way that our kids' eyes start to glaze over when we've moved into lecturing mode. Or they get snippy or comply, but so slowly they reel us into getting more upset. Part of the reason for this is explained by the Attention Principle: Any behavior we react to with energy, attention or emotion, we will see more of. The flood of words inevitably leads to the interaction spiraling downhill from there.

Creating a Pause

So what can we do instead? Lets look first at when we're in the moment, and in Part II we'll look at how to circle back when we're much more likely to be effective. In the moment though, take some slow deep breaths. There's no replacement for doing that as a parent. It serves much like having a biological dimmer switch that takes the edge off our frustration, and our sense that something must be done "right this second", which is almost never actually the case. In fact if there were only one skill that I could help my clients with, it would be simply learning how to create a pause before acting or talking when things are going poorly.

Second, take care of the issue at hand with brevity. Often enforceable statements can serve well in keeping our talk brief. The combination of things not going well, and lots of words from us rarely equals our kids doing better. So keep the words as brief and to the point as you can. This keeps us from inadvertently making things worse.

Third, avoid making decisions in the heat of the moment that could be made later. If our child has done something that warrants a consequence of some sort, and we're feeling really irritated or angry, it is far better for everyone concerned to say something like, "We're going to need to do something about this. I need to take a break right now though. I'll get back to you." It is when we make decisions in the heat of the moment that we often come up with consequences that are overblown. And doling out an excessive consequence only to reduce it, especially if it happens often, reduces your credibility. Letting your child know that something is going to happen, but that you need to give it some thought first often makes whatever the consequence turns out to be more effective. More on that in another post.

Emotional Flooding

Keep in mind that when we're frustrated or angry we lose 10 to 15 IQ points. Sometimes we're even aware in the moment that what we're doing isn't helping, but we just keep going. When we know though in the moment that we're going to circle back and do something later when it is more effective, that in itself can make it a lot easier to put the brakes on. Things don't feel so overwhelmingly urgent.

Allowing some time to pass gives the brain a chance to cool off a bit. Most of us have had the experience, often in a couples interaction, of trying to approach the problem too soon after the initial argument, thinking we're cooled off enough to come back to it. But then WHAM we pop right back down into angry mode. We come by this honestly. The brain often takes hours to cool off, to get out of it's chemical funk, rather than minutes. Giving the situation some time and distance will greatly increase the odds that we're going to be able to be effective with our kids.

In Part II we'll look at some of the options when we circle back to address the problem that help kids shift into problems solving mode. These options help kids to be able to view their behavior more objectively and gives them a much better chance to take responsibility for their behaviors.

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Reference: The Attention Principle

I had to define this for another post, and it deserves its own post at minimum for now.

The Attention Principle:

Any behaviors which we react to with energy, attention or emotion, we tend to see more of.

This principle explains why yelling, reminders, and even excessive "helpful" explaining yield the counter intuitive result of more of the same problematic behavior.

This principle is worth several posts in the future, but I wanted it up here for reference in the meantime. If you want a longer description of it for now, you can find that on p. 3 of this handout from my practice website.

Second Children Change How Parents View Parenting

Many people have noticed the tendency for parents to lighten up quite a bit after their first child. With our first born we tend to be tentative and err toward over-caution. I often hear the explanation for the change in behavior that the parents realized that their first child turned out okay despite the bumps and scrapes both figurative and literal. They've discovered that babies and children are pretty hearty, and treading on eggshells isn't required.

The thought occurred to me today that I think it goes a bit further than this. It has to do with this notion that I heard that first-time parents tend to be big believers in nurture. Parents with later-born children tend to be believers in nature. That is, they realize that very important traits central to who their children are that are not at all determined by how they were parented. When the second child arrives, they notice that she is often completely different in traits ranging from how easily startled the child is to how she responds to new stimuli. So this realization can occur within hours of the birth of the second child. The parent realizes, "There was no time for parenting to bring about these traits in our newborn. There has to be something about the child herself that makes her different."

Of course the question of whether nature or nurture rules the roost of who our children become is a false one. The science is absolutely clear that both are at play. I do think though that our culture errs way too far these days on the side of believing that it is always the environment that is responsible for how the child turns out.

In an upcoming post, I will describe the nine dimensions of temperament, the traits that research has shown that we are born with, and that are not determined by our family of origin.

In the meantime, what traits does your children have that you suspect they were born with?

Why Stating If/Thens in the Positive is Essential to Your Relationship

I've posted before about the importance of enforceable statements, stating the conditions under which you will do, provide or allow a child to do something. By definition enforceable statements are stated in the positive. An example would be, "You're welcome to head outside as soon as your room is clean." We've focused in the past on how these statements increase adult credibility because they are actually enforceable (as contrasted with "Don't you talk to me in that tone of voice", which is much less enforceable). This time let's take a look at how framing your if/then or when/then statements in the positive affects your relationship with your child.

