Saturday, May 28, 2005

Four Strategies to Deal with Problems

At a recent seminar, our speaker presented the idea that there are four basic strategies to deal with any problem: Ignore, Resolve, Manage and Prevent. At first, the list appeared overly simplistic. Could ignoring a problem be an effective strategy? After some reflection, I recognized that ignoring a problem is a powerful strategy. Not every problem needs or deserves our attention. It's important to know when and how we should deal with a problem and to be able to prioritize our efforts.
The art of parenting includes choosing appropriate strategies and solutions for our problems. Life is problems and problem-solving. Stating our problem in writing helps bring the problem clearly into focus.
There are five basic steps to problem-solving.
1. Recognize that there is a problem.
2. State the problem.
3. Identify all possible solutions. (Using strategy is critical here.)
4. Choose a solution.
5. Implement the solution, and make sure it works.

Here is an example, not involving children, to help highlight these four strategies. You look out your front window, and your neighbors have an old junk car parked in their yard. You could choose to ignore the situation, thinking it will be gone in a few days, since your neighbors have always kept a lovely yard.
To resolve it you might pick up the phone and ask, "Bob, what year is that Chevy in your front yard?" After trying to resolve it, using a management strategy might include not looking out your window, calling the neighborhood association or paying for a tow truck, among others.

A prevention strategy could include creating a neighborhood rule against cars parked in the grass, developing good relationships with your neighbors, starting a beautification program, etc.
Dr. Phil McGraw, for his book, Family First, surveyed 1700 parents. The top three behavioral problems parents had with their children were children not paying attention, children losing control or having tantrums and children talking back.
To make our parenting job easier, it makes sense to strategize how to deal with or avoid these three problems. As the old saying goes, "An ounce of prevention is worth a pound of cure."

To prevent these three problems, create a family structure and relationship with your child so that they rarely or never occur. Teach your child to pay attention instead of having an inattention problem. Teach your child self-control and self-expression instead of allowing tantrums. Develop a relationship built on mutual respect to avoid the disrespect inherent in back-talking.
Even if we do everything we can to prevent these problems, stuff will happen. There are too many things we cannot anticipate. When we have a difficulty we need to use all strategies to consider as many solutions as possible. With talking back, for example, ask these strategic questions:
How are we going to prevent our child from talking back?
If he or she does talk back, how are we going to manage that situation?
When we try to manage a situation, how are we going to resolve the issues that triggered the talking back?
How do we know when to ignore a disrespectful statement or when to escalate it to a resolution?

Use strategy to prevent, manage, resolve or ignore inevitable problems. That's life. Being strategic will help make the best of it. Happy parenting! For an article about five-step problem solving with children, e-mail maren@shininglightreading.com.

Next Week: Making Dinner Time Enjoyable

Kids Talk is a column dealing with early childhood development issues written by Maren Stark Schmidt. Mrs. Schmidt founded a Montessori school and holds a Masters of Education from Loyola College in Maryland.

She has over 20 years experience working with young children and holds teaching credentials from the Association Montessori Internationale. She is also Creative Director for a video-based reading series for children ages three to six, The Shining Light Reading Series. Contact her via e-mail at maren@shininglightreading.com.

Visit www.shininglightreading.com for more information.

Ask your local newspaper to carry Kids Talk. Call, write or e-mail your local newspaper editor and recommend Kids Talk.

Would you like to send Kids Talk to friends and family or receive Kids Talk e-mail updates in www.shininglightreading.com/enews.html

©KIDS TALK™
925 N.W. Hoyt #532
Portland, OR 97209
503.274.9788
maren@comcast.net

Saturday, May 21, 2005

Avoid Discouragement, Apologize

"My dad never apologized for anything. He never admitted he was wrong, made a mistake or said he was sorry for anything. I think that caused so much friction and anger in our relationship. Now, I find I'm starting to do the same thing with my boys," Stewart said during a parenting class. "How can I change?"

We had been talking that evening about ways that parents discourage their children, and that a misbehaving child is always a discouraged child. Stewart recognized himself in our discussion of the four key ways that parents discourage children with negative expectations, focusing on mistakes, perfectionism and overprotection.

Stewart saw his father's inability to apologize as a result of a desire to be seen as perfect. Stewart was realizing that his desire for perfection might create the same kind of discouragement in his children that he had experienced as a child. Stewart wanted a long-term healthy relationship with his boys, then ages three and four.

I shared with Stewart and the group one of my experiences with perfectionism and the power of apologizing. My book club was scheduled to arrive at our home in less than 30 minutes. My daughters were three and four and were helping me prepare snacks and set out plates and napkins. I was a little out of sorts because my husband was out of town and wasn't home to help put the girls to bed. As we left the kitchen, a glass platter got bumped. Vegetables and dip flew off the counter. Broccoli, celery and carrot sticks flew across the floor along with shards of glass. Garlic leek dip landed in my shoes.

