Tag Archive for discipline

Your Child’s Brain on Physical Punishment

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Over 5 decades of research have shown the negative effects of using corporal punishment to discipline our children. Now a study conducted by researchers at Florida State University looks at what happens to the “brain on corporal punishment.” In this study, 149 participants between the ages of 11 to 14 years performed “video game-like tasks and a monetary guessing game” while an EEG recorded their brain waves. Specifically, the EEG assessed the participants neural response to errors and their neural response to rewards. Two years later, the teens and their parents completed a series of questionnaires screening for parenting style as well as the adolescents’ level of anxiety and depression.  

As seen in previous studies, corporal punishment was associated with increased anxiety and depression. However, this study also revealed that corporal punishment was associated with how the participants processed making errors and receiving rewards on a neural level. Specifically,

  • Adolescents who received physical punishments showed a larger neural response to errors. They reacted more strongly to making mistakes.
  • Adolescents who received physical punishment also showed a “blunted response to rewards.” They did not respond as strongly to rewards as those who did not receive physical punishment.

These neural responses directly impact our children’s levels of anxiety and depression. Specifically, an increased response to making errors is associated with anxiety. A decreased response to rewards is related to depression.

In other words, using corporal punishment as a major tool for discipline actually changes how your children respond to making mistakes and how they respond to rewards on a neural level. It changes how your children’s brain functions in processing information about mistakes and rewards. That change increases the risk of anxiety and depression.

So how can you discipline your children without corporal punishment? Without increasing the risk of long-term depression and anxiety? That’s a great question. Here are some resources to help you discover the many alternatives:

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Lay the Foundation for a Lifetime Relationship

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What kind of relationship do you want to have with your child when they become young adults? It’s good to start thinking about your answer to that question before your children leave for college, because you’re finishing up the foundation for that relationship during the adolescent years. In fact, research from Penn State followed 1,631 families while their children progressed through adolescence (6th to 12th grade) into young adulthood (22-years-old). The researchers discovered that parents often express less warmth and affection to their teens. They also spent less time with their teen and engage in harsher punishment toward them. This hindered their relationship as their child moved into young adulthood.

On the other hand, when parents maintained positive forms of parenting and involvement in their teens’ lives, they laid a foundation for a strong relationship with their them in their adult years. What are the “positive forms of parenting” that laid a strong foundation?

  • Involvement. We need to remain involved in our teens’ lives. The way we remain involved may change as our teens strive for independence and autonomy. But they still need, and want, our involvement in their lives. You can maintain your involvement in your teen’s life by doing things together—sports, bike riding, making music, going to concerts, gaming, cooking, going out for dessert…the list goes on. Be creative. Find things you can enjoy doing together and do them. Stay involved.
  • Share affection. Teens who reported higher levels of parental warmth and affection also reported feeling closer to their parents as adults. So let your teens know you love them. Tell them “I love you.” Give them a hug as they leave for the day and a hug good night. Give them a pat on the back…just because.  Take a page from the NBA playbook and share some affection, verbally and physically.
  • Utilize balanced and effective discipline. Rather than yell and lecture, offer consistent and rational reasons for the rules and consequences. Stay as calm as you can if they question those rules and consequences. In fact, take time to listen to your teen’s reasons for making a change in the rules. They may offer an excellent reason for change. When appropriate, compromise or even change a rule that has become outdated as your teen matures. Throughout the process, remain respectful of your teen. Model the polite, respectful interaction you desire from them.

These three practices may pose a challenge at various times as your teen stretches for independence and autonomy. But as you remain involved, share affection, and utilize balanced discipline you can look forward to enjoying a positive, loving relationship with your teen well into their adult life.

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OOPS, My Mistake VS. My Child’s Mistake

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The other day I made a mistake…or should I say another mistake. It’s true. It was actually one of the many mistakes I’ve made over my lifetime. Anyway, I made a mistake. Fortunately, my life is full of gracious people who acknowledged my mistake and continued to love me. Sure, they got a little upset…and some even laugh about my mistake. But they still helped me learn to avoid the same mistake in the future. And, as a result, I did learn. I grew; and hopefully I’ll avoid repeating that mistake in the future.