The Difference Between the Two

When things aren't going smoothly, or when we are rushed, we are much more likely frame our requests and commands in the negative So the enforceable statement about the room above goes downhill to become "You're not going outside, unless you get that room cleaned."

The puzzling thing about it is that in the two examples, stated in the negative and then in the positive, the limit being set is exactly the same one. You could say that the statements are logically equivalent. Though they are setting the exact same limit, framing the statement in the negative undermines your relationship with your child in a huge number of way. Let's look at a few.

When an if/then statement is put in the negative, it sounds like a threat. Think about how you feel when someone threatens you. The hair stand up on the back of your neck, and you want to defy the person issuing it. You might even resolve to get back at them. Needless to say when your child hears a threat, it becomes much harder for your child to comply. And when used frequently she will be much more likely to need to struggle with you over control in other areas, even unimportant ones.

Command Avalanche
Whether you make your if/then statements in the negative or positive has a compounded effect over time. I think it is easy for us to forget just how much kids have to put up with adults setting limits for them. And don't get me wrong, I'm all for adults setting reasonable limits for kids. Kids need them. But lets pause and consider (or even remember) what that's like. They have to listen to parents, teacher and other adults throughout their day telling them when they can eat, that they have to be quiet, that they can't play yet, that it's time to clean up now, and on and on.

The point is that when you add up all these commands, the positive manner of phrasing them leaves your child focused on the options at hand. They sound more like the world is filled with opportunities, and they have choices to make. It helps them to behave more responsibly and feel more capable: "Feel free to dig into those cookies, as soon as your lunch is finished." On the other hand, when stated in the negative, the child ends up with what must feel like an avalanche of threats, constraints and negativity. "If you don't get that desk clean, you're not going to recess", "If you don't finish your dinner, no chocolate milk for you."

The Embedded Message We Want to Avoid

This last point is an important one. Kids respect adults who can warmly set reasonable limits with them. They feel safe and protected knowing what their limits are. When they hear limits set in the negative, the underlying message they seem to get, even when we don't intend it that way, is "I don't like you all that much, you're not very capable, and I certainly don't want you enjoying anything in life." The piece about wanting them to enjoy themselves, within the limits of responsible behavior is a biggie. Teens are very apt to see adults as wet blankets as it is. It is part of the process of individuation, to a point. Talking to our kids by phrasing things in the negative from early on though makes the waters more troubled, and sets you sailing in them sooner than you need to.

The negative command tick is a challenging habit to break. See my article at GTDtimes about elephant training to understand why that is, AND what you can do to make your success much more likely. Also see this previous post on seven tips for mastering new interpersonal skills.

Easier or More Difficult?

I've talked before about how I think that Getting Things Done and Love and Logic function in similar ways by helping to distill the chaotic into the manageable. Getting Things Done does its distilling magic in areas from tracking and paying bills, to managing work projects, to planning birthday parties. Love and Logic does its transformation with everything from having heart to hearts with your child, handling the stolen item found in the backpack, to teaching kids about demonstrating some appreciation for their parent's contributions around the household. Because I think they are doing some sort of similar process, I would predict that you're going to find some ideas from each model that apply to the other. Well here's one that I've noticed that comes from David Allen. He says that implementing GTD is both easier and more difficult that you would respect.

"...both easier AND more difficult than you would expect"

David Allen

Now that is a bit of a paradox, AND I think its true. It is likely true of each model in similar ways. The easiest part has to do with what David Allen calls advanced common sense. Like with Love and Logic people say to him from time to time, "Well this is just common sense." And they are simultaneously right and wrong. It is common sense. Take for example always identifying a next action for any item on what would be more commonly called your To Do list. Once you get in the habit of it, it really does come to make sense and you might wonder how you used to do without it. The part that is wrong is the "just" in the sentence. It is common sense, but not just common sense. David Allen uses the term "advanced common sense" to describe it. I pointed out in a my first post over at GTDtimes that social psychologists might be more apt to call it hindsight bias, the illusion that what you know now, you must have known all along. Or there's a corollary I've added, which is What I know now must have always been very easy to come up with. Well, maybe not. But the fact is that we very rarely if ever do come up with these models on our own. And though we often do it, it doesn't really make much sense to hold ourselves or others accountable for information they couldn't have had at the time. This is a very common phenomenon with Love and Logic. I hear parents make similar statements all the time along the lines of "It only makes sense" or "I can't believe I didn't think of that.

