Learned Helplessness: Are You Doing Too Much for Your Child?

by Debbie Pincus, MS LMHC

Your teen leaves his dirty clothes all over the house. Instead of getting into another fight with him or nagging him to pick them up, you do it for him. It’s easier, right?

Your daughter with ADD is having problems completing her science project. She can’t seem to focus and complains that it’s boring and too difficult. After she goes to sleep, you finish it for her. After all, you don’t want her to fail.

“If a parent’s emotional needs are met through their child, essentially they’re tying her shoes for her every step of the way.”

We all “over–function” in our relationships at times, particularly with our kids. And we often start without even realizing it. Let’s say your toddler knows how to tie her shoes, but you tie them for her anyway, because it’s faster—and it becomes a habit. Or you run back to school when your 13–year–old son, who never remembers anything, forgets his homework again. Or your young adult daughter despairs because she was laid off from her first job and you jump in with advice and try to “fix” the situation without listening to what she has to say first. When you get stuck in a role of doing too much, you might find it hard to give up—and often, those around you might not want you to stop!

Related: Are you worried that you’re doing too much for your child? Learn how to parent calmly.

It’s easy to get stuck in this role because you feel needed, people rely on you and are impressed with how much you do. But understand that over–functioning isn’t just a simple desire to be helpful or an annoying habit to overcome. Look at it this way: if you’re always focused on everybody else, it’s a way to not focus on yourself. Over–functioning is the way we’ve learned to manage our own anxiety by overdoing, just like your under–functioning child has learned to manage stress by underdoing. This turns into a problem when it becomes a fixed pattern in your family.

So for example, let’s say your 23–year–old son sleeps all day, parties all night and won’t look for work, but you let him live under your roof without paying rent or asking him to leave. You find yourself waiting on him hand and foot. Maybe you’re going along with this because you’re avoiding the discomfort of a confrontation. But the question to ask yourself is, “Is this in my child’s best interests or in mine?”   Are you helping your child, or are you teaching your child to be helpless?

Is My Child an “Under–functioner”?

I once worked with a couple who always over–functioned for their child, doing things for her that she could do herself. This daughter always skated through classes because the parents did a lot of her homework. She did not learn how to rely on her own abilities, fall and pick herself back up when she failed, take the necessary risks, develop the ability to think for herself, or try things she might not succeed in doing. Her parents could not tolerate their own anxiety about the uncertainty of their daughter’s performance or the pain of watching her struggle. By over-functioning for her, they inadvertently robbed her of the skills and practice necessary to develop competence and mastery in her life. In middle school, she started hanging out with the wrong crowd, doing drugs and drinking. She didn’t make it through college and is still living with her parents, who are still taking care of her. Needless to say, they’re really burnt out.

The bottom line is that if a parent’s emotional needs are met through their child, essentially they’re tying her shoes for her every step of the way.

If you have a child who has been diagnosed with a learning disability or a behavioral disorder, it gives you even more of a reason to do too much for them. It may even feel as if it’s expected and natural to over–focus on your child. But understand that it’s not really doing them any favors in the long run, because they’re not learning how to do things for themselves. And one day, your child will need to go out into the world and function as an adult. Of course, it’s important to understand their disability and help them when appropriate, but try not to let your anxiety compel you to overdo for them and underdo for yourself. When that happens, you run the risk of ending up angry, resentful and burned out.

Does your child’s behavior make you anxious?

What do adult under–functioners look like? Under–functioners are skilled in the art of “learned helplessness.” They have quite literally learned to be helpless, because someone was always there to pick up the pieces for them. They often act irresponsibly, aren’t able to handle uncomfortable emotions well, float without goals, become ill a lot, can tend to become addicted to substances, ask for advice when they need to figure things out for themselves and get others to always help them. They will often search out a partner who will take care of their needs and pick up where their parents left off. And keeping a job is hard for under–functioners, because they’re always looking for someone to swoop in and rescue them. For many people who were raised this way, the world is a scary place—and instead of venturing out and making a life for themselves, they choose to stay home with mom and dad indefinitely.

Am I Doing Too Much?

If you’re doing too much for your child, you will eventually feel burned out and put upon. You can determine if you are an over-functioner if you tend to move in quickly with advice, think you know what’s best, not only for yourself but for others, have a low threshold for your child’s pain and don’t allow him to struggle with his own problems. You might have difficulty sharing your own vulnerability and spend more time focusing on others’ goals than your own. The people around you probably think of you as always reliable and together.

How to motivate your child toward responsible behavior.

You might not see it as a problem until you start to burn out. Understand that over–functioning and under–functioning are a “circular relationship pattern” because these two roles feed off of each other. You may feel over responsible for your child, directing his moods, controlling his decisions and micro–managing his social life. In this way, you unwittingly encourage your child to be passive in life and become an under–functioner. When this happens, he begins to rely on you to do all the things he should be doing for himself. And you think, “He needs me. I can’t just let him drown.”

Are You in Your Child’s “Box”?

I talk a lot about “getting into your child’s box,” and why we should avoid doing so. This means stepping over your own boundaries or your child’s—or letting him step over yours. You’re getting into a space that actually belongs to him and not to you. Why do we do this? The truth is, we get in there to calm ourselves down, not because it’s in the best interests of our child. Some typical ways you may invade your child’s boundaries would be to constantly hover, treat him as if he knows less than he does, and have his success define you. When you get into your child’s box, you’re trying to rescue, protect, and fix and doing for them what they can already do for themselves. You tend to believe that without your efforts, they wouldn’t be able to succeed.

Let’s say you feel your child relies on you too much and you’re concerned that she’s way too dependent on you. You have been in her box for a very long time. What should you do?

Why staying out of your child’s “box” is the key to better parenting.

1) Recognize that you are doing too much, particularly when anxiety is high. Own it. Stop thinking that over–functioning is a virtue and change your part of the pattern by not rescuing, fixing, mediating, or lecturing. You have to be an observer of the pattern. Pay attention to your contribution to the problem and make a conscious effort to take responsibility for only what belongs to you.

At this stage, it’s less about pulling back and more about observing the pattern that you see in your family and thinking about a plan of action. So the next time your daughter comes to you asking your advice on how to handle a difficult situation, you change your patterned response of taking control and telling her what to do. Instead of immediately giving advice, you might plan to say, “I don’t know, I would have to think about that.” Stop being a “Mr. Fix–it” and hand your child back the responsibility to struggle to find her own answers and solutions.

2) Don’t let “changeback” derail you. Don’t be surprised to find that when you do stop your part of the pattern, your children may try to test you and change you back by making you feel guilty, getting sick, and under–functioning more. This is called “changeback,” and it’s basically your child’s reaction to the change he sees in you. Let’s face it, change is uncomfortable—and when you stop doing so much for your child, he’ll have to start doing more for himself. While he will likely test you to see if he can get you to take on his responsibilities, remember that staying in your own box is what’s best for both of you in the long run.

3) Expect it to hurt. None of this is easy. You will probably feel the emotional pain of letting go of your role as an over–functioner and watching your child flounder for awhile. You might even experience feelings of depression, anxiety and anger because you’re getting in touch with your own your vulnerabilities. Understand that many over–functioners hide a lot of their insecurities. It’s hard to own up to the fact that we don’t always know things or that we feel helpless and at a loss at times. Be prepared that these feelings may come to the surface as you start to do things differently.

4) Don’t hesitate. Just start. How do you get started? Just start. Do one thing differently. When you’re ready to pull back and start doing less, I think it’s always better to just begin. Play a different part in the typical role you’ve played. Begin acting differently: be responsible but don’t rescue. When your child comes to you for help, just listen and don’t jump in and fix things. You will have to learn how to soothe yourself while watching him struggle or you might give in to the temptation of functioning for him. When your child whines about homework, don’t sit down and do it for him. Help, but don’t take over. This doesn’t mean that you will detach completely—you’re still there for your child, but you’re not fixing things for him all the time. One word of caution: many times, people who are over–functioners try to change their role by withdrawing. Remember that you want to do this in a way that’s still loving and connected.

5) Expect Push Back when You Pull Back: It’s important to recognize that pulling back will initially cause a problem. Realize that when you do this, you’re changing a system that’s been in place for a long time. Like a machine, every part of the family system has its function. And when one person starts to change their part of it, it’s very threatening to the rest because that means everything has to change. And let’s face it, nobody wants change.

What pushback can you expect? Your child might get sick, whine or argue with you more, and act even more helpless at first. It will be very tempting to slip back into your old role if you’re addicted to being the person that does everything. But try to resist the urge to DO and do the opposite action, which is to NOT DO. Remind yourself that you’re not going to do things for your child that you know he can—and should—do for himself. Just think, “If I do this for my child now, how will he be able to do it for himself later?”