All this “got me thinking.” Children, like adults, make mistakes. Sometimes they make mistakes because of a lack of knowledge. Sometimes they make mistakes trying to “get away with something.” Sometimes they simply make a mistake. I have to say, as an adult, I have made mistakes for the same three reasons. Haven’t you?

But there seems to be a difference in how people respond to the mistake I make as an adult and the mistake a child makes. Let me explain. When a child makes a mistake, adults often seem to get angry. They treat the child’s mistake as an afront to their parenthood and their authority. They yell, often making the child feel worse and as though that mistake has defined them as a person. They dismiss the child’s explanations as excuses, often not even considering any positive intent behind his mistaken actions or words. They punish the child, sometimes harshly and in anger. And many do not teach the child how to avoid the mistake in the future.

However, when I make a mistake as an adult, the people in my life trust me to learn and grow from the natural consequence of my mistake. Even if they are upset or angry, they remain respectful. No one really yells. Many even listen to the explanations I give for my mistaken behavior. They allow me to explain the intent behind my actions…even if they disagree, they accept my explanation. They accept my intent while offering me guidance on how to avoid the mistake while achieving that intent in the future. All the while, they remain respectful (even in their anger) and they speak to me in a way that can help me listen.

If my friends and my family responded to my mistake in the same manner that I often see adults respond to a child’s mistake, I would walk away. I’d feel hurt, dishonored, even abused. I wouldn’t learn. I wouldn’t grow. I’d get defensive. I might even end the friendship. What makes us think children feel differently?

This leads me to an important lesson I learned about correcting my children…our children. Our children will respond to correction and discipline more readily when we approach them with respect. They will learn and grow when we take the time to learn about the intent and motivation behind their inappropriate behavior or words before respectfully pointing out what they did wrong. They will mature as we listen carefully, not just to their words but to the message of their behavior, before we offer them loving guidance on how to behave differently in the future.

In other words, our children will learn from their mistakes more readily when we approach them with the same respect that we give our adult friends. They will grow more mature when we approach them with the expectation that they want to learn and grow. We can all learn and grow from our mistakes, adults and children alike, when we approach both with acceptance, respect, and love.  

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Are You a Manipulative Parent?

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I have often heard about the dangers of using manipulation when parenting. Manipulation in parenting contributes to an increased risk of rebellion, excessive guilt, and even depression in the child being manipulated. But what exactly is manipulative parenting? What practices make up manipulative parenting? We need to know the answers to these questions, so we don’t accidentally engage in manipulation. With that in mind, let me explain 5 ways in which parents might manipulate their children as they try to discipline.

  1. Withdrawing love or isolating their child. Children need their parents. They need to know their parent’s love for them is unshakable, present, and available. When we send our children to their room for an indefinite period of time or suddenly withdraw ourselves emotionally from their world, they become insecure. They question their own lovability. And they will do almost anything to regain the security of their parents’ love and attention.  When we withdraw our love or isolate our children, we have used their innate need for our loving presence and attention to manipulate them into behaviors we desire. So, rather than give your child an indefinite time out, give them a timeframe (a short timeframe). Then restore the relationship. Even better, give your child a “time-in” instead of a time-out. If you find yourself needing some emotional distance from a situation with your child, talk to them first. Explain to them that you simply need time alone and how they can provide that space without even leaving the room by quietly engaging in an activity on their own. Also, give them a time frame for your time alone. Once again, reunite with them immediately afterwards.
  2. Eliciting a “guilt trip.” We have all seen parents attempt to make their children engage in desired behavior or make a particular decision by sending them on a guilt trip. You know…phrases like, “I can’t believe you would do this to me after I…” or “I taught you better than that” or “You drive me crazy. Why don’t you just sit still and be quiet?”  Even a look of disappointment and shame can send our children on a guilt trip. Using guilt to elicit the behavior or decisions we desire in our children is manipulation…and detrimental to their emotional health. Rather than sending your child on a guilt trip, explain what behavior you desire and the reasons you desire it. Take time to teach.
  3. The “silent treatment.” “Silent treatment” is another way parents isolate their child. The still face experiment (seen in this video for both an infant and a married couple) reveals how the silent treatment negatively impacts our children. They become emotionally dysregulated and will do anything to reengage with their parent. Getting our children to do what we want by engaging in ” silent treatment” is manipulation. Learn, instead, to talk with your child. Teach them. Explain yourself. This may include becoming a bit vulnerable at times. But, when we talk, teach, and listen, our children will grow. You will grow. And their positive behavior will increase.
  4. Humiliating, shaming, or embarrassing. Of course, this is manipulative. We never want to humiliate, shame, or embarrass our children. Really, we want to model healthy ways of interaction in our own interaction with them. We want to treat our children with the same respect and love with which we want them to treat us and others in the world. They will learn through their experience with us.
  5. Social comparisons. Social comparisons manipulate by inducing guilt, embarrassing, and even humiliating our children. There is no need to compare our children with anyone else. In fact, we find our children’s best self in their uniqueness. Accept them for “who they are,” strengths and weaknesses alike. Acceptance carries great power to promote their growth and maturity. Children learn to value themselves and their capacity for growth when they find acceptance in and from us.