So the easier part I think is that the principles are pretty straight forward. They aren't terribly complex. In fact that is actually part of the beauty of both models. You don't have to memorize ultra complex procedures, and when you break down the ideas, virtually anyone can get them. How about the more difficult part? What is more difficult than we might expect is that given how the ideas are relatively easy to grasp, it is surprisingly more difficult to put them into action that you might expect.

This has to do with why I was taken on as a contributor over at GTDtimes. Part of what the executive editor is wanting me to provide for readers is how our brains interface with the Getting Things Done model. In other words, what about cognitive psychology might explain why the principles work as they do. The reason things are more difficult comes largely down to two things. First it comes down to neural plasticity, which is neurospeak for the way that our brains change as you learn. The fact is that learning is a physiological process. And much of that learning actually takes time to chemically and neurologically alter the brain so that that learning stays long term.

A hugely common phenomenon is in coaching is that parents are surprised when they understood a principle in session, and were excited about it, but then they go home and do the same old ineffective thing and just yell at the kids, for instance. To me it is predictable, because I know that it just takes time, and one other key ingredient, repetition. Now lots of different things can work as repetition. First, they could hear about the technique several times in several different contexts. Often I encourage parents to listen to CDs about the Love and Logic techniques for exactly this reason. Another ways is by reflecting on what occurred when it doesn't go well and tying it in with the new learning. Another way to put this is to say that Awareness is the first step. I literally tell parents to expect that even though they fully got the concept of say, enforceable statements, to expect they will go home and blow it. That is why it is essential that they consider awareness progress. If they set the bar at going home and nailing right off the bat, the predictably run off the rails in short order.

So the good news is both programs are easier than you would expect. I've seen people transform their lives both in the areas of parenting and in "stress-free productivity". And the bad news isn't so bad. If you know the little bit about brains and learning that I just shared and you can fully accept that, it actually won't be much more difficult than you expect...or that's my prediction anyway.

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Transition from Spanking to Parent Coaching

Parent coaching is going to be around for the long haul. I'm biased in my opinion, of course. You can judge by the end.  Sometimes parents are hesitant to come in for help because they are afraid of what it might mean about their parenting skills. My thought is that the parents who come in for coaching are the smart ones. They are the ones who are doing now what will become commonplace a few years down the road.

Temperament
Parenting is hard work. The exception to this is for the few parents out there who have children with exceptionally easy temperaments. Most people who have children with easy temperaments assume that they are brilliant parents. That is an okay illusion to have about yourself in that circumstance. But it leaves you a little judgmental about parents who have children that they struggle with. The rest of us have kids with temperaments that can make them harder to parent. Though the qualities that can make a child hard to parent can end up being very positive traits later in life such as being energetic and being a leader. For those of you that fit in the "rest of us" category, the first step is to realize that not every behavior that your child comes up with is your fault. There is a huge amount of research showing that kids are born with very distinct traits that have absolutely nothing to do with how you parent them. That is just who they are. The good news is that how you respond to their temperament can influence both their behavior, and your relationship with them. Not all their behavior is your fault, and there practical ways to handle it.

The Shift Away From Spanking
As far as discipline goes, our grandparents, and all previous generations for that matter, had a much easier time with discipline than we do. If their child got out of line, they got smacked, spanked, walloped, ridiculed or even beaten. The interesting piece is that this can never be the same again. We've progressed in our treatment of children. We see that spanking sends ironic messages to kids (e.g. the "don't hit" irony) and damages the relationship with the parent. But parents who spank now, unless they live in communities where most everyone does something similar, will not get the same effect that their grandparents got. Because the effect depended on children looking around and thinking that getting spanked was something that happened throughout the community. That will never be the same again. I think that's progress though it has a catch.

The Down Side of the Shift
So here's the problem though. Parents who don't have children with easy temperaments are left without any effective way to handle behaviors that push to the end of the line. There are all sorts of therapists and websites that will tell you that you just need to work with children in democratic ways and that if you do they will cooperate. Now some of these ideas work in certain contexts and I help parents use them all the time. I'm here to tell you though that this isn't the case when it gets to what I call "end of the line" behaviors with young kids, hitting, kicking, scratching, biting and spitting come to mind. You'll also find therapists and all manner of books that will tell you that if you child has been raised with attachment style parenting that you are to encounter these problems. That is a complex topic, but suffice it to say that you child being well attached does not mean that you won't run into these problems. Those bevhaviors are simply natural for kids to try out.

The majority of parents who come in to see me are educated, intelligent kind people who have worked hard and read a number of books trying to set reasonable limits with their kids. But having well-attached kids and using democratic principles just aren't enough. Instead of putting up with the hitting, kicking and spitting, some have given up on setting limits because they are sticking to their values about not spanking, but they just don't know what to do with those end of the line behaviors. Or the kids have gotten older and now parents handle them with a combination of bribes, threats and lectures or allow them to drift off into endless "screentime". When parents of these older children try to set reasonable limits, they get the older child version of end of the line behaviors which usually involves door slamming, name calling, tantrums and breaking property.