It was an unfortunate and poorly timed accident. It was not intentional, but I reacted as if it had been masterfully planned. "Upstairs. Now. Both of you. I can't believe you did this. You've ruined everything," I yelled, instantly regretting my lack of self-control. There was no excuse for blowing up, even if there was onion dip in my shoes. No excuse.

The girls ran upstairs, upset and crying. I cleaned up the mess, rueful of how I had overreacted. I walked up the stairs and sat down on their bed.

"I’m sorry I lost my temper. I know this was an accident, and you didn't mean to knock the plate from the table. I shouldn't have yelled at you. I think I was more concerned about things being perfect for my meeting than your feelings. Will you forgive me? How can I make you feel better?” I choked back my tears.

My daughters patted me on the arm. "It's okay, Mom. We still love you." Children have such kind, resilient and forgiving natures. We were all children once, and it helps us to be better parents when we can remember that.

Don't be afraid of looking out of control or weak to your children when you've done something you wish you hadn't. Say you're sorry, ask for forgiveness and try to make things right. Apologize, and you'll side-step those four key ways parents discourage their children. Just apologize.

Next Week: Problem-Solving Strategies

Kids Talk is a column dealing with early childhood development issues written by Maren Stark Schmidt. Mrs. Schmidt founded a Montessori school and holds a Masters of Education from Loyola College in Maryland.

She has over 20 years experience working with young children and holds teaching credentials from the Association Montessori Internationale. She is also Creative Director for a video-based reading series for children ages three to six, The Shining Light Reading Series. Contact her via e-mail at maren@shininglightreading.com.

Visit www.shininglightreading.com for more information.

Ask your local newspaper to carry Kids Talk. Call, write or e-mail your local newspaper editor and recommend Kids Talk.

Would you like to send Kids Talk to friends and family or receive Kids Talk e-mail updates in your own inbox? Sign up for FREE here:
www.shininglightreading.com/enews.html

©KIDS TALK™
925 N.W. Hoyt #532
Portland, OR 97209
503.274.9788
maren@comcast.net

Saturday, May 14, 2005

Using Natural and Logical Consequences to Teach

Choices. Everyday we make choices. It is from making choices that we learn responsibility and how to behave. When we choose unwisely and experience the consequences of our choices, the lessons we learn are more powerful than any lecture or punishment. If we as parents are savvy, we can use natural and logical consequences as strong teaching tools.

Natural consequences follow what would naturally happen, without adult intervention, from what children choose to do or not to do. We know that even though we try to tell our children the oven is hot, and try to keep them safe, children don't learn what hot is until they get burned. The natural consequences of touching a hot oven is a burn; of not wearing a hat is cold ears; of not eating breakfast is being hungry and irritable; of leaving toys out in the rain is ruined toys; of forgetting to put the ice cream away is melted ice cream.

Not all situations lend themselves to being taught or learned by natural consequences. Creating a safe environment is always a primary parenting concern. Natural consequences cannot be used if the results are catastrophic. We can't teach, "Stay away from the pool, or you might drown." Events may occur too far in the future, such as "If you don't learn to save money, you won't be able to retire." Some consequences may be too abstract, such as "If you're rude to your friends, they won't play with you."

Logical consequences are results we choose as parents to show what logically follows when our children violate family values or social requirements. Let's take an example.

The Problem: Betsy dawdles and watches TV instead of getting dressed for school.
The Consequence: Betsy has to go to school in her pajamas and get dressed at school or in the car.

We can give choices about logical consequences with either/or choices or when/then choices. For example: Betsy, either get dressed before you watch TV, or you'll have to go to school in your pajamas. You decide. Or: Betsy, when you get dressed, then you can watch TV. You decide.

Give the choice only once, then act. See continued misbehavior as the choice. Also, don't give choices that you are not prepared to put into effect. Logical consequences are not punishment. Logical consequences need to be presented in a friendly and supportive way and shouldn't be used to issue demands or threaten children.

Another possibility is to discuss the consequences beforehand. "Betsy, if you're not dressed for school when it's time to leave, what should happen?"

Let natural and logical consequences help you teach your children how to be responsible and make wise decisions. Remember, logical consequences are not punishment, but instead allow your child to clearly see the choices he or she has for behavior and the consequences of those behaviors. Either get dressed in time, or you go to school in your pajamas. When you're dressed for school, then television.