These five practices are signs of manipulative parents. Each one has a detrimental effect on our children. Each one backfires in the long run. Each one interferes with healthy relationships. But each once can be replaced with loving respect, kind instruction, healthy interactions, and acceptance. When we replace manipulation with respect, instruction, acceptance, and healthy relationships, we will enjoy a growing relationship with our constantly maturing children.

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A New Year’s Resolution for Parents

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Little girl baking christmas cookies

The new year is just around the corner and many of us are contemplating a “New Year’s Resolution” for the coming year. As parents, we might consider what kind of resolution could help us become better parents. To help us decide on a good parenting resolution, I recommend a “2-week parenting audit” to help you think of possible resolutions around parenting. Don’t worry, it’s not hard or guilt inducing. It simply helps us identify areas in which we can grow. This “audit” consists of listening to yourself as you talk to your child and counting 3 things.

  1. Listen to yourself and count how many times you say “no” compared to how many times you say “Yes.” Don’t get me wrong. “No” is an important word for a parent. “No” sets limits for our children’s health and safety. But “no” can also interfere with our children’s creativity and appropriate exploration. Learn to say “yes” as often as you can. When possible, find a way to modify a “no” into a “yes”.  Instead of “no, you can’t have a snack right now,” say “yes, after dinner you can. I don’t want you to ruin your appetite with one before dinner though.”  Learning to say “yes” can help a parent think about the “true reason” for having the rule or limit. Knowing the “true reason” for a rule can also help a parent identify a “yes” alternative that still satisfies the rule. Children will learn the “spirit” of the rule or limit when a parent learns to effectively balance “no’s” with “yes’s.”
  2. Listen to yourself and count how many times your correct negative behavior compared to how many times you acknowledge positive behavior. It’s easy to find ourselves constantly correcting our children.  Unfortunately, a constant focus on correction blinds us to the times our children engage in positive behaviors. Our children will also become discouraged believing they “never do anything right.” We need to make it a practice to look for the positive behaviors in which our children engage and to verbally acknowledge those behaviors. If we make this a daily habit, our children will surprise us with even more positive behaviors. We will also discover the “need” to correct negative behavior decreases as positive behaviors increase.
  3. Listen to yourself and count how many times you offer your child a directive compared to how many times you offer an opportunity to connect. Yes, a lot of tasks need to be completed around the house and our children often need prompts to help them remember to do their part. But when directives outweigh connection, you have a recipe for rebellion. Sometimes a directive can even be couched in an opportunity to connect. For example, “Please help me cook dinner tonight. We can talk while we cook.” Or “The living room is a mess. Help me clean it up so we have more time to do something fun together.”

After you have counted and looked at each of these comparisons, make your New Year’s Resolution. Do you need to say “yes” more often? Do you need to acknowledge positive behaviors more often? Do you want to speak words of connection more often? Or, if you’re like me, you may want to improve in all three areas. Each one will help build a more intimate relationship with your child while teaching them important life skills. I have to ask: which one will you work on next year?

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You & Your Child’s Big Emotions

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Toddlers have tantrum. Teens will sulk. In between…well, it could be almost anything.  Children respond to emotions in ways that frustrate their parents and even make them feel helpless at times. But if we, as parents and adults in their lives, learn these important facts about our children’s emotions we don’t have to feel frustrated and helpless. In fact, learning these important facts will empower us to parent more effectively. What facts am I talking about?