Now What
Now from the stats I'm aware that a large number of you are thinking, "Well if you just smacked them on the butt when they were little the problem would have been solved." Again, I don't think so, because unless you live in a community where that is condoned, you can't do it with the effectiveness that grandpa did. I also see a large number of parents who did try spanking and that also have ended up with results they don't like. Spanking may get you immediate compliance, but in the longterm it is a much dicier proposition. In addition to that the reason most parents try not to spank, even if they do in moments of deperation, is because they believe it is wrong, not just because it doesn't provide the results they want.

Here's what I think has happened. We have put a whole generation of parents in a very difficult position. They realize that there is a moral problem, not to mention the effectiveness problem, with hitting kids to get them to behave. And make no mistake, spanking is hitting. It is just a specific culturally condoned variety of hitting. It progressed historically from simply beating your kid; to slapping them in the face; to hitting only on the rear with paddles, belts and switches; to only hitting them on the rear end. I think that has been a very good series of changes. And I think that we now have to figure out as a society how we support parents as they go about setting reasonable limits in the household.

The Upside
The good news is that there are a whole host of other techniques that are very effective that help you to elicit your child's cooperation and set reasonable limits around the household needed to raise responsible, happy people; not to mention just being needed to make living in a household livable. These involve the sharing of control where you don't have it, or where you don't need it so you can have control as a parent when it is needed. It is connecting with your child in ways that leave them much more willing to follow your lead. It means learning about your child's temperament and how to work with it, and around it. And it involves having some humane ways to enforce those end of the line limits. A specific version of timeout is usually needed that respects the child's autonomy and that encourages the development of self-calming skills. The lack of those self-calming skills is usually central to the sort of obnoxious behavior were talking about here.

Timeouts some training to be able to pull off effectively and respectfully. I know if I weren't in the line of work I am, as a former teacher and a mental health professional. I would have spanked out of desperation. But it can be done without the spanking, and done well. I've helped a lot of parents to learn how.

Keep in mind that there are dozens of ways to do timeouts in ways that will run you off the rails in short order. That is part of the problem. If parents have tried a couple of variations on timeout that didn't work, they are convinced that "timeout simply doesn't work."

The Suggestion
So we now treat kids more humanely than we once did. And letting them run amok, hit their parents and call them names certainly isn't going to be acceptable, much less helpful to the kids. But the alternative skills to spanking aren't easy ones. They certainly take more gray matter and self-calming skills than spanking did by a long shot. But let's not expect parents to reinvent that wheel all by themselves. Way too much time and energy are burned up, and damage can be done over time to the child's self-concept and to the relationship with the parent as parents try to figure out how to parent without spanking.

So my suggestion—which after all I've written so far is going to have to be elaborated in another post—is that we need to think differently about parenting classes, parent coaching and counseling. These need to become commonplace rather than the exception. You need a contract, you see an attorney. You need your teeth cleaned, you go to the dentist. You have a 4-year-old you can't get to bed, you come see me. We also need to start thinking in original ways such as offering parenting classes in high schools. We've progressed in the right direction. We just need to do more as a society to help parent than send them to the bookstore on their own. The solutions are low cost, reliable and relatively straight forward to implement. So let's get to it. And in the meantime you want a little support from a parenting class, a parent coach or some counseling by all means don't feel bad about it. Quite the opposite. You my friend are walking the path of the future.

Start a discussion in the comments whether you spank, see a parenting coach or something in between. Keep it civil and you'll get heard.

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Bargaining on the Front End

Have you ever come home from work after a hard day and had your son asks you to do something with him that you really didn't want to do, but you did it anyway because you wanted to connect with him? After agreeing to the activity the child has in mind, and it is time to wrap up,it is pretty common for the child to say something along the lines of "How come you wont play longer?" in a tone that isn't exactly flowing with gratitude.

Now sometimes, of course, this is because the child is just right. We don't spend enough time with him. In future posts we'll look at some ways to make connecting with our kids more doable in ways that are fun for both of you. But other times it is more important to focus on the process of agreeing to the activity. The vignette described above is just one of multitudes of ways that we end up as parents getting into something and then feeling resentful at our kids when it could have gone much more smoothly with a little bargaining on the front end.