6) Stay in your own box: How do you know if your child is capable or competent at a task? Once they know how to do something, like tying their shoe, then it’s not your box. Once your child has learned something and you’ve helped them learn it, then it’s their responsibility. That doesn’t mean you can’t give them guidance or say, “Is there any way I can be helpful to you here?” But generally, this task is theirs now. You don’t need to be doing something for them that they can do for themselves.

When you find yourself about to jump in and take charge, stop and ask yourself, “Does this belong to me or to my child? Am I doing this to calm myself down because I feel less anxious when I know they’re going to do well? Do I feel like this is somehow my responsibility?  Am I doing this because it’s in my best interest, or their best interest? Am I in my child’s box?”

Talking to Your Child about Pulling Back

If you want to talk to your child about the fact that you’re stepping back and letting them take care of themselves more, you can say, “I know you want me to pick up your dirty clothes around the house like I’ve done in the past, but it’s no longer my job to do. I want to help you to grow up to be a responsible kid. Someday, you’re going to have to take care of yourself and I’m not going to be here to do it.” Then, don’t engage in it. Don’t take it on. If your child doesn’t do it, let him experience the natural consequences.

Another thing you can say to your child to encourage and support him is, “I know you can do this. I think I’ve been doing too much for you. I’ve seen you do it before.  I have a lot of faith that you’ll figure it out. You’re a good problem solver; I’m sure you’ll solve this problem, too. I believe in you.”

And as for yourself, this is a time to get focused on your own goals and development. Your child will benefit as he sees you taking good care of the things that belong in your own box.

For more than 25 years, Debbie has offered compassionate and effective therapy and coaching, helping individuals, couples and parents to heal themselves and their relationships. Debbie is the creator of the Calm Parent AM & PM program and is also the author of numerous books for young people on interpersonal relations.

by Kimberly Abraham, LMSW and Marney Studaker–Cordner, LMSW, Members of The Total Transformation Advisory Board

Has your oppositional, defiant child’s behavior escalated to the point where he’s using physical force against you—or do you fear that he might? Kim Abraham and Marney Studaker-Cordner have worked with parents of kids with Oppositional Defiant Disorder for 20 years—and Kim is the parent of an adult child with ODD. In this article, they explain how to handle your ODD child’s aggressive, violent behavior effectively.

“[ODD kids] get frustrated more easily than your ‘typical’ child, and often can’t see a way to resolve conflict without aggression. The only tool they have [in their toolbox]is a hammer!”

“You know, for a minute there I really thought my son was going to hit me. He had his fists clenched, his face was red and he actually took a step toward me. I used to think that was a line he would never cross, but I just don’t know anymore. What can I do to stop it from getting to that point?”

We’ve heard this from many parents of Oppositional Defiant teens and pre–teens, parents who are not only worried about their child’s current behavior, but about what could happen if things continue to escalate. If your child is already engaging in behaviors you never expected (lying, yelling at you, breaking the rules of the house, being destructive), it’s understandable that you would worry about aggression. What’s to keep him or her from crossing that line?

Related: Is your child using threats, intimidation or violence to get his way?

Tools Fix More than Just Appliances

We all have skills we use to cope when things don’t go our way:  a “toolbox,” if you will. You can probably think of a few “tools” that you use when you’re stressed or frustrated. If you’re upset with your spouse, you may call a friend to vent. If your work is stressful, you may exercise or read a book when you get home to try to relax. Over the years, the make–up of your toolbox has probably changed as you’ve learned and matured. You may want to slug your offensive boss, but instead you use a different skill—one that won’t get you fired or land you in jail!

Kids start out with an empty toolbox. They begin to fill that box as they encounter different situations—and parents, teachers and other kids model tools (or coping skills) that your child may try out and decide whether or not to keep. For instance, screwdrivers may not work for your child – he may need a pair of pliers instead. So venting might not help him feel better; listening to music may be more helpful for your 15 year old.

Kids with Oppositional Defiant Disorder, ADHD, anxiety and other emotional challenges have a very difficult time finding and keeping tools in their box. They get frustrated more easily than your “typical” child, and often can’t see a way to resolve conflict without aggression. The only tool they often have is a hammer!

Why Does He Use a Hammer to Swat a Fly?

ODD kids have a very difficult time coping with stress or conflicts, even small ones. It may seem like your child is overreacting to something that you view as a pretty minor event.  Kids with emotional challenges often feel powerless; they make up for this with aggressive words and behaviors. The thing is, this behavior typically backfires and your child ends up feeling even worse in the long run. By helping him learn to resolve things calmly, you will actually empower him. It can be hard to look past the words, threats and aggressive body language to what’s underneath. Oftentimes, ODD kids are not trying to be malicious—they simply don’t know what else to do.

Related: Is your child verbally abusive?

“My Hammer Is Bigger than Yours.”

When your child was two, if he threw himself on the floor kicking and screaming, you could just carry (or drag) him out of the store. You were able to exert physical control. But over the years, tantrums can escalate if your child doesn’t learn other skills. By the time he’s a teenager, there’s no way you can pick him up. And now, you may be afraid he’s the one who’s going to take physical control of the situation.

Understand this: Conflict is a natural part of life. It’s going happen. And it happens frequently between parents and children, because kids want what they want, exactly when they want it, and parents often have to set limits or say the dreaded word “no.” Conflict is also born simply from different personalities and outlooks: you see it one way, your child sees it another way, and so an argument is born. There’s a difference between conflict and arguing. Even though it’s difficult for most of us, conflict can also lead to growth: you want something, I want something different, what skills can we both use to resolve this? Arguing, on the other hand, is usually about winning. Your child can become so focused on “winning” the power struggle that the point of the conflict is completely lost. And let’s be honest – sometimes, as parents, we fall into the same trap! It can start to feel like a chess game, where you’re trying to out–maneuver each other. Other times, it may seem like a boxing match. But remember, it’s more like the “Marathon of Life.” You and your child are both on the same team, after all—and it’s more about teaching him appropriate skills than it is about winning.

Related: You don’t have to attend every fight you’re invited to.

A Trip to the Hardware Store

As parents, the very best we can hope to do is teach our kids about real life. In real life, there are all sorts of stressors: mean co–workers, disappointing jobs, (or sometimes no job), frustrating conversations, long lines in stores and rude people who cut in front of you. These are situations in which aggression will not only fail to solve the problem, it will make it worse. Your job as a parent is to show your child how a screwdriver can work better than a hammer. You can do this by modeling coping and conflict resolution skills for our child.

One way to help your child get through tough situations is to remember that while he’s upset, there’s a lot of adrenaline pumping through him. Though we take it for granted, it takes a lot of coping skills to manage that physical burst of energy experienced whenever we feel frustrated or angry. If your child doesn’t have those coping skills yet, how is he going to release that energy? Without a positive outlet, he may resort to punching walls, destroying property or even coming at you—or someone else—aggressively.

Related: There’s no excuse for abuse, not even from your child.

Talk with your child during a moment of calm. You know your child best. If your instincts tell you he was “right on the edge” and about to become physical, explain to him later that you’re concerned about what the consequences of that behavior will be. You can actually say, “You seemed really, really angry the other day. I want to help you handle that in a way that’s going to turn out well for you. Do you know what happens if you hit someone, whether it’s a family member or someone else? That’s called assault. People call the police when that happens. And if you hit me, I’m going to do the same thing. One of my personal rules is that I will never allow anyone to physically abuse me – not even you.”

In saying this, you’re teaching your child:

1) What happens in real life

2) What your boundaries are

3) What the consequences for his behavior will be

Even though the thought of calling the police on your child can be very, very difficult and is probably the last thing you ever thought you might have to do as a parent, if your child becomes aggressive toward you, it is very important to follow through and call the police. If you don’t, your child won’t learn that domestic violence is not only unacceptable, it’s against the law. And he may have to learn that lesson in a much more difficult way down the road—with a spouse or someone else who won’t hesitate to call the police on him. Remember, as James Lehman says in The Total Transformation, “There’s no excuse for abuse,” –not even from your child.

During a calm moment, offer to work with your child to come up with a plan that you can put into effect if things start to escalate. Explain to your child how anger and adrenaline work, and develop a list of things he can do that are positive or acceptable to everyone when he’s feeling that way. Some ideas are exercise (sit ups and push–ups to get rid of adrenaline), going for a walk, going to his room and listening to music, or giving him a journal he can draw or write in. Think about his strengths – things he’s good at or enjoys. Ask your child what ideas he has, or he may even want to get suggestions from friends. This helps get him thinking, rather than reacting. Remember, you’re modeling for him how to recognize his own emotions and find ways to deal with them non–violently.  Follow through and let him use those skills when you’re in a conflict with him. A power struggle is often a trigger to physical aggression, and if you can de–escalate the situation before it hits that point, it’s well worth it.

An Ounce of Prevention…Keeps You From Getting A Hammer Through Your Wall.

