As parents, we want our children to be respected at school and most of us would be upset if they were being bullied. We teach our children to stand up for themselves and we may enlist the aid of the teacher and principal. We don’t want children to be bullied, so why would we allow them to bully parents?
A father and teenage son were at a table in a restaurant near my friends. The son was berating the father, being sarcastic, talking back, insulting his father and using foul language.
My friends were shocked to hear a teenager talk to a parent like that. The father didn’t reprimand the son and didn’t do anything other than hang his head. Frankly, given the people I’ve interviewed and the people who have contacted me, I find this shocking but I am not surprised.
I imagine the father has been bullied by his child for years and did not address it when it started. When you overlook this behavior or give the child a “pass”, the child can assume it is okay to be disrespectful to parents. Bad behavior that is allowed will often escalate, and once escalated, parents may feel helpless to stop it.
Bullying comes in many forms, but experts agree that it is repeated behavior that is intended to intimidate, humiliate or demean another person. It is intentional disrespect. It may take the form of verbal abuse like the father and son in the restaurant. The bully has a pattern of behavior that may include yelling, intimidation or humiliation, criticism, insults or even personal sabotage. This emotional abuse may escalate into damaging personal property or even physically harming family members with the idea of further intimidation.
Victims of bullies usually do not confront the bully or react aggressively. They may have different reasons behind their decisions not to confront, and it could be that they don’t want to stoop to the other person’s level. Maybe the victim is startled, upset or angry and decides to walk away; hoping that will prevent reoccurrence of bad behavior, but the bully sees this as a victory. You’ve just given your child a lot of control over you by not speaking up for yourself.
Whatever form it takes, the parents have to consider this to be intolerable behavior and must put a stop to it. Clearly define what bullying is, talk about it in your family, explain it will not be tolerated and the disciplinary action that will be taken to those who violate the family rules. Train your children about what is and is not appropriate behavior and what constitutes a healthier environment in the home. Teach kindness and sympathy, acknowledge and reward small steps in the right direction with praise and a hug.
Children learn from the model you present and the way you talk with them, the corrections and guidance you give them. It’s in your family’s best interests to stop bad behavior, don’t let it slide and don’t avoid confronting it. Help your child to stop the bullying and stop being a victim.
Showing posts with label rewarding good behavior. Show all posts
Showing posts with label rewarding good behavior. Show all posts
Sunday, April 10, 2011
Friday, December 4, 2009
Did the Self Esteem Movement Create an Entitled Generation?
I've mulled over a lot of things I've experienced as a parent and a lot of things I've read, and would honestly say that I did do some things well and there are some things that I would absolutely change.
I have some serious concerns about the self-esteem movement and what the effects are on our kids.
Self-esteem is the way you think about yourself and this impacts the way you feel. If you think you're a good painter, you feel good about that skill and your confidence. If you have a poor image of yourself and your abilities, it manifests in low self confidence and underachievement.
The self-esteem movement was a good idea run amok. The idea of encouraging children to think well of themselves sounds like a good idea, but, like many things in life, it has to be earned to be appreciated.
Our son "J" was born in 1988, and I took him to Mommy and Me and toddler classes. I guess others were reading books I hadn't read, but I remember the teacher and other moms saying "good job" whenever a child did anything. It didn't matter what the child did, but the rewarding phrase was said. Kid finishes a project, eats his food, plays a game: "Good job."
At home, if J picked up his toys, I said "thank you" or "that looks nice". I felt that if I said "good job" to everything, then when he'd really do a good job of something, then what would I say and how would I make that meaningful?
We noticed that when he participated in team sports, even if their team lost, everyone got ribbons and sometimes trophies. I guess the theory was that they wanted all the kids to feel like winners and therefore, it'd magically give them self-esteem and confidence, but I think that backfired.
If the ultimate goal of parenting is to raise a child who can operate in this world, overpraising for simply existing isn't going to help. After all, how many managers stand around waiting to tell people they did a good job? I can tell you from an HR perspective that some do but most expect you to do a good job, and if you do an extraordinary job, then maybe you'll be noticed. There are expectations that you'll perform as you should, that poor work will be adversely noted and good work will be rewarded.
Young people steeped in the self-esteem movement resent not being continually verbally rewarded and when they simply complete a project.
I believe that good self-esteem and confidence result from completing projects, overcoming obstacles, leaping over barriers to success. It can't come as a result of continuous praise from others: you have to know it, to feel that accomplishment.
What are your thoughts?
I have some serious concerns about the self-esteem movement and what the effects are on our kids.
Self-esteem is the way you think about yourself and this impacts the way you feel. If you think you're a good painter, you feel good about that skill and your confidence. If you have a poor image of yourself and your abilities, it manifests in low self confidence and underachievement.
The self-esteem movement was a good idea run amok. The idea of encouraging children to think well of themselves sounds like a good idea, but, like many things in life, it has to be earned to be appreciated.
Our son "J" was born in 1988, and I took him to Mommy and Me and toddler classes. I guess others were reading books I hadn't read, but I remember the teacher and other moms saying "good job" whenever a child did anything. It didn't matter what the child did, but the rewarding phrase was said. Kid finishes a project, eats his food, plays a game: "Good job."
At home, if J picked up his toys, I said "thank you" or "that looks nice". I felt that if I said "good job" to everything, then when he'd really do a good job of something, then what would I say and how would I make that meaningful?