Bargaining on the front end can apply to anything from playing a game, to letting them watch a movie, to having a friend over. Here is an example of a mother using this idea with her daughter. Mom has some work that she needs to wrap up at the computer, but her eight year old daughter wants her to take a break to play some badminton, "Come on Mom" it will be fun." But mom remembers that last time that she played a game with her daughter she ended up getting a lot of attitude when it was time to wrap up. So instead of getting into the game only to feel frustrated and unappreciated when she needs to stop, she says something like this:

"Well let me see. If I can take a bit and put the work I'm doing on hold, what do you think I'm going to hear when I need to stop. Am I going to hear, 'Mom, you never play with me long enough. You're no fun at all'? Or will I hear something more like, 'Thanks for playing Mom. That was fun.'?"

The child will usually agree to the second option that involves using some social skills and expressing some appreciation. When we ask for that on the front end, the child agrees to the "terms" and in answering the question, the more prosocial words actually come "Up and Out" of their nervous system. Making it much more likely that those words will come to her. It also leaves the parent with more dignity. Reprimanding the child after the fact, rather than doing the bargaining on the front end feels mean spirited to the kid and doesn't do much for our parenting self-concept.

Now any kid worth keeping is often going to forget anyway. When she does, and starts off with "But you never play...", you can interrupt in a calm assertive tone, saying, "Ohhh. What did you say that I was going to hear?" For most kids that is enough to cue them and they'll slide right into the groove of expressing appreciation. When they do it is important to circle back and let them know..."Remember when you asked me to play catch with you, and I had to stop and get dinner going, and you said, thanks for playing. That really felt good. When I hear that it really makes me feel like playing more often." On the other hand, when that isn't enough to cue them, then you can wait until the next invite, and express some sadness..."Remember last time we played checkers, and when I had to stop, you scowled at me and kept that up for the next hour. I'm not sure I'm up for that today. But try me tomorrow. If you let me know what your plan is for that, I bet I'll feel more like playing.

So don't get into the activity and end up feeling resentful. Talk about the terms on the front end. Use "Up and Out of the Kid" to prime your child to be successful. And play more often.

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Four Ways to Effectively Handle Arguing

It can be really aggravating when you ask a child to do something reasonable and you get arguing in response. There are a wide array of ways that this can be handled effectively. One thing to keep in mind is that an important and often overlooked part of the mission is that you as the adult model ways to take good care of yourself.

Communicate some empathy. No matter what the circumstances, starting off with some empathy can never hurt. “Looks like you’re not to happy about TV being over for the day” “You really wish I’d let you go over to Ian’s house. I can understand you being frustrated with me.” What is counterintuitive, but very powerful is being empathetic, but still maintaining the reasonable limit. You can be pleasant to be around as a parent and still set reasonable boundaries and limits.

Use an enforceable statement. “I’ll be happy to talk about this when your voice is calm like mine.” We’ve covered enforceable statements before. The essence is that in a positive tone you describe what you are willing to do, provide or allow, and under what circumstances.

Walk away. This is especially powerful and helpful if 1) you have already made an enforceable statement, repeated it once calmly, and the child continues with the arguing; or 2) in some circumstances when the child is being especially obnoxious, you can pair the enforceable statement with immediately walking away. This is one of many examples of how to enhance your credibility as a parent. As they say at the Love and Logic Institute you “Say what you mean, mean what you say, and do what you say you’ll do.”

Circle back around at a calmer time. One very easy error to slide into as parents is trying to work things out in the heat of the moment. If you’ve implemented one of the above suggestions, it can help strengthen your connection with your child to check back in later when things are calm. At that calmer time you can note the child’s frustration and 1) simply acknowledge it without doing anything else, 2) invite them to talk about the situation, or 3) invite them to go back to the drawing board with you and collaboratively work on exploring other ways to look at, and work with the situation that the arguing was about. Looking more closely at collaborative problem solving certainly deserves its own set of posts. When you circle back like this fairly regularly, it makes it easier for your child to cooperate since they have some say and won't tend to feel pushed around. When you stop to think about it, kids do have to put up with a lot of adults making the decisions. By circling back and acknowledging how they feel, it makes this more tolerable. As the late Haim Ginott, the wonderful child psychologist, put it. The child should either have "voice or choice". In other words if they can't have some say in the matter, they should at least be able to protest, especially if done reasonably.

Whatever you do with arguing, the one thing to avoid is arguing back in the heat of the moment. Losing your composure ratchets down your parenting credibility quotient, and it never seems to help resolve the issue at hand. For maximum effectiveness jot these tips down and put them somewhere you can refer back to. Post its, as always are your best friend.

What age are your kids and what sorts of things do they tend to argue about? Have you had any successes trying out any of these four principles, or some related one?