Sometimes it’s so exhausting to raise an Oppositional Defiant child to adulthood. As parents we reach into our toolboxes and pull out coping skills that aren’t always effective. Ever find yourself arguing, yelling or blaming your child during a time of conflict? If so, it’s a good clue that you need to take a personal time out. In doing so, you’re showing your child it’s okay for him to do that, as well. Remember, you want to model an approach of “we can resolve this, calmly,” rather than trying to “win” or get the upper hand.  You can actually tell your child, “When you get upset, it’s okay to turn around and walk away. I’ll know that means you need a break because you’re getting too upset. We can come back to the discussion later, when things are calmer. And I’ll respect that. If I get upset, I’m going to do the same thing.”  This is a technique your child can carry over into other real-life situations as well.

Related: So tired you’ve given up trying to make your child behave?

Your child may continue to follow you around the house, trying to carry on the argument, when you’re trying to disengage. If you have to (and he’s old enough), leave the house completely. Go for a drive or a walk. This will also help de–escalate the situation.

Just because you choose to walk away to de-escalate a situation or allow your child to calm down, does not mean you won’t hold him accountable for his behavior, provide consequences if he doesn’t follow your house rules, or that you are “giving in.” Remember, it’s not about winning: it’s about teaching skills. So if you’re in a conflict with your child about him going to a friend’s house and you see that his face is turning red, you know the signs that he’s about to blow. You can end the power struggle by walking away. He knows the answer; it’s “no.” If he chooses to leave without permission because you’ve walked away from the argument, he probably would have left anyway. You can still hold him accountable when he comes home by providing a consequence—and you will have avoided a physical confrontation.

No One Wants to Enter Adulthood with an Empty Toolbox

It can help to think of the situations you’re encountering with your child now, and for the next few years, as opportunities rather than problems. It’s human nature to experience anger and adrenaline when in conflict. The important thing is how you handle it. When your child is in this mode, especially between the ages of 12 and 18, it’s a chance to prepare him to deal with the real world and real life for many years to come. No one wants to enter adulthood with an empty toolbox, not even your Oppositional Defiant child—and at the end of the day, he really needs you to teach him those skills he’ll need as he matures into an adult.

Kimberly Abraham, LMSW, has worked with children and families for more than 25 years. She specializes in working with teens with behavioral disorders, and has also raised a child with Oppositional Defiant Disorder. Marney Studaker-Cordner, LMSW, is the mother of four and has been a therapist for 15 years. She works with children and families and has in-depth training in the area of substance abuse. Kim and Marney are also the co-authors of The Whipped Parent: Hope for Parents Raising an Out-of-Control Teen.

Although it may feel like your defiant child hates you, that’s usually far from the truth.

It’s another day and another battle. The alarm goes off, and your child yells, “School sucks. Why do I have to go? It’s not fair!” He hasn’t done his homework (again) because, as he sees it, the teacher didn’t explain the assignment to him. He adds, “Besides, my teacher is a jerk, and she doesn’t like me, anyway.” You find yourself yelling, “Hurry, you’re going to miss the bus,” but instead of getting ready, now your child is dragging his feet and shouting, “Leave me alone!” As on countless other days, he misses the bus and starts pleading with you for a ride to school, saying, “You don’t want me to be late, do you, Mom?” Before he gets out of the car, he reacts to your speech about trying harder tomorrow by screaming, “All right, get off my back. Why are you always yelling at me?” and slams the door. At school, he gravitates to the wrong group of friends and goofs off in class; even worse, he talks back to the teacher instead of paying attention. When he comes home in the afternoon, he grunts at you before getting onto his video games (you think they’re way too violent, but he loves them) listens to music which you find offensive, and talks openly about admiring people who are crooks and criminals. That night, you know your child is probably going to stay up until all hours playing more of those video games you can’t stand, but you’re so tired of fighting with him that you just fall into bed exhausted.

As a parent, you live this kind of situation every day when you have a defiant or “difficult” kid, but have you ever wondered what’s going on in your child’s head when he’s fighting with you? Although it may feel like he hates you, that’s usually far from the truth. Rather, kids get caught up in a long chain of what we call “thinking errors” that can tangle up their emotions and behavior—and make no mistake, unless they get help, thinking errors can dominate a person’s thought processes throughout their entire lives.

Here’s how some of the thinking errors used by the child above break down—and what you can do to challenge these faulty ways of thinking in your own child.

Thinking Error #1: “School sucks. Why do I have to go? It’s not fair.”

What It Means: One of the thinking errors this child is using is called “Injustice.” Realize that many kids see things as being unfair. The danger is that once they label something as “not fair” they feel like they don’t have to follow the rules or honor your expectations. This is pretty common in our society. If you’re on the turnpike and the speed limit is fifty-five miles an hour, you’ll see many people going sixty-five and seventy. It’s because they think fifty-five miles an hour isn’t fair—and once they decide it’s not fair, then in their minds, the speed limit rules don’t apply to them.

We all use thinking errors to justify doing things we know are risky or unhealthy. People use errors every day to gamble, lie, steal and cheat—or simply to justify having that second helping of pie. The problem is when kids use thinking errors to avoid taking responsibility. When they do this, they’re not realistically preparing for the adult world which awaits them. Remember, it’s not what the thinking error does—it’s what the thinking error justifies or permits.

What You Can Do: It’s important for you as a parent to challenge the error in thinking in a non-confrontational way. One thing the mother in our example could have said was, “You know school is your responsibility. If you don’t get up, you’re going to get an earlier bedtime. And it looks to me like you need to get more rest so you can get up on time.”

Thinking Error #2: “The Teacher is a jerk—and she hates me.”

What It Means: When a child says something like this, he’s using a thinking error called “The Victim Stance”. Some kids see themselves as victims all the time and in almost every situation. What they’re doing is trying to reject the idea that they’re responsible for anything. You’ll ask them a question and they’ve always got a sad story. Part of that sad story is who they blame for not meeting their responsibilities. That’s because when you’re a victim, you blame other people. So these kids blame the teacher, they blame you, or they blame somebody else—and what they learn is if they stick to their story long enough, they won’t be held accountable.

What I try to tell parents is that there is a sad story, and then there’s a behavior story. The sad story is your child playing the victim; the behavior story is what your child did to other people or to property. And as parents, we always have to focus on the behavior story. Every child has to be responsible for the behavior story, not the sad story. Don’t forget, when kids see themselves as victims, that gives them the justification they need to not meet their responsibilities. If you’re a victim, they reason, you shouldn’t have to do anything you don’t want to do. And focusing on the sad story somehow supports their right not to meet responsibilities.

What You Can Do: When your child adopts the Victim Stance, what he needs to be hearing from you is, “You’re not a victim. You’re responsible for your actions.” In this case, the parent could also say, “It sounds like you’re blaming your teacher for not having your homework done. But you’re the homework-doer—that’s your responsibility. And it’s not your teacher’s job to get along with you; it’s your job to get along with your teacher.”

Thinking Error #3: “You don’t want me to be late for school, do you?”

What It Means: This is the thinking error I call “Concrete Transactions”. The Concrete Transactions mode is a way of thinking about things in which relationships with people in authority are simply vehicles your child uses to get around the rules. What he is saying is, “I’m your friend, and since I’m your friend, you’re going to help me get away with things—or help me get things I’m not entitled to.” So in your child’s mind, relationships are designed to help him get around rules, expectations and responsibilities. In other words, he thinks, “If I have a relationship with you, then you won’t make me follow the rules. You’re going to let me stay up past bedtime and sleep late in the morning.” So to your child, rules and the rights of others are seen as obstacles in relationships. The use of “Concrete Transactions” is designed to make you remove those obstacles instead of helping your child develop the problem solving skills he needs to manage the challenges he faces.

Know that if you’re in this kind of relationship with your child, you’re not really a person—you’re a role. Simply put, your child will treat you the right way as long as you stay in your role. If you try to leave it and be more responsible and hold your child accountable, you will often get a very nasty reaction.

By the way, whenever I hear parents say they want to be their kid’s friend, I become concerned. If parents want a friend, they should seek it outside of the home or get a puppy. These kids don’t need their parents to be their friends. They need direction, limits, coaching, teaching and structure. Look at it this way: if you define friendship as a mutual relationship where two people really try to take care of each other, then the best way to be your child’s friend is by being an effective parent.

What You Can Do: It’s important that children face the true consequences of their behavior. And when an authority figure such as a parent or teacher lets them off the hook, it doesn’t matter what they say to the child to justify it. As far as the child’s concerned, it works: He won.

In the example above, I would suggest that if possible, and if it’s safe, the mother should leave her child at home. Most kids complain about going to school, but they have no place else to go. And remember, if you leave him home, take the video game, cable box and computer control panel with you in the trunk of your car—and don’t forget his cell phone.

Thinking Error #4: “This video game is cool. Mom doesn’t know what she’s talking about—she’s so uptight.”