  1. Children experience the world differently than adults experience the world. They hear more and different sounds. They see things from a different vantage point, literally. For instance, since their eyes are two to three feet below most adults, a crowd becomes a sea of legs blocking their vision…and that could be frightening.  Our children also experience many sights and sounds as new and unknown, even though we consider them familiar and even mundane. So, a child may get upset by a sight or sound that an adult has not even noticed.
  2. Children also have a different sense of time than adults. Time moves more slowly with less rush for children. They get bored more easily as “time drags on” while we, as adults, feel pressured by too little time. What an adult may experience as a passing moment can seem like an unbearable eternity to a child whom we admonish to “sit still. It will only be a minute.” Remember how long those minutes seemed as a child…as the second hand on the clocked ticked…slowly…along? Overall, it may seem as though children get upset about the “silliest,” most mundane things. But when we begin to realize how different a child’s experience of the world is from our adult experience, their responses seem much more reasonable and even understandable.
  3. Children’s distress quickly goes from zero to sixty and spills over into everything. Their emotions often result in a meltdown that takes over the moment and everyone present. In fact, children experience difficulty managing strong emotions. Their emotional management skills are underdeveloped compared to adults. They have not learned and internalized the coping skills necessary to deal with the emotional struggles they encounter—like the fear of abandonment, frustrated desires, bullying, loss [even death], disappointment. They need us—the strong, healthy adults in their lives—to help them regulate their emotions in the moment and to teach them how to regulate their emotions in the future.
  4. Children engage in emotional outbursts and meltdowns at the worst possible moments. They meltdown when getting ready to leave the house or when preparing for bed; they become attention-seeking when you’re on the phone; they have the screaming match with their sister when you have a headache. It’s true, children have emotional outbursts at the most inconvenient times. And, in all reality, that makes sense. Children have a need for security and the adults who care for them provide that security.  When we, as caregivers, exhibit stress of some kind (trying to get everyone out the door on time, feeling exhausted yet trying to get our children ready for bed, irritated because we didn’t sleep well last night, etc.), our children feel our stress and become stressed themselves. Our stress creates a question in their lives about our availability to them and, as a result, their safety. When we, as caregivers, begin to focus elsewhere (like on our telephone or the meal we are preparing for dinner), our children want to make sure we are available to them. When we, as caregivers are tired, distracted, stressed, or rushed, our children respond with emotional outbursts that implicitly express their fear and need for security. In essence, their emotional outburst often implicitly asks, “Are you available to care for me? Or are you too tired, distracted, stressed, or busy to make sure I’m safe?”

These four factors about our children and their emotions opens the door for us to respond to difficult emotions with greater effectiveness. Watch for next week’s blog in which we will explore some ways we can help our children and teens manage their emotions and have fewer outbursts in the process.

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What Did I Just Do?

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My daughters were upstairs…arguing…loudly. I hate arguing. And I hate loud. Still, I waited in hopes they would resolve their disagreement without my intervention.  But they continued to argue and yell. The longer they yelled, the more my irritation grew. After what seemed like an eternity (probably only 1-2 minutes in reality), I stomped to the bottom of the stairs and yelled, “Stop the yelling. We don’t yell in this house!” As soon as I heard the words leave my mouth, I shook my head. Did I just yell at my children to stop yelling? That’s just wrong on so many levels.

  • Yelling didn’t model the behavior I wanted them to see. What else can I say about this? Yelling is bad modeling…unless you want children that yell to get their point across.
  • Yelling prevents learning. Our children, like people in general, enter into the “fight or flight” mode when someone yell at them, even if that someone is a parent. In the “fight or flight” mode, a person focuses on self-protection and, as a result, really can’t learn. Their learning is frozen in fear and all their internal resources are mobilized for self-protection. There is no learning or rational thought, only the buzz and frazzle of confused self-protection.
  • Yelling sabotages our parent-child relationship. It severs the connection between you and your child and replaces it with fearful self-protection. It scrambles your child’s brain, interfering with their ability to relate. Remember, the parent-child relationship forms the foundation of effective parenting. After all, rules without relationship leads to rebellion.
  • Yelling plugs up our children’s ears. It teaches them that they don’t really have to listen until we yell. A simple, quiet request goes unheeded when yelling is our general practice. They have learned to not listen until they hear you yell. 
  • Yelling models disrespect and we want our children to learn respect. Children, like all people, deserve our respect, even during discipline.