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Seven Inside Tips for Mastering New Skills

1. Be patient with yourself. This is the most important one. People often have unrealistic expectations for how quickly they are going to master a new behavior. This unrealistic expectation sets up for early discouragement.
2. Pick one or two new skills to focus on. Don't try to change everything at once. Just as it makes sense to help your kids to work on only one or two new skills at a time, you should do the same with yourself. As number 3 below will explain, you need to give your brain time to change. It is not an instantaneous process. Accepting that fact and working with it vastly increases the odds of your success.
3. Don't confuse understanding with mastery. Lots of times when parents hear about a new skill, like enforceable statements for instance, and have an exciting moment of insight into how it would help and why, and some become disappointed when they go home and end up doing the same thing they did before they learned about the new skill. The insight was important, very important, but the way the brain works dictates that it take some time and repetition for a new habit to form. Your brain is actually altering physical neural connections and is forming new ones. It doesn't happen all at once, as nice as that would be.
4. Understand how your brain works. In the heat of the moment our brains very automatically shift into what psychologists call over-learned skills, that is skills that we've practiced over and over and over. So if we usually get upset and yell at our kids, in a moment of stress, our brain will tend to powerfully veer toward that old way of doing things. This is not your fault. It is just how the brain works.
5. Use visual cues. The veering to overlearned skills is the reason why when you have a new skill you want to master you need to get it to the forefront of your mind, over and over. Post its are your best friend for acquiring new skills. Slap them on the bathroom mirror, on the door jamb of your closet. If you have young kids, stick them on the fridge (they can't read yet). These not only might remind you in the heat of the moment of the skill you could use, they also function to create repetition. Every time you see the post it reminding you of the skill, it reinforces those newly forming connections, which neurology textbooks explain, will make them stronger.
6. Create a learning loop. Make a habit of reviewing regularly, maybe before bed or at breakfast, how you did on the one or two new skills you're working on. Without judgment review how things went. How did you handle the situation? If you yelled or phrased what you said to your child in an unhelpful way, picture how you would say it according to the new skill. Picture the scenario and visualize your calmly doing what you hope to be able to do in the future. The key is to do with with number 1 in mind.
7. Count awareness as progress. Parents who give themselves credit for at least realizing after the fact that they could have done something differently are the same ones who go on to make changes in their relationships with their kids that make life more enjoyable for everyone involved. Those who don't usually get discouraged and give up on the new skill before it has a chance to take root. This is one of many reasons why awareness is half of the name of this blog.

Now you're ready to select one or, at most, two skills and make them yours. With patience and realistic expectations about how your brain makes changes, you can make them happen. I see who are equipped with this knowledge do it all the time.

Also this article I did over at GTDtimes looks a bit more in-depth at the dance we do with the unconscious, automatic parts of our mind every time we try to take on a complex new skill, which includes any interpersonal skills, and especially parenting. The idea is essential for understanding why we often commit to ourselves to do something and then are puzzled when we just don't follow through. I think you'll enjoy it.

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"The Medicated Child" on FRONTLINE

Frontline is a show I enjoy as an info resource, especially in today's sound byte world because it attempts to stick to the facts and presents more or less evenhanded portrayals of whatever topic it takes on. It's been called "...the last best hope for broadcast documentaries." Coming up on Tuesday, January 8th at 9 pm on PBS they are going to examine the issue of the increase in psychiatric medications being prescribed for children. Their excerpt follows:

Ten years ago, stimulants like Ritalin and Adderall were the drugs of choice to treat behavioral issues in children. Today, children as young as four years old are being prescribed more powerful anti-psychotic medications that are much less understood. The drugs can cause serious side effects and virtually nothing is known about their long-term impact.
The increase in the use of anti-psychotics is directly tied to the rising incidence of one particular diagnosis — bipolar disorder. Experts estimate that the number of kids with the diagnosis is now over a million and rising.

As the debate over medicating children continues to grow, FRONTLINE producer Marcela Gaviria confronts psychiatrists, researchers, and big pharma about the risks and benefits of prescription drugs for troubled children in "The Medicated Child."

Local listings for your area can be found on this page.

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.

Beyond Lectures, Part 1

We often find ourselves talking most to our kids when things are going poorly.

Why can't you remember to do your chores on your own. You're 12 years old now. You've got to start taking some responsibility. Do you think that a boss would put up with always having to remind you what you're supposed to be doing? It's about time you start pulling your own weight around here.

The words have a way of flowing right off our tongues in these situations, don't they? Charles Fay of the Love and Logic Institute has quipped that there is a part of the brain that contains lectures that lies dormant until we either become parents or teachers. Suddenly the words come just like magic.

But in the chores example above just how much of that lecture is the kid likely to retain? Practically nothing. Do kids ever respond by saying, "Hey Dad, thanks for the wisdom. I was getting a little lazy, but now I can see that I do need to take on a little more responsibility for my own good. Not to mention that I need to be doing more of my share around here out of respect for the family"?