What It Means: This child is using a thinking error called “Pride in Negativity”. Defiant kids often take a lot of pride in their knowledge of unhealthy, secretive things. They have a fascination with negative role models because they see them as being powerful. These kids might hint at having a secretive, negative life. They may also take great pride in telling you that they know about different drugs and where to get them, and in their knowledge of crime—and how to shoplift and steal.

Kids who have low self esteem and no way to solve problems will gravitate towards peers who don’t expect anything out of them. Those kids in general will see negative behavior as a solution to their problem. In the end, “Pride in Negativity” means self esteem and identity from negativity.

What You Can Do: One of the big mistakes parents make is to argue with their kids about the negative things their child is fascinated with. But fighting about those issues only gives the child more power. I personally think parents should have a structure in their home that forbids the games they’re not comfortable with. You should also really ignore any Pride in Negativity statements by saying, “Look, I’m not interested in that stuff,” and then walk away. In other words, give it no power. Remember, if you show your child that certain behaviors have power over you, those behaviors are going to be repeated. Conversely, behaviors that have no power over you will diminish.

It’s important to remember that kids believe in the thinking errors they’re using. As a parent, I believe to be overly confrontational is not the way to go. What’s preferred is a corrective response that challenges or refutes the thinking error. After all, these errors are part of every day life. You’ll find that people use them all the time. In fact, I find myself using thinking errors, and you might find yourself using them, too. But here’s the risk for your child: kids, and especially teens, use these errors in thinking to avoid doing things that are difficult for them, and that’s what makes them dangerous. Remember, adolescence is one of the most critical times in your child’s development for them to learn how to solve life’s problems—not avoid them by using excuses, manipulation or lies.

“It’s your job to get along with your teacher, not your teacher’s job to get along with you.”

We all know that labels are assigned all the time and that they don’t help the problem. Not only are they innately unfair, they are also subjective. In other words, one person’s view of a troublemaker is not the same as another’s. School teachers, being human, will label kids. Make no mistake, teachers talk and are well aware of who the troublemakers are before they get to their class at the beginning of the year. After all, it’s part of their job to anticipate the behavioral issues they will be dealing with in their classroom and try to plan for them.

Part of what you have to do as a parent is try to distinguish between the label and your child’s style of functioning in school. So if your child has been called a troublemaker, ask yourself what that means. How does he make trouble? Does he speak out of turn in class? Is he easily distracted and bothersome to the students sitting next to him? Or is he disruptive and rude?

I always advise parents to be honest with themselves about their child’s behavior. Yes, it’s important to assert yourself as a parent and advocate for your child at school. But it’s also vital to your child’s development that you not defend him when he’s in the wrong. Make no mistake: defending your child when he has behaved inappropriately will not help him develop appropriate skills and to become right as a person. So if your child is known as a school troublemaker and is disruptive and rude in class, it’s very important that you acknowledge that. Parents need to have an open mind about their children so they can help the school in changing their behavior. Don’t forget, for many parents of kids with behavior problems, it’s easier to fight with the school than it is to change their child. And when you do this, that only succeeds in letting your child off the hook, when in reality what they really need to do is learn how to change their behavior. Whenever possible, though it’s sometimes difficult, parents and teachers need to work in tandem.

The New School Year: Starting Off on the Right Foot

If your child is in danger of having the troublemaker label follow him from grade to grade, you’re probably wondering how to start him off on the right foot this year. I think that at the beginning of any school year, you want to coach your child about the importance of first impressions. Let him know how important the first couple of weeks of school are in terms of getting along in class and doing well. Tell him that presenting himself as respectful and responsible will make a big difference for him. You can say, “Remember how we talked about what you would do differently in school this year to get along better? Well, one of the things we mentioned was that you should be polite to your teachers and not talk back. When you have the urge to talk back or be rude, what could you do differently?”

As a side note, if parents have a problem with a teacher or the school, they should never discuss it in front of their child. Make no bones about it, if you undermine the teacher openly at home, it becomes almost impossible at some later date to get your child to behave appropriately. I understand that parents won’t always agree with their child’s teacher. In certain cases, I thought my son’s teachers had some rules that didn’t make sense. My wife and I talked about it and discussed it with the teacher, but my son never knew it. That was because we were there to uphold the image of the school as an entity that has to be respected—and one in which our son knew he had to behave respectfully.

In my opinion, going to school is like having a job. You coach your child through their school career the same way you might give them advice when they start a profession. You can say, “You have to learn to get along. There are going to be good people and bad people. There are going to be good times and bad times. There are going to be people who don’t like you and people you don’t like.” The key is not to eliminate everything your child doesn’t like in life; the key is to help him manage things even when life is difficult. After all, there’s going to be injustice in school and in life, though few parents acknowledge or talk about it with their kids. I think it’s good to say, “That’s an injustice and you’ll have to deal with it.” Because in fact, some things really aren’t fair in life, and part of growing up is learning to deal with that fact.

When I worked with kids who didn’t get along with their teachers, I would often say, “Look, it’s your job to get along with your teacher, not your teacher’s job to get along with you.” A teacher’s job is to be respectful of their students and to help them learn. It’s not their job to humor kids when they’re in a bad mood or act out. No place does that, so when kids complained about their teachers, I would say. “Whether you work at a gas station or a law firm, your boss and co-workers won’t put up with that kind of behavior. You have to learn how to get along, that’s part of becoming independent.” In fact, some of the most important criteria for independence are “How well does this person manage adversity? How well does he get along with people he doesn’t like? How does he deal with supervisors who are a pain in the neck?” We’re all going to have that in life. So the idea is to give your child the skills to get along no matter who he or she is dealing with.

Consequences: Should I Give Them to My Child When He Gets in Trouble at School?

Let’s face it: every parent whose child acts out in class gets sick of hearing from the school—even if they know their child is legitimately a problem. Parents don’t want to go to work and hear about their kids during the school day; they want the school to handle it. And the school thinks parents should be more involved in dealing with inappropriate behavior.

So when should parents get involved? I think the answer to that is straightforward. In my opinion, it depends on whether the problem is “functional” or “relational.” A functional problem includes being late for class, chewing gum or running down the hall. I think schools should handle those problems; that is their community, and they need to manage it. I personally do not think parents should give more consequences at home for those types of things. But the whole game changes when it comes to relational problems. These are problems that have to do with inappropriate behavior towards people or property. If your child steals, if he’s physically abusive, if he’s threatening, if he gets into a fight, parents need to hold him accountable and give consequences at home in addition to the consequences the school assigns.

Again, one of the things parents have to avoid is insulating their child from the natural consequences of their behavior. If your child destroys property or assaults someone at school and you do everything you can to protect him so he doesn’t have to face legal consequences, I think you’re making a mistake. I think you can support your child through those consequences—I would. But the more you insulate him from the natural consequences of his actions, the less likely those actions are going to change. Because let’s face it, people don’t change until there’s pressure to change. And unfortunately, that pressure often comes from negative consequences, whether that’s for a speeding ticket or for being physically aggressive in school. We understand that fact as adults in society: people get tickets all the time for running lights and for speeding. You may not like getting a ticket, you may not think it’s fair. But the bottom line is that it makes you look at your behavior and change it.

When a child gets in serious trouble at school, many parents become worried that it will go on their permanent record. Is that a legitimate worry for a parent? Yes. But you don’t soothe those worries by sweeping the problem under the rug. Let me be clear: if your child assaults someone at school and doesn’t get a record now, he’s going to get one later—that’s all there is to it.

• How to Handle a Functional Problem

If your child tells you, “I got detention because I was running in the hall,” the thing to ask him is, “All right, so what are you going to do differently next time? What did you learn from that?” Don’t give speeches. Just ask simple questions that help your child clarify the whole object lesson. I wouldn’t judge him and I would be as matter of fact as possible. Just shrug and say, “Well, that’s life; you can’t run down the halls in school.” And teach your child, “Look, you know what you’re doing. You made the choice. Now take your consequences and learn from them.”

• How to Handle a Relational Problem

If your child has been caught destroying property, speaking rudely or obscenely, or hurting someone at school, as a parent you need to deal with that very strongly. I think you need to find out the facts and then you need to let your child know very clearly that there are consequences at home for that kind of behavior. And the first consequence is, “We’re not going to fight with the school. You need to pay the price for your actions.” If your child has a fight in school and he’s suspended, for example, he ought to have consequences at home. I would recommend no electronics for the length of the suspension. He should not be suspended from school and then allowed to goof off at home all day. Make the suspension unpleasant for him. If it’s not unpleasant, it’s not going to shape his behavior. The whole theory behind consequences is that the memory of unpleasantness will shape the person’s behavior next time. So don’t undermine the school’s consequences by making the suspension a week of playing and vacation for your child.