It’s true. I yelled at my children to stop yelling. Not one of my finer parenting moments. Fortunately, I caught my discrepancy and my children, like all children, are extremely gracious. They allowed room for “do-over.” I walked up the stairs and went into the room where they argued. We took a moment to talk about their argument, my yelling, and the fact that we really “don’t want to yell in this house.” Another moment to resolve their disagreement, at least to my satisfaction, and life returned to normal. Next time I opened my mouth to yell up the stairs at my children, I remembered that day and smiled. Then I walked up the stairs. Even before I got to the top of the stairs, my children started arguing more quietly and with greater civility. I smiled. Maybe we were all learning after all.

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The Best Response to Your Child’s Ingratitude

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I’ve heard many parents express frustration over their child’s lack of gratitude. Maybe you have done it yourself. It seems even grateful children go through times in which they become ungrateful, demanding, and even presumption. They stop expressing thanks and expect to receive anything they want from their parents. Or, they expect their parent to do anything they want for them…as if we, their parents, were put on this earth to serve their every whim. They express frustration or anger because they don’t get something they want, even though we just spent an afternoon doing nice things for them. Or maybe they bemoan that the other kids “have it better” because their “parents understand.” You’ve probably encountered a time like this. Most of us have experienced our children doing at least one of these things. I know I have. When it happens, we ask ourselves: “What’s the best way to respond so my children will become more grateful as they mature?”

That’s the question Andrea Hussong (from the University of North Carolina) and colleagues sought to answer in 3 -year study involving over 100 parents and children. They considered 6 parental responses to ingratitude: self-blame, letting it go as a “phase” the child will outgrow, becoming frustrated or distressed, punishing, giving in, or teaching/instructing.

They discovered several details about gratitude between parent and child, but I want to focus on what responses parents and children in the study thought fostered gratitude. Parents believed their children showed more gratitude after 3 years when they responded to ingratitude with negative consequences, for instance, putting a toy left out where someone might trip over it into time out or taking away an opportunity for dessert because the child expressed ingratitude for supper.

Children, on the other hand, reported increased gratitude when their parents “got upset or frustrated by their ingratitude.” In other words, when parents express their authentic emotions about their children’s ingratitude, their children listen… and learn.

So, if you get frustrated by your child’s ingratitude and the expectations that accompany that ingratitude, let them know.  Stay calm, take a breath, look them in the eye, and tell them: “I get upset when you don’t appreciate the food I give you and my effort in preparing it.” “It’s very frustrating that I spent all evening playing a game you wanted to play and now you demand to stay up late.” “I really get angry when you leave your toys where someone could trip over them when you know how to put them away when you’re done playing.”

Then, if the ingratitude continues, a negative consequence may also help. “No dessert” due to ingratitude over dinner. An “earlier bedtime” in response to demanding behavior in the evening. A toy “put in time out” for the day because a child did not put it away when asked to. The important thing is to make sure the consequence is associated with the area of ingratitude.

And just as important, when your child expresses gratitude, show a little gratitude in return. Your gratitude will reinforce the behavior you desire, the behavior of showing gratitude. Children learn from their parent’s example. Your gratitude will set a good example. It will “rub off on them.” In fact, your children will rarely become more grateful than you. The more gratitude you show, the more gratitude they will show.

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Parents, Don’t Sabotage Your Children’s Ears

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Parents want their children to listen. We want them to listen so we can teach them and keep them safe. But sometimes we sabotage our efforts at getting children to listen.

We sabotage our efforts at getting children to listen by lecturing. Children stop listening when parents go on and on. Instead of listening and learning, they shut their parents out and focus on how their parent could do things differently (AKA— “is crazy). Instead of lecturing, keep it clear and concise, to the point. In fact, you can often boil down what you want to say to one, two, or three words. For example: “Nice words, please.” “Brush your teeth.” “Please help me.”

We sabotage our efforts at getting children to listen by giving commands without any education. Children like to “exercise their free will.” (Don’t we all. But when adults do this, we call it “standing up for ourselves.” When children do it, we call it rebellion.) Many times, a little education goes a long way in getting children to listen and learn. So tell your children the reason behind the directive. For instance, “Milk spoils when it’s left out, so we better put it away.” “Glasses break easily.” “Unflushed toilets start to smell.” Statements like these offer the reasons behind our directives and communicate a trust that our children will do the right thing when they have all the information.

