The Top 5 Parenting Mistakes and How to Avoid Them
As parents, we all make mistakes. On the Parental Support Line, I often encourage parents to give themselves a break-after all, it's impossible for any of us to be perfect. Our kids test us at every age and stage; it's part of their job as children to push boundaries with us and see where the line is drawn. As they get older, it can often feel like we are running through a parenting obstacle course: just when we've figured out one stage-and its many challenges-our kids move on to the next one. So you might feel pretty confident in your role as a parent when your child is nine, but then everything changes again when he moves on to the tween years and starts acting out in new, unimagined ways.
How will you know you're personalizing things? You'll feel really upset. You'll say or think things like, "How could he do this to me? How dare you speak to me that way! You'll do what I tell you to when I tell you to do it." What you want to do instead is recognize that you're taking things too personally and then try to detach from the situation. Calm down and leave the room if you need to. On the Support Line, I often start by asking parents "What behaviors are you concerned about?" The parent might respond, "My child is disrespectful." But in order for parents to begin to tackle problem behaviors, we need to talk in terms of "doing" and not "feeling." I'll then ask, "What was going on when your child wasn't respecting you?" The answer might be, "Well, he wouldn't do his homework,? or "She won't clean her room.? I actually like to hear that, because I know that now we have something to work with-a behavior that we can tackle, instead of an emotion. As James Lehman says, "Focus on the behavior, not the feelings." You can fight with your child until you're blue in the face about disrespect or motivation, but the way to really effect change is by focusing on their behavior.
I often recommend that parents set up a structure and real goals that their kids can work toward rather than lecturing your children about how they should respect you. That will never get you anywhere.
This also shows up with teens-there is an expectation that teenagers should feel gratitude, be very empathetic, and be future-oriented. So parents will try to motivate their kids by lecturing them about their future. The truth is, teens are very selfish in their focus; that's part of the developmental stage they're in as adolescents. It's our job to teach them empathy and goal-setting. I don't think there's any point in getting angry with your child for something they can't do yet. Knowing what your child is capable of at a certain developmental stage can really help you to have reasonable expectations for them.
Kids with ADHD may know how to do things, but sometimes they just can't pull it off. Maybe they get started on a task, but they can't finish it because their impulsivity or distractibility gets them off track. If you don't understand that as a parent, then you're punishing your child without being helpful to him-and the behavior won't change. That's why you need to learn how to coach your child appropriately by saying things like, ?Hey you're getting off track. Why don't you come back and finish your homework first before you start on the next project?? You also may need to accept the fact that before their meds kick in, they are going to have a challenging time getting ready for school.
So even though the end result is that you want your child to function in society as an adult some day, that doesn't mean that you treat every child the same way. You still have to parent differently according to your child's needs or diagnosis.
The other problem with looking for a "magic consequence" is that it assumes that the consequence itself will change behavior. But when you want to change what your child is doing, you really need a whole system of discipline, limit setting, coaching, teaching and problem solving, like the one James Lehman created in his Total Transformation Program. James says to always ask yourself the lesson your child needs to learn. That lesson may or may not include a consequence. Think of consequences as a tool in your toolbox that you may or may not use, according to the job. Remember, consequences alone will not change behaviors; if they did, all we would need would be a consequences and rewards chart-but we need more. You can't make lasting behavior changes without using problem solving.
Don't take away special occasions, birthday or holiday celebrations, or anything the child cannot earn back. Taking away a video game for a week is very different from taking away a homecoming dance your son or daughter will never be able to go to again. Instead, you want them to have opportunities to practice doing the behavior correctly and to earn privileges.
It can take practice for your child to change his behavior, and being able to practice means learning how to make better choices. So being grounded for three weeks is often ineffective-you're really just "teaching your kid how to do time," as James Lehman says, not how to change what he's doing. You'll also be lucky if your child remembers why he's been grounded in the first place. And here's another big one: you've got nothing to work with as a parent-no opportunities to use incentives to motivate your child during this time. Your child needs the opportunity to practice getting it right the next time in order to improve behaviors.
Here's an example. Let's say your teen frequently swears at you and his siblings. Giving him a long-term consequence gives him no opportunity to practice controlling himself-he has no incentive to try. He's already lost everything for three weeks, so he'll probably reason that he might as well swear, because he's got nothing left to lose. Rather than trying to stop something that happens frequently all at once, require your child to make steady improvements.
Instead of long-term consequences, we recommend that you first think about how frequently a behavior happens. Set your goal at gradually reducing the frequency. So if your kid swears at you four times a day, your initial goal might be three times a day with an eventual goal of zero. This can be hard to accept at first, but this really works.
Also, if the behavior happens four times a day, you've got to have incentives that you can use four times a day. For example, you might take away your child's cell phone for two hours each time. And in that time period, your child has to practice not swearing at anybody in the house in order to get his cell phone back. If he does swear again, the two hours start all over again. Now, rather than trying to stop something immediately, you're encouraging your child to learn how to behave appropriately, all the time. And that's the name of the game-for every parent.
by Carole Banks, MSW