Talking to Your Child’s Teachers: Let Them Know What Works for Your Child

I recommend that you let your child’s teacher know how you deal with behavior at home. I think if your child has a history of behavior problems, you want to meet with that teacher early on in the year and say, “We know that Jake can be disruptive. This is how we deal with it at home. And if there’s any way we can help you, please let us know.” Certainly you should tell a teacher what works at home and what doesn’t work at home. This doesn’t mean you’re limiting them; rather, you’re helping them be more effective with your child’s behavior in the classroom. So if you have specific techniques you use, share them. An example might be, “We find Jake does his homework better when his door is open or he’s sitting at the dining room table. So he might do better in school if you have him up close to your desk.” Or, “We find Jake does better at home when we get him started. So if you could take a minute to get him going on the assignment, it might work out better.” Be sure to ask your child’s teacher how you can be helpful to them. Be open to what they say—they might have some great ideas. And always ask the teacher, “How can we support you at home with this?”

Parents and Teachers: Getting on the Same Team

In this day and age, everybody is stressed and nobody’s got time. Parents are working harder than ever, and teachers have larger classrooms and more responsibilities. Believe me, if everybody had time and more resources, there would be a lot less friction between parents and schools. But that’s not the case, so we just have to live with that and figure out how to manage it the best we can.

After all, we have the common goal of wanting our kids to behave responsibly and get an education. Schools have a legitimate interest in kids being compliant and respectful. Parents have a legitimate interest in kids getting an education and learning how to become independent. Parents and teachers should be on the same team, but sadly, often they’re not. There was a time when teachers and parents worked together—where if the teacher called a parent, the parent really worked on changing their child’s behavior. Kids were held accountable at home. It’s not often that way anymore. Now parents are often blaming of teachers and teachers are blaming of parents—and children play both ends against the middle. Kids can be highly manipulative in this area.

I think parents and teachers should work hard at being on the same team. I think the parent’s role is really, “How can we help the teacher do their job? What can we do at home?” And the teacher’s stance has to be, “In what areas do I need the parents’ support and what is my responsibility? How can we work together to get this child on track?”

I’ve heard a lot of stories about bad teachers. I’ve met one or two myself, but by and large, I believe most teachers are trying their best. The truth is, you have to really try to work with the teacher your child gets. If there is an issue, I recommend you go to that teacher and talk about it. And if that doesn’t work, then go to an administrator and try to set up some meetings. Just realize that the more adversarial the relationship between the parents and the school, the more your child is going to suffer—and the more they’re going to get away with. Don’t forget, when parents and teachers fight, nobody wins. And the end result is that your child doesn’t feel he has to change his behavior at all.

If your child has been labeled a troublemaker and he has chronic behavior or attitude problems, it’s crucial that you are able to communicate with his teacher and the school. I think if you can develop a working relationship around a child who has these problems, it becomes a lot easier to support that teacher in his or her efforts. The bottom line is, that is what is best for your child. It may not feel best for your ego, but that is what’s best for your child. Is this a lot of work? Yes, it is. But I think parents need to try to find the time to do it. I know that sometimes I ask a lot of parents, but the fact is that kids need a lot of parenting nowadays. Communication and compromise are a huge part of parenting and working with your child’s school.

While your goal as a parent is to keep your child protected and safe, your child’s goal is to be with people who like him

The old axiom is true, birds of a feather do flock together—and that’s especially accurate in adolescence. In fact, one of the main needs of their particular developmental level is to belong to a group and be accepted. That’s why teenagers are always so worried about how they look and act. And once they find a mode of dress, a type of music and a group of kids who accept them, it’s very hard for parents to break through.

The first thing you have to realize is that you can’t pick your child’s friends. In fact, if you criticize their friends, you will see them react very strongly. That’s because they’re developmentally bound to defend their chosen peer group. When kids enter adolescence, they employ a way of looking at the world in which their friends are more important than anybody else. You’ll often hear them say, “You just don’t understand.” And another part of that mindset is, “Nobody understands me but my friends.” So if you criticize or attack their friends, you’re really just making the relationship stronger. And no matter how you feel about your child’s friends, I don’t believe this direct kind of attack is effective. In fact, there are kids who like the fact that their parents don’t approve of their friends; it adds to the flavor of the relationship. Understand that while your goal as a parent is to keep your child protected and safe, your child’s goal is to be with people who like him.

When You Don’t Like Your Child’s Friends:

6 Ways to Deal with the “Wrong Crowd”

• Try to Avoid Repeated Criticisms of Their Friends

I personally don’t think repeatedly criticizing your child’s friends or pointing out that they’re bad is going to be a successful strategy. Again, adolescents are developmentally at a place in their life where they’re defending their friends. And so it’s very difficult for a parent to turn around and say, “Your friends are no good,” and expect to have a conversation. Your child’s natural urge is going to be to protect his or her friends, whether or not they know you’re right. Realize that criticizing your child‘s friends is like criticizing an aspect of your child. It’s going to meet with the same resistance and hostility—even if what you’re saying is true. And all it will do is further alienate your child from you.

• Make Clear Statements about Behavior

I think if you don’t like your kid’s friends, the most effective thing to do is state: “I don’t like the way they behave.” That’s the first thing you can say. “I don’t like you hanging out with kids who get in trouble, because you get in trouble with them.” Can you say this every day? No. But you can say it once in awhile. Be sure to simply state the facts. State what you don’t like about their friends’ behavior. You’re not judging them. As a parent, I think you want to be a little smooth about that. You could say, “Look, I’m sure your friends are great to you. But they all smoke pot and they all get into trouble. If you hang out with them, you’re going to get into the same trouble.”

Remember, when we’re having conversations like this with our kids we want to keep our observations on a level we can see. By that I mean talk about things that are recognizable: “I don’t like that Jackie got arrested for shoplifting. I don’t want you to get arrested for it, too. I don’t like that your buddies all use drugs because I don’t want you using drugs. I don’t think it’s good for you.” Make those observations and keep it simple and direct.

• Use Structure

I think that structure can be very helpful when dealing with your child’s friends. In other words, if you don’t like the kids he’s hanging out with, then don’t let him go out on school nights. Try to have more control over where he goes and what he does. If he says he’s going to the football game and then you catch him down at the mall with those friends, that’s his choice. He chose to go some place which you didn’t know about and there should be consequences.

Set Limits
If you know your child’s friends are engaging in behavior that isn’t in line with your values, then I think you should set limits on how much time they spend with those kids—or whether or not your child can see them at all. If his friends are breaking the law or doing things that are unhealthy, you can say, “Maybe they’re your friends, but I’m not going to let you hang out with them.” With a lot of adolescents, defiance becomes a big problem. Many of the kids I dealt with would climb out their windows when told they couldn’t go out. But again, you set the standard as the parent; you set the expectation. If your child doesn’t meet it, at least he knew there were standards and expectations to begin with, and now he will have to face the consequences and be held accountable for his actions.

• Going Out on Friday Night is Not a “Right”

All of a sudden, kids hit a certain age when they think they have the right to go out. Well, I don’t think so. I think kids have to behave responsibly in order to earn the right to go out. And you can say, “I’ll let you go out if you show me that you’re trustworthy.” Behaving responsibly does not include hanging out with kids who use drugs and drink—that’s all there is to it. I also think going out on Friday or Saturday night is not a right; it has to be something that is discussed every week. My son used to come to me and say, “Listen, Saturday night we’re all going up to the lake. Is it okay if I go?” Saturday night was not his automatic night out. Instead, that was negotiated each week, and the answer wasn’t always “Sure.” As a parent, I think you should be saying, “What are your plans this weekend?” Your child should know that they have to have their plans Okayed by you first, and that they have to behave responsibly in order to earn the privilege of going out.

• Talk to Them about Mean Friends

What if your child is hanging out with kids who treat him badly? Know that he’s hanging out with them for a reason. He’s probably afraid of them so he’s trying to become one of them. When kids are afraid of bullies and other kids, one of the options they have is to join the group and become a bully. Because even though these kids are mean to him, there is a sense of safety there. The deal they make is, “I’ll let you be mean to me and tease me, but you won’t abuse me or beat me up or take my lunch money any more.”

But I think if your kid’s friends are mean to him, the kind of questions you want to ask are, “What are you trying to accomplish by letting people treat you this way? What are you getting out of that?”

Try to have an adult conversation with your child. You can say, “Listen, you have choices; you don’t have to hang out with these kids. You don’t have to be a victim. I can get you help with this.”

When Your Child Hangs Out with Kids Who Use Drugs
As we’ve said, there are several reasons why people gravitate toward different groups. If you have a kid with behavior problems, you will often find that they are attracted to friends who also have behavior problems. If you have a child who doesn’t do his homework and fails in school and is resistant and mouthy, he’s going to gravitate toward friends who won’t hold him accountable for that kind of behavior. Instead, his chosen peer group will reward and reinforce what he’s doing. In order to belong, he just has to do what the other kids are doing. That might be any number of things, including shoplifting, defacing property, using drugs or drinking.