We noticed that when he participated in team sports, even if their team lost, everyone got ribbons and sometimes trophies. I guess the theory was that they wanted all the kids to feel like winners and therefore, it'd magically give them self-esteem and confidence, but I think that backfired.
If the ultimate goal of parenting is to raise a child who can operate in this world, overpraising for simply existing isn't going to help. After all, how many managers stand around waiting to tell people they did a good job? I can tell you from an HR perspective that some do but most expect you to do a good job, and if you do an extraordinary job, then maybe you'll be noticed. There are expectations that you'll perform as you should, that poor work will be adversely noted and good work will be rewarded.
Young people steeped in the self-esteem movement resent not being continually verbally rewarded and when they simply complete a project.
I believe that good self-esteem and confidence result from completing projects, overcoming obstacles, leaping over barriers to success. It can't come as a result of continuous praise from others: you have to know it, to feel that accomplishment.
What are your thoughts?
Thursday, December 3, 2009
Rewarding Kids’ Good Behavior
My last post discussed consistency in parenting and I focused on punishment. Linda, a friend I’ve known since our kids were small, responded to that post with some interesting thoughts. I had intended to talk this week about rewarding good behavior and how important that is, and Linda’s responses gave me a lot to think about.
Linda pointed out that sometimes you have to look really hard for some way to compliment your child, to comment on something good he or she is doing. Kids can get into streaks of behavior where all you see are things that are driving you nuts, that you worry about or are outright dangerous. It’s so easy to slip into criticism and forget to say anything nice.
I’ve been guilty of that at times. I hate to admit it, but that’s the case.
When I wrote the book, I interviewed a woman who had some interesting things to say about managing behavior, both her own and her son’s. Sue has two grown children from a previous marriage and their relationship is cordial. She was eager to share what she had learned and some of the changes she’s made in her parenting style with her young son. I’ve edited Sue’s remarks for this blog to share a bit of what she said.
“Charles is seven, and in the last year, I recognized that what I was doing wasn’t working. With Tom it wasn’t working, but I wasn’t fully cognizant and I wasn’t willing to change it, so with Charles, I try more to understand what might be causing his misbehavior. I studied some of Alfred Adler’s work, he is a psychologist in Austria, and he says that all people have two basic needs: to have significance and to feel like they belong. All behavior is motivated by those two things. When a child is misbehaving, it is in a mistaken attempt to get that significance and belonging, so if I can figure out what is going on for Charles, I can work with him. I have a chart and it is based on how I’m feeling about his behavior. If he is annoying me or irritating me, more than likely he wants attention. Then I spend time with him or assure him I will give him special time.
I might need to finish what I’m doing. But it goes back to how can I help him see his significance and belonging, so that he doesn’t have to misbehave?
Parents are constantly nagging the kids. With Tom and Alan, it was just the constant nagging, and micromanaging, and me getting more and more upset, wondering why don’t they just do it? What I have learned is to have Charles create a morning routine and make a chart for it, and he is responsible for the chart.
When you involve people in decisions that affect their lives, they are more likely to go along with it, and you are more likely to get the behavior you want if they had a say in it. I try as much as possible to let him make the decisions about when he will do things and how, because I really care about the end product, and how he gets there is his decision. He is a unique person so whatever works for him.”
Do you have some tips you can share or some thoughts on the matter?
Linda pointed out that sometimes you have to look really hard for some way to compliment your child, to comment on something good he or she is doing. Kids can get into streaks of behavior where all you see are things that are driving you nuts, that you worry about or are outright dangerous. It’s so easy to slip into criticism and forget to say anything nice.
I’ve been guilty of that at times. I hate to admit it, but that’s the case.
When I wrote the book, I interviewed a woman who had some interesting things to say about managing behavior, both her own and her son’s. Sue has two grown children from a previous marriage and their relationship is cordial. She was eager to share what she had learned and some of the changes she’s made in her parenting style with her young son. I’ve edited Sue’s remarks for this blog to share a bit of what she said.
“Charles is seven, and in the last year, I recognized that what I was doing wasn’t working. With Tom it wasn’t working, but I wasn’t fully cognizant and I wasn’t willing to change it, so with Charles, I try more to understand what might be causing his misbehavior. I studied some of Alfred Adler’s work, he is a psychologist in Austria, and he says that all people have two basic needs: to have significance and to feel like they belong. All behavior is motivated by those two things. When a child is misbehaving, it is in a mistaken attempt to get that significance and belonging, so if I can figure out what is going on for Charles, I can work with him. I have a chart and it is based on how I’m feeling about his behavior. If he is annoying me or irritating me, more than likely he wants attention. Then I spend time with him or assure him I will give him special time.
I might need to finish what I’m doing. But it goes back to how can I help him see his significance and belonging, so that he doesn’t have to misbehave?
Parents are constantly nagging the kids. With Tom and Alan, it was just the constant nagging, and micromanaging, and me getting more and more upset, wondering why don’t they just do it? What I have learned is to have Charles create a morning routine and make a chart for it, and he is responsible for the chart.
When you involve people in decisions that affect their lives, they are more likely to go along with it, and you are more likely to get the behavior you want if they had a say in it. I try as much as possible to let him make the decisions about when he will do things and how, because I really care about the end product, and how he gets there is his decision. He is a unique person so whatever works for him.”
Do you have some tips you can share or some thoughts on the matter?
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