Be prepared to put the consequences into effect, which may mean dealing with tantrums and tears. If Betsy isn't dressed at the designated time, be prepared to escort her to the car with her clothes. Don't give second chances. If Betsy is watching TV and is not dressed, be prepared to turn off the TV, unplug it, carry it out of the room or whatever is needed to follow through with the consequence.

Timely follow-through is essential. In most situations, thankfully, we only have to follow through once or twice because children learn quickly, and logically, that certain choices just aren't worth the consequences. You won't be a mean parent. You'll be a parent that means it.

Next Week: Avoid Discouragement, Apologize

Kids Talk is a column dealing with early childhood development issues written by Maren Stark Schmidt. Mrs. Schmidt founded a Montessori school and holds a Masters of Education from Loyola College in Maryland.

She has over 20 years experience working with young children and holds teaching credentials from the Association Montessori Internationale. She is also Creative Director for a video-based reading series for children ages three to six, The Shining Light Reading Series. Contact her via e-mail at maren@shininglightreading.com.

Visit www.shininglightreading.com for more information.

Ask your local newspaper to carry Kids Talk. Call, write or e-mail your local newspaper editor and recommend Kids Talk.

Would you like to send Kids Talk to friends and family or receive Kids Talk e-mail updates in your own inbox? Sign up for FREE here:
www.shininglightreading.com/enews.html

©KIDS TALK™
925 N.W. Hoyt #532
Portland, OR 97209
503.274.9788
maren@comcast.net

Saturday, May 07, 2005

I-Messages Help Teach Expected Behavior

"Tom drives me crazy," Caroline said as she went on and on about how upset she was with her son's behavior.

"When did you decide to let your son drive you crazy?" I asked.

"What are you talking about? I'm in control of my emotions."

"I thought I heard you say Tom drives you crazy."

"That's what I said."

"I have a picture of your three-year-old son driving your car, with you in the back seat in the starring role of Driving Miss Crazy." There was a moment or two of awkward silence.

"Wow. I hadn't looked at it like that. How do I get in the driver's seat?"

"First agree that no one can make you make sad, mad or crazy, unless you give them permission. A communication technique called I-messages can help you decide how to deal with Tom's behavior."

I–messages can turn sentences such as "You drive me crazy" into a message about how you feel and what behavior you expect in a situation. I-messages have four parts. First, you name the behavior or situation, how you feel, the reason you feel that way and then what you would like.

"Caroline, can you give me a behavior and how that makes you feel? Then we'll rewrite it into an I-message," I said.

"When Tom sticks his tongue out at me, I just want to scream."

We rewrote this as: When you stick out your tongue at me, I feel angry because I think it's rude. I would like you to use words and keep your tongue in your mouth, please.

Caroline and I worked from a worksheet that looked like this:
When you _______
I feel____________
Because_________
I would like _______

After completing ten I-messages, Caroline read them aloud to me.

"Amazing," Caroline said. "Saying these things out loud makes me feel more in control already. I see how I can choose how to deal with Tom"s behavior instead of getting upset."

“I also see that some of my frustration is from trying to control Tom's behavior in situations I shouldn't have put him. Like going to restaurants, shopping and friends' houses. Or up too late or too early. Take this one: 'When you cry at a restaurant, I feel irritated because I think you should be able to sit and wait. I would like you to play with your toys.' The truth is Tom only cries when it's late and he’s tired and hungry. My expectations have not been realistic.”

Caroline discovered while writing I-messages that she would have to think about what the problem truly was and who owned the problem. I-messages are effective only when the problem belongs to the parent or the sender of the message. If unacceptable behavior persists after an I-message, then the next step in teaching expected behavior might be to use logical consequences. For example, if Caroline sent an I-message to Tom about sticking out his tongue, and Tom responded by sticking out his tongue, it's probably time for Caroline to use logical consequences.

Next Week: Using Logical Consequences to Teach Our Children

Kids Talk is a column dealing with early childhood development issues written by Maren Stark Schmidt. Mrs. Schmidt founded a Montessori school and holds a Masters of Education from Loyola College in Maryland.

She has over 20 years experience working with young children and holds teaching credentials from the Association Montessori Internationale. She is also Creative Director for a video-based reading series for children ages three to six, The Shining Light Reading Series. Contact her via e-mail at maren@shininglightreading.com.

Visit www.shininglightreading.com for more information.

Ask your local newspaper to carry Kids Talk. Call, write or e-mail your local newspaper editor and recommend Kids Talk.

Would you like to send Kids Talk to friends and family or receive Kids Talk e-mail updates in your own inbox? Sign up for FREE here:
www.shininglightreading.com/enews.html

©KIDS TALK™
925 N.W. Hoyt #532
Portland, OR 97209
503.274.9788
maren@comcast.net