It’s a simple fact that kids who use drugs hang out with other kids who use drugs. These kids are not likely to ask, “Did you get an A in science?” If these are your child’s friends, realize that he is almost certainly engaging in the same type of risky behavior—even if he says he’s not. Let me be clear: there is no other reason for your child to pal around with kids who do drugs. If he says, “Well, they do it, but they don’t do it around me,” that’s a lot of nonsense. It’s just something kids tell you to throw you off track; and sadly, it’s often a far cry from the truth.
Some parents say things to their kids like, “Well, you shouldn’t smoke pot, but everybody experiments with it.” Don’t give your child that cop-out line.

Make it very clear: “No matter what you see your friends or other kids doing, there is no using drugs. That’s our expectation of you.”

We were really clear on that with our son. I personally feel parents cop out when they say, “You shouldn’t do it, but everybody else does it.” Your kid is not equipped to make decisions about drugs. Drugs get you high, drugs take away stress, drugs take away feelings of panic or crisis, and that means something. Once kids start using drugs, it’s easy for teens to become dependent on them because adolescents always feel stress. Drugs can become a dangerous way for them to get relief from all their fears and anxieties. Make no bones about it, drug rehabs today are filled with teenagers whose parents said, “They’re only experimenting” when their kids first started using.

There are important problem-solving tasks adolescents have to work through in order to prepare for adult living. Also, there is knowledge about the world that teenagers have to learn in order to make healthy choices and keep themselves safe. The use of drugs and alcohol in adolescence inhibits the possibility of these milestones being reached. So I don’t think parents should turn a blind eye or make excuses. Many times, parents are afraid to feel powerless, so they’ll make those kinds of statements instead of just telling their child “no.” But you need to hold your child accountable and tell them right from wrong; that’s simply the way it has to be. You have to be very clear and take a stand: “No drinking. No drugs.”

When Your Child’s Behavior Changes
If your child starts changing as a result of the kids he hangs out with, use a structured parenting routine: set limits and manage their time. I also think you should expect that they’re going to change during adolescence. They’re going to find a group with whom they’re going to identify. When you see an adolescent, believe me, he’s probably rebelling against adult authority in a lot of little ways. And while your child may go to school and be fairly responsible, you’ll find that through music, through clothes, through a myriad of different things, it’s a rebellious time in his life.

I think it’s important for parents to understand that rebelliousness has a developmental function. Teenagers are individuating from their parents; what I mean by that is they’re becoming individuals and separating from their parents. This feels as natural to adolescents as water feels to a duck. Saying that, it’s often a very hard thing for parents to accept and manage.

Here’s the bottom line: kids are going to make mistakes and they’re going to make bad choices. The best we can do is guide them, set limits, project our view of what’s right and wrong in the world and hold them accountable

“If my child is out of control now, how will I be able to deal with him when he’s ten—or a teenager?”

Let me start by saying that many of the difficult behaviors your young child displays— including pushing, hitting, and refusing to share and take turns—are perfectly normal for their developmental level. While you still need to address those issues, I think it’s helpful to understand that they are very common amongst young kids—and you are certainly not alone in what you are dealing with. I personally believe that one of the keys to helping your young child improve their behavior at school lies in having them work on this same behavior at home. The good news is that as a parent, you are in the best position to coach, teach and hold them accountable for their behavior.

In my experience, of all the issues parents have concerns about when it comes to young kids at school, these three tend to be the most common—and the ones parents worry about most:

“My Child is Overly Aggressive.”
Nobody wants their child to hit, yell, or play too roughly with others, but it’s important to realize that this is typical in young children—in part because most toddlers and kindergartners still lack adequate verbal skills to deal with their emotions. For a young child, reasoning through a situation when they are upset can be very challenging, if not altogether impossible. And for many kids, hitting, pushing and yelling are the best problem solving skills they have at their fingertips. This is not to say you should excuse aggressive behavior, or that you can’t coach your child to behave appropriately on their own eventually. While it’s important to recognize that what your child is doing is normal, you also need to use rules and consequences to clearly teach them how to stop behaving too aggressively.

What Parents Can Do: It’s up to you to let your child know that their actions will no longer be tolerated. When things are calm, get down on their level, look them in the eye and say, “Hitting, biting, kicking and pushing are wrong and they hurt people.” Be sure to tell them what their consequence will be: “If I see you hurting anyone, or if the teacher tells me you hit someone again at pre-school today, your consequence will be no television when you get home.” Keep the consequences short term and give them to your child as soon as possible after they have behaved inappropriately. Try to have your child spend time with someone close to his age. Watch them closely so that you can see when your child is starting to become upset and coach him in that moment to use his words. Consequences alone will not change his behavior–but using consequences to require your child to practice the skills he needs to develop will change behaviors.

I also believe it’s important to coach your little one to find his voice instead of lashing out at others. Keep in mind that this will require practice and lots of repetition. You can start by teaching your toddler, pre-schooler or kindergartner a saying to use at school or home when they are angry and frustrated. In place of pushing, for example, tell your child to say something like, “I don’t like that!” or “I’m not going to play with you if you take my toys!” Another good thing to do is show your child how to walk away when he is angry or upset. Be sure to role play this with him, and switch roles so he can see how each side might react.

I also recommend that parents work with their child’s teachers as much as possible: let them know you are doing your best to curb aggressive behavior at home. Oftentimes, the teacher will have helpful suggestions for you to try, as well. The important thing is that you get on the same page and try to work together with the school as much as possible.

“My Child Won’t Share or Take Turns.”
Ahhh, sharing. This is one of the toughest things you’ll deal with when it comes to young kids, both at home and at school. It’s important for you to remember that your child is at a developmental level that makes sharing extremely difficult. Since sharing with others and taking turns is not a behavior that comes naturally to young children, it’s your job to teach your kids why it is so important. After all, learning how to share is central to a child’s ability to make and keep friends. Keep in mind that you can’t force your kids to share any more than you can force them to eat their broccoli—but through practice, they can learn to do it.

What Parents Can Do: Bear in mind that there are some things your child will not want to (and shouldn’t have to) share: A special treat given to them by their Grandma; a new toy from their birthday party; their favorite stuffed animal or security blanket. It’s okay to say, “I know that’s special to you and you don’t want to share it.” And after all, you probably wouldn’t want to “share” the ring your parents gave you when you graduated from high school, or that brand new pair of dress shoes you just bought.

Of course, there are times when your child needs to share: if they’re hoarding a package of crayons while their best friend is sitting empty-handed, for example, it’s time to intervene. Teach a little empathy by saying, “Jamie, how would you feel if Sarah had all the crayons and wouldn’t give you any? Can you think of how to share your crayons?” Some kids may realize this seems selfish, while others may hold on to those crayons all the more tightly! Feel free to give your child a choice here: “Jamie, you can give Sarah five crayons.” If your child refuses to let go of the crayons, tell her that you will give her ten seconds to release the crayons or you will put her in time-out. The same thinking applies when it’s time to take turns. “Jamie, it’s Sarah’s turn to pick a video next. You chose last time.” If a tantrum ensues, your child should face a consequence such as a time-out—or you can leave the play date altogether.

If you hear that your child is having a tough time sharing or taking turns at school, again, let your child’s teacher know that you are working on this specific issue at home, and ask for advice. By the way, I would not give your child a consequence for this when they come home—let the teacher handle it in the classroom. What I would suggest is that you talk to your child in a calm moment about sharing and taking turns. You can say something like, “You know, part of being a good friend is learning how to share. Sometimes it’s a hard thing to do, but taking turns is a big part of playing with someone else and making new friends.” You might also tell them about a time when you had a difficult time taking turns as a child, and how you learned to deal with it. Kids love to hear stories about their parents when they were kids; I’ve found that telling them about your experiences can be very effective in helping them understand the situation and improve their behavior.

I also cannot stress this enough: when you see your child sharing or taking turns nicely, be sure to compliment them and reinforce why it’s important: “I noticed how nicely you were sharing with Connor the other day. It shows that you’re really trying hard to be a good friend. I’m really proud of you.” That positive reinforcement makes all the difference in the world—especially with young kids.

“My Child has a Hard Time Making—and Keeping—Friends.”
Many parents tell me that their kids have difficulties making and keeping friends. Sadly, a child who is demanding or argumentative with other kids often finds himself feeling isolated as a result. And that’s really the natural consequence for this type of behavior—soon, other children just won’t want to play with him anymore.

Kids are aggressive or bossy for many reasons: some get anxious when in groups, while others have not learned proper boundaries or social skills at home. In either case, it’s a good idea to step in and help your child change their behavior as soon as possible.