We also sabotage our efforts at getting children to listen by neglecting to be polite. We constantly tell our children to say “thank you” and “please” but neglect to give them the same courtesy. Remember, our children learn from our actions. They are more likely to listen when we remain polite. Our children also deserve our respect. When we treat our children with respect, they know they are valued. They are more likely to listen to a parent who has expressed respect and value toward them. So don’t forget the “thank-you’s” and “pleases” when speaking with your children.  “Can you help clear the table please?” “Thank you for watching your sister.”

We sabotage our efforts to get our children to listen by cajoling and persuading rather than giving choices. Cajoling and persuading gives your power to your children. Your children become the ones in control when a parent resorts to cajoling, demanding, and persuading. Many times, parents will then threaten punishment in an effort to re-exert control. Unfortunately, threatening punishment results in a power struggle. Your child digs in their heels and accepts “the challenge.” They “call their parent’s bluff” to see who is really in control. You might avoid this whole power struggle by offering a simple choice. Rather than cajole, persuade, and threaten, calmly offer a choice. This choice may involve a consequence, or it may not. If it does involve a consequence, use a natural consequence—a consequence directly related to the behavior. “Please put on your coat to go out or we can stay in.” “Put your toys away please or they will go into time out for a day.” If the choice involves a natural consequence, state it calmly AND make sure you are willing to allow the natural consequence to occur. If you save your child from the consequences of their actions, you rob them of the opportunity to learn.

These four suggestions may not work every time (nothing does). But they will work much of the time. And you will no longer find yourself sabotaging your efforts at getting your children to listen.

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Shouting Into a Void & Staring Into an Abyss

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It wasn’t the only time I saw it, but it was definitely one of the most blatant and extreme examples. It happened while I was visiting the home of a single mother and her two sons. She complained that her sons “did not listen” to her. On my first visit she provided a hint about why they were “not listening.” One of her sons had neglected to complete a chore. His mother asked why he had not done it. He simply said, “I forgot.” His mother then began to expound upon his irresponsibility, how he always forgot, and was never to be trusted. Thirty seconds… forty-five seconds…a minute…and she was still lecturing. I watched her son respond to her barrage of instruction & anger. He quit listening after her first one or two sentences. He looked away. Then he checked his watch. His eyes drifted to the ceiling and then to the window. Finally, he simply stared into the abyss as his mother shouted into the void.

This exchange offered several examples of the wrong thing to do, things that resulted in her son not listening. Consider the alternatives we suggested to her.

  1. Address behavior not character. This mother labeled her son irresponsible, forgetful, and untrustworthy. Our children internalize the labels we use of them, especially the ones we shout at them in anger or frustration. Eventually, they will believe those labels true and begin to live them out. Their expectations of themselves will match the self-concept based on the labels we’ve used to describe them. So, no name-calling. Beware your assumptions. Do not label your children’s character. Instead, address their behavior, their actions. Objectively describes the behavior you do not like rather than make a subjective judgment about their person. Explain the consequences of the behavior. Talk about how the behavior impacts those around them. Address the behavior, not their character.
  2. Avoid permanent markers of frequency like “always” and “never.”  For one thing, they are not true. There are often (dare I say, “always”) exceptions. Additionally, permanent markers of frequency limit the possibility of change. After all, if it “always” happens, it will “never” change. Instead, use temporary markers of frequency like “sometimes,” “this time,” “at this moment,” “occasionally,” maybe even “often.” Your child will more readily listen to you when you stop using permanent markers of frequency. And you indirectly acknowledge that there are exceptions to the problem behavior as well. Finally, and most importantly, you leave the possibility of change open.
  3. Keep it clear and concise. Don’t lecture or nag. Your child will stop listening. Say what you have to say in a clear, understandable way. Keep it short. Say it concisely and with brevity. Then stop. Your child can hear and understand. The more you talk, the less they listen. The more you lecture, the more likely they go away talking about your behavior rather than thinking about their own behavior.

These three simple communication actions can change the way your child hears and responds to you. They will put an end to you shouting into the void and your child staring into the abyss. Instead, you will speak to your child and your child will more likely listen.

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