If that paragraph makes you chuckle it's because it is so unlikely. After delivering that lecture you're more likely to see are a frustrated, resentful or hurt look coming over your kid's face.

You can think of it this way. Any positive effects we hope that our lectures are going to have tend to ricochet off our child's cranium, but any potentially negative effects of having a way of seeping their way right through to the brain. Some of these negative effects include poor self-concept and less connection with the adult giving the lecture.

Another way of remembering this is to bring to mind the words of the wonderful child psychologist Haim Ginott, "When a person is drowning, that is not the time to try to give them swimming lessons."

So realizing that lectures don't work very well, and are even counter productive, what is it that we can do instead? The main thing is to talk at a time when we're feeling pretty calm, and when we're not in the middle of the problem. Right when we come across the problem is almost never the time to either talk about it or to invite our child to talk. Take some time until you have a sense of what you want to say, and until you have some perspective (this may involve some breathing).

Once you're ready, a good way to start off is to give your child some say in when you're going to talk. "Hey Chris, I'm going to need to talk with you a minute. When would be a good time for you?"

Now that we have a bit of a sense of the downside of lectures and how to get a conversation set up, we'd better take a look next time at how we might go about this sort of conversation.

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.

Quote: On Shared Control

"Control is a basic human need. We can either proactively share control on our terms, or we can force the child to take control from us on their terms."

Jim Fay

We'll be talking a lot about this one. Shared control is one of four central principles of Love and Logic. I don't always agree with the Love and Logic folks on each particular intervention that they might recommend for a given situation, but I do have to say that their four central principles, after more than well over a decade using them with children, hold up better, and more broadly than any others I've come across. It also turns out that they can be implemented in lots of different ways, which means that I'm not stuck with offering "Off the Rack" parenting advice. Instead, using the four principles along with other parts of my training, I am able to help parents tailor an approach that fits their child's temperament, each parent's temperament and personality, and the family's unique values, strengths and challenges.

Shared control often takes the form of using enforceable statements or choices within limits, which we'll cover on another occasion. Kids who feel like they have a reasonable amount of control tend to spend a lot less time fighting adults for control. Remember we're talking here about choices that affect the kids, not the adults. We don't give a kid the option to throw a big fit right in the middle of a family gathering, but we might give him choices about "Would it be better for you to get calmed down so you can be here with us, or would it better for you to have a bit of time on your own in your room?" Master this principle and you'll experience a nice shift in your ability to positively influence your kids.

Thought: Our Most Important Job

One of the most crucial jobs that we have as parents, as I see it anyway, is to help our children learn to tolerate and manage their emotions. Do you know any adults who don't understand their own feelings? Any that have difficulty managing their temper or their sarcasm? How well do they do in their relationships? You get the idea.

Guess what our biggest obstacle to helping our children to learn to tolerate and manage their emotions is?

Correct!

Tolerating and managing our own emotions. Maybe it should give us a bit of empathy for our kids. Even having at least a couple of decades on them, it is still difficult, when we're honest with ourselves, to manage all the feelings that parenting and simply living in today's society brings, not to mention that simply being a human being brings.

Whether we're talking about a four year old, a twelve year old or a college sophomore, we have a lot more experience in life than our kids do. Try to imagine what it is like having the powerful sorts of emotions that we have at our worst moments, with a good deal fewer skills for managing them.

Gottman: Raising an Emotionally Intelligent Child

One school of thought in parenting is that there are often times where we need to be wary of engaging a child's emotions. If we do, this approach says we'll end up making the situation worse, much like trying to put out a fire with spray bottle full of gasoline. Another camp focuses on the fact that children genuinely need help navigating their emotional experiences. These two camps often point fingers at one another saying that the other side doesn't "get it" about what is most important about working with or parenting children.

Of course with a very young child, things start off with no real setting of limits of any sort. The second camp I think is certainly on the right track in this regard. The relationship at that point is primarily about connection and the meeting of needs. But as a child grows older, becomes mobile, starts hitting, pinching and insisting on having things their way, the first way of looking a things begins to look a bit more appealing to many of us. I think both of these ways of looking at parent-child relationships have some wisdom to offer.

That's why I try to stay in the habit of thinking about relationships in terms of continuums. Thinking in terms of either/or gets us in trouble. Just placing the issue on a continuum and pretending you have a slider (like a volume adjustment) can help us to see lots of alternatives that would have been invisible when viewed through an either/or lens. The discussion of this book takes both camps into account, and tries to use the "slider" or continuum approach.