What Parents Can Do: Start by being honest about what social skills your child lacks, and then make a commitment to help them work through those issues. Many parents tell me that their child observes few boundaries with other kids at school: their child will jump into the middle of games and try to take over, knock down the other students’ Lego buildings, or grab toys from classmates. While again, this type of behavior is normal for this age group, it’s not something you want to go unchecked.

I believe this problem can be resolved in large part by creating better boundaries at home. What that means is, try not to give in if your child whines or pleads, and set firm rules for them. When your child takes over a family dinner conversation or their sibling’s game, remind them that someone else was talking, or that now it’s their brother’s turn to do the puzzle. And follow through on the consequences you have laid out for them. You can say, “You know the consequence for ruining your sister’s game when she has a friend over. You need to go to your room for a time-out and stay there for five minutes.”

I know that parents can become exhausted when dealing with young kids who act out; let’s face it, it’s hard work! But I want to be clear here: it may seem like a small thing in the moment when you fail to be consistent, but consider this: each time you give in when your child acts out, you are setting the stage for future acting out throughout their development. And when you don’t expect them to behave properly within their own relationships at home, the truth is that you are also hindering their ability to act appropriately with their friends at school.

Coaching Your Young Child toward Better Behavior
If you have a young child who acts out at school, realize that he may need some extra coaching as he tries to change his behavior. I recommend that you start by explaining to him what type of behavior you expect him to have. In a calm moment, you can say, “I expect that when you are here at home or with friends at school you will practice sharing, you will not hit, and you will not be bossy.” Rewarding your child for good behavior is also key. I always suggest that parents use a chart at home when they are trying to help improve their child’s behavior, because it is an excellent motivator. The chart might have sections at the top that say, “Plays Nicely with Little Sister”; “Shares and Takes Turns” or “Uses an Inside Voice.” Sit down with your child and show the chart to him—you can even create it together. Be sure to tell him, “If you can do these things, you will get a sticker for your chart each day. When you reach 10 stickers, you’ll get a special surprise.” When your child is able to accomplish these goals, make sure you tell him what a great job he did. Point out specifics like, “I really liked watching you and Gracie take turns with the paints. It seems like you are working hard!” Kids love it when you are aware that they are attempting to change their behavior, and they will try all the harder if they know you’re watching.

If your young child continues to act out with kids at school, let him experience the consequences the teacher doles out, but continue to coach him at home in ways to be less aggressive or bossy. You can also ask his teacher to maintain a “good school behavior chart” –you can even give your child extra points on his chart at home for good behavior there.

Finally, many parents tell me that they often feel their child has been labeled “difficult” by the school which can make the whole family feel like outcasts. If this is your experience, know that it’s never too late to try to improve the situation. Call a meeting with your child’s teacher and state what you are doing for him at home. Let the school know about any outside help your child may be receiving, such as counseling or tutoring. While you can’t control what a teacher thinks of your child, you can at least feel good knowing you are doing everything in your power to help the situation; in my experience that makes all the difference. As a parent, it’s not always easy to help our young children change their behavior, but I believe it’s one of the most important and worthwhile things we will ever do.

While it is normal for aggressive behavior, bossiness, or refusing to share or take turns to creep into your young child’s life at some point, it is also important to know when to seek outside help. The main criteria for contacting your pediatrician or child mental health expert are:

• When your child’s behavior chronically interferes with the order of the classroom or family to the point of daily disruptions. Is your child’s teacher continually calling you to talk about behavior issues, or asking you to come to school and talk? This would include serious infractions at school, such as punching, kicking, or pushing other kids repeatedly and destroying school property. If the teacher is unable to do his or her job because they are dealing with your child’s behavior issues, it is time to seek outside help.
• When the behavior interferes with your child’s ability to maintain friends. I am not suggesting an inability to be popular or have loads of buddies, but rather, when your child is actively disliked by their peer group or has no connections with other children to the point of isolation. This is a cause for concern which you need to address immediately.
• When the behavior interferes with your child’s ability to understand or grasp schoolwork. Again, I’m not suggesting that struggling with learning to read or being bored with a project in kindergarten means there’s a problem. If, however, your child finds it so hard to concentrate that he or she can’t understand the basic concepts appropriate for their developmental level, talk to his or her pediatrician.
• If you feel you have set all the appropriate limits on your child and they still do not respond. When you set limits, use consequences, coach and teach your child on how to behave and nothing seems to be working, it’s time to seek outside help.

Sometimes anxiety, learning disabilities or other issues are the reason that your child has trouble with other kids at school. While it’s true that children with those issues might lack appropriate boundaries, in my opinion that’s all the more reason for you to work on this with them. It’s vital that they learn to develop these skills, or make no mistake, they will grow up without really understanding how to interact socially. If your child has been diagnosed with a disorder such ADHD or ODD for example, use it as an incentive for you as a parent to work harder at helping them develop proper boundaries.

Part I: Why Giving in is a Dead End

Do you walk on eggshells around your child, afraid of doing anything to set him off? Do you appease him when you notice he’s winding up to throw a tantrum? In part one of a two-part series, James Lehman, MSW explains how fear of acting-out behavior sets up a dangerous pattern for your child—and the whole family.

“Now you’re negotiating on your child’s terms; your fear that he’s going to act out is going to dictate how much you give in.”

All parents experience fear for their kids. They worry about their children getting sick, doing well in school, and whether or not they’ll be able to get a job and succeed in life. Being afraid for your kids is very normal, but being afraid of your kids is a phenomenon that has developed over the past several decades, and something that parents need to look at closely. And by the way, sometimes these two fears are actually tied together—fears about their child being able to make it in life actually will cause some parents to think they have to give in more; they become a cushion for their kids because mastering life skills seems so difficult for their child. But let me be clear: that’s exactly what you don’t want to do.

Young Kids: How the Pattern Starts
When a child is two or three, he learns to respond by saying “no” all the time. He starts resisting and asserting his individuality from his mother and father and often manages his anger and frustration by throwing temper tantrums. Some parents learn that you just have to wait those tantrums through, but others begin to worry that they’re not able to manage their child or that they are not in control. Others worry that if they don’t give in—if they say “no” to their child—their child won’t love them anymore. In effect, these parents become afraid of their child’s acting-out behavior and are held hostage by it. They get worn down and often begin caving in to inappropriate demands as they try to appease their child instead of remaining firm and waiting the tantrum out.

So their young child develops a pattern of acting out because it works for him—it gives him power and gets him what he wants. When the tantrum happens in public, the parent feels embarrassed, humiliated, and ashamed. When it happens in private, they feel stuck in this negative cycle with their child: they’re alone in the house and their child is screaming and yelling and kicking. Their life seems crazy and out of control, but they don’t know how to stop it without caving in to their child.

These kids soon learn to blackmail their parents with the threat of throwing a tantrum. Pretty soon, the parent starts giving in as soon as their child starts to signal that they’re going into a tantrum: maybe their child’s voice escalates or becomes shrill, or maybe they stomp their feet and scream “no.” Once that happens, a very serious pattern has begun. Now the child has actually trained the parent to give in to their demands, no matter what. If your child knows he can get you to give in by behaving inappropriately or destructively, he’s going to learn to give you those cues. It’s just like being in a play: when you get your cue, you’re going to read your lines: “It’s OK, don’t do that, I’ll get you the toy.” Or you’re going to bribe him: “Well, if you can hold off for five minutes, then I’ll get you a candy bar in the car.” What you’re really doing is negotiating on your child’s terms; your fear that he’s going to act out or that you can’t handle the tantrum is going to dictate how much you give in.

And by the way, parents don’t know this pattern is forming while it’s happening. This is not a conscious thing where people say “I’m going to give in to my kid and then he’s going to become a monster.” They’re saying, “Oh man, I can’t handle this right now.” And their child learns from that lesson that when you can’t handle something, he’ll get what he wants. So his goal then, when he wants something and you tell him no, is to set up situations you can’t handle. Remember, this is not a moral issue for your child: it’s not about being good or evil. Your child is not really conscious of the effects of his behavior other than it gets him his way. Children, like all living things, learn to take the easy way out. The important thing is not to blame your child or assign diabolical motives to his behavior.

It is important to realize that if your child is using inappropriate behavior to get his way, it’s not a phase that will magically stop when he turns ten or twelve or even fifteen. That pattern of behavior may continue on through adolescence and into young adulthood.

Acting Out in School: When Your Child’s Behavior Controls Others
If a child has successfully used inappropriate behavior at home, you will often see them trying it out at school. After all, if their strategy works on their parents, why shouldn’t it work on their teachers, too? In kindergarten and first grade if they don’t get their way they may escalate. They may tantrum, call people names, throw things on the floor and walk around in the classroom when they’re supposed to be sitting down. It’s important to note that for a significant number of children, the classroom structure that teachers utilize will be sufficient to change some of these behaviors.