The last book I featured was Daniel Siegel's Parenting From the Inside Out, which also delves into the emotions involved in being a parent. Siegel's book homes in on discovering what the parent brings to the relationship from his/her own past and their inner experience. John Gottman's Raising an Emotionally Intelligent Child gets a bit more practical as it looks at the "how to" of ways parents can interact with their children to support their emotional development during difficult interactions. In doing this, Gottman builds on Daniel Goleman's work on Emotional Intelligence which shows that ability in knowing and handling one's emotions has much more to do with how far we get in life and with how happy we are than IQ does.

John Gottman is today's premiere researcher on couple interactions. He's the researcher/therapist that can identify with just a brief, minutes long sample of behavior whether a couple will still be married in 15 years. His accuracy in doing this is impressive. In Raising an Emotionally Intelligent Child he applies some of the concepts of his research to how parents can support their youngsters emotionally and help them become emotionally intelligent. Here is the general approach which he calls Emotion Coaching in a nutshell:

1. become aware of the child's emotions.
2. recognize the emotion as an opportunity for intimacy and teaching.
3. listen empathetically, validating the child's feelings.
4. help the child find words to label the emotion he is having; and
5. set limits while exploring strategies to solve the problem at hand.

Love and Logic, which I draw on in my parent coaching work, is very practical in its focus. It is strong on the "how to" of step five above of Gottman's Emotion Coaching approach, "setting limits and exploring strategies to solve the problem at hand," whereas it relatively glosses over the first four of these steps, calling what they are getting at simply "offering empathy". Cline and Fay's identifying empathy as being important and as something that is very helpful even when setting reasonable limits with children is an original and important contribution. Where their expertise lies is in how to carry out the limit setting and maintaining of boundaries.

One place Gottman's book can be nicely integrated with some of the boundaries and limits of Love and Logic's focus is in the details of just how that empathy might look in different circumstances. It goes further than that, of course, and helps children to become more emotionally literate, teaching them something about how both they and others respond to different events in life.

All approaches to therapy and to raising children have implicit assumptions. These assumptions both give them their strength and determine where the limits of their effectiveness lie. If you are aware of what those assumptions are, it becomes easier to know when to draw on which approach, and that awareness will help you decide what might fit best with each specific situation. Gottman's Emotion Coaching approach definitely deserves to be in the range of skills that you can draw on as a parent. It probably also describes things that you are already doing. Isn't it nice to hear a bit about why certain things that you are doing are working once in a while?

Book on Attachment

Parenting from the Inside Out
by Daniel Siegel and Mary Hartzell is a wonderful book. The work I do with parents when they first come in is often focused on the very practical, how to cope or improve specific interactions and try out some potential solutionns to common workaday parenting challenges from dealing with sibling rivalry to problem solving how to chisel out some time and pull off family meals more regularly. Parenting From the Inside Out gets at the deeper level in parenting that in my work with clients often begins a few sessions into our work. Rather than covering ways to handle the daily parenting challenges or even connection strategies, this book gets to the core of our relationships as parents to the bond that we have with our child, attachment.

For those who are less inclined to want to hear a lot about research behind Siegel's work, like he covers in The Developing Mind, Parenting From the Inside Out is a gem of a book to learn about how the attachment between parent and child works and how our attachment with our child is deeply affected by how we've made sense of our own attachment to our parents.

Here is one fascinating fact from the book. We can tell a lot just by hearing what a parent has to say about what their childhood was like with their own parents. Before a child is born, or even conceived, based on how the mother tells the story of her attachment with her parents we can predict with a good deal of accuracy what sort of attachment she will have with her child to be! Here is the clencher. Even if you've had a difficult childhood, a poor attachment with your own parent, that is not what in the end determines how well you'll be able to attach with your child. Instead it is how well you've been able to make sense of the experiences you had as a child that is associated with how well you'll bond with your child.

A couple examples are helpful with this. Parents who form insecure attachments with their children will often dismiss the importance of parent-child relationships, and they tend to have very inaccurate understandings of what their own relationship with their parent was like. One way that this can show up is that when asked about his relationship with his mother, a father might make a sweeping positive statement, "She was a great parent." But when asked for examples of this, he can only make vague statements, or he might even make statements that actually would better support a statement that the relationship was not very close.

Another way of saying all this is that parents who will have secure attachments with their own children are able to tell a coherent story of what their attachment was like with their parent. Parents who do this even if they had a rocky upbringing have worked through and understood what happened. They also value attachment, rather than dismissing its importance in order to cope with the emotional pain of their past. Parents who have done this are prepared to provide secure base emotionally for their own children.

The wonderful thing about Parenting From the Inside Out is that it actually takes you through exercises to help you take stock of your experience as a child. This is work that often takes place in the context of therapy, or even in other close, supportive relationships, but it can also be helped by self-reflection. This book is a tool to help you do some of that on your own, piece by piece.