I’ve found that many of these kids also have a learning disability or some other factor that interferes with their ability to learn to solve problems. Think of it this way: if you have dyslexia, Attention Deficit Disorder or auditory processing problems, you might perceive the world as a threatening place. For these kids, it’s often much harder to learn how to solve social problems through reasonable negotiating, being patient, and learning how to accept no for an answer. So what tends to happen is they solve their problems by acting out—and that becomes their one default skill. They’ve developed this one trick: “Agree with me or face my crappy behavior.” And that can become their strategy for solving all problems. “Give me my way or face my crappy behavior.” They do this in school, at home, and on the bus and as long as it works, they will continue to use it. Not only is the child controlling others with his behavior, he’s not learning the problem-solving skills that he desperately needs to learn to be able to make it in life. If everyone around him is backing down, all he’s learning is how to threaten and intimidate others through fear.

How This Affects Your Family
Realize that if you have one child who controls the house with inappropriate behavior, this is not just your problem: it’s also a problem for your other children. Make no mistake, dealing with an acting-out sibling can have a great and long-lasting influence on your other kids’ personalities. When siblings don’t know when, how or why their brother or sister is going to explode, it’s overwhelming and scary because they can’t control it. What often happens in these cases is that kids develop their own sub-type of Post Traumatic Stress Disorder. They will learn not to show their feelings. They may hide out in their rooms and submerge their emotions. That’s because in their world, it’s not safe for them to do so. It’s not safe to show your feelings; it’s not safe to say how you feel. After all, their sibling could explode and take it out on them at any given moment. So these kids wind up very flat emotionally; there seems to be no joy in their lives. There are things parents can do to correct these destructive patterns, but nonetheless, it’s hard on everybody. [Editor’s note: for more on this topic, read James Lehman’s article, ”The Lost Children: When Behavior Problems Traumatize Siblings”.]

The First Step toward Changing Your Child’s Behavior
When parents used to come to me with this problem, I’d say, “We’re going to come up with a plan to change what’s happening in your house. Let’s figure out some things for you to do when things get tough so you can empower and support yourself.” I think it’s nearly impossible for people to try to rely on willpower alone to change their parenting style. Here’s the truth: their child’s behavior wasn’t going to change unless the parents’ behavior changed. I believe if you work at it, things will change; and if you don’t, things will stay bad or get worse. The kid who’s throwing a tantrum today is going to be throwing your chair across the room in ten years. And that’s how he ups the ante as he gets older. Most kids escalate; it’s a natural progression. They have to be more intimidating. When you’re 13, it’s very awkward to lie on the floor and throw a tantrum. It’s much easier to throw something across the room and hit the wall. You see these kids punch holes in walls all the time; that is the evolution of their tantrum. Certainly as they get older, the intimidation becomes more real. There are kids who hit and push their parents. There are kids who intentionally break and damage things around the house. There are kids who hit their siblings or hurt them emotionally by calling them foul names. And make no mistake, this becomes a very real problem.

If your child has trained you to be afraid of him and back down when he acts out, realize that whatever authority you had originally has diminished over time. When these kids are really in flower—when they’re really showing who they are—you can’t tell them anything. They’ll tell you to kiss their butts. You can’t tell them when to come in at night; if you put them in their room, they’ll climb out their window. Basically, they’ll come and go as they please and they’ll say, “You can’t stop me.” The sad part is that unless you change the way you parent and start holding them accountable, they’re right.

In next week’s article, James Lehman will give you 7 tips on how to stop living in fear of your child’s inappropriate behavior—and learning how to start parenting more effectively.

Read Part Two

In part two of this series, James gives you 7 ways to get back parental control and stop living in fear of your child’s acting-out behavior.

Most people aren’t afraid of their children; rather, they’re afraid of their child’s behavior. It’s important to understand that this fear undermines your authority as a parent because it’s hard to set limits successfully when you’re afraid. You lose more of your authority each time you give in after your child has acted out. And as soon as he realizes that, you’ll only have the authority he gives you. You may get him to bed on time, he may eat his dinner and get ready for school, but those will be the things he’s allowed you to have authority over.

These kids tend to gravitate toward a “no accountability” way of life, where “no accountability” equals “no authority.” And in order for your child’s system to work for him, he has to keep all the authorities around him in check. Soon this becomes one of his primary goals in life.

You may get him to bed on time, he may eat his dinner and get ready for school, but those will be the things he’s allowed you to have authority over.

In my opinion, even though you might have fears about your child’s acting-out behavior, you need to learn how to deal with those thoughts and feelings so they don’t have power over you—that they don’t dictate your behavior. So while you may be afraid your child is going to throw a tantrum, don’t let that fear derail your decision to be firm. Remember, it’s not what you’re afraid of, it’s how much power you give that fear. I don’t know if people truly ever “master their fears,” but I think that over time, the fear of your child acting out will have less power over you if you stick to a game plan of setting limits and holding your child accountable.

By the way, when you decide that you’re going to start dealing with your child’s pattern of acting out behavior differently, first of all, get ready for a struggle. Your child is not going to believe it; in fact, he’s going to think that if he just tantrums a little harder or a little more, you’ll give in. That’s because you’ve given in for so long; you’ve trained him how to treat you. Some of us train our kids to treat us respectfully. Others of us, through no fault of our own, train our kids to act out more in order to get their way.

Here are some of the important rules I taught parents who were afraid of setting off their child:

1. Come up with a Game Plan
   The first thing I recommend is to come up with a game plan of what you’re going to do when your child starts to escalate. This will give you something concrete to guide you. Decide how you’re going to handle tantrums and acting out in the future. Ask yourself, “What am I going to do about this now? What’s going to be different in my behavior, my response?” Write an “Instead” list for yourself. It might include things like, “I won’t back down when my child starts screaming, instead I’ll leave the store. I will give my child consequences and set limits.”

   And then get ready for some long tantrums, especially at home. Make no mistake, there will be a fierce battle for a while. Things will get better, but be prepared for your child to test you and test you and test you. Sometimes the tantrums and acting out will increase in intensity and frequency. That’s because your child is thinking, “If I just do this a little more, maybe she’ll give in.” You’ve inadvertently trained him to do that and now you’re going to have to do some work to undo it. In the end, the behavior often changes—it may re-emerge at different times, but you just need to handle it the same way.

2. Explain How Things Are Going to Change
   When things are going well, tell your child what you’re going to do when he acts out or throws a tantrum. Say “Hey, I just wanted to talk to you for a minute. I’ve been thinking that you’re really too old to throw tantrums now. So from now on, when you do that, this is what I’m going to do.” And you tell them what consequences they will get. You can also say, “When you’re in a tantrum or acting out, I’m not going to give in, I’m going to let you go through your tantrum. When you’re done, then we can resume what we were doing. That means you’re not going to get that toy or that candy bar just because you yell and scream and kick your feet.” Or for older kids, “I’m not going to give in to you just because you punch a hole in the wall or scream at me.” And I think that parents should articulate that information to their kids no matter how old they are. If your child is very young, he might not understand at first, but it will help you as a parent to focus. If your child does understand it, then he knows what to expect. When parents consistently tell their young kids what will happen, the tantrums often diminish in frequency and intensity as the child grows older. With older kids, talking to them in this way lets them know that you’re the boss now—and that you’re not going to give in to their acting out anymore.
3. Let Them Know the Process
   Let your child know the process ahead of time. You can say, “Hey, when you tantrum in the store, I’m just going to move about five feet away and I’m just going to watch you tantrum until you’re done. I’m going to bring a book with me and if you throw a tantrum I’m going to read it. I’m not going to talk to you or argue with you.” And by the way, bringing a book is really a good thing to do because it shows your child that you won’t be moved by their behavior. It’s like you’re saying, “Hey, have a ball, pal. Dance around on the floor all you want, I’m just going to read my magazine.” It takes the power away from your child’s inappropriate behavior, and that’s exactly what you want to do.
4. After Your Child Has Acted Out
   After your child has had a tantrum or behavioral episode, it’s a good time to have a little talk with him about what he’s going to do differently next time. If your child is old enough, ask him what he was trying to accomplish, and how he will handle it differently next time. These are the most important questions you can ask because they lead to your child learning how to develop other options. Remember, problem solving is based on coming up with other options to deal with the issue at hand. So don’t ask “How did you feel?” or even “Why did you do that?” The only real thing you want to get out of it is for your child to come up with some other ways of handling his anger or frustration. In this way, your child also has his own little game plan to fall back on. When you help your child develop another response to that situation, he will learn problem-solving skills he can use for the rest of his life.
5. Don’t Let Fear of Assumed Judgment Control You
   Dont’ be a mind reader. Most parents have fears that other people are judging them when their child acts out, so they do things to appease their kids so they’ll behave. I think that’s a mistake. Realize this: people are going to judge you; people judge each other about all kinds of things all day long. But here’s the deal: you’re trying to raise your child so he can learn the life skills he needs to be successful. If you let your fear of criticism and judgment control you, you’re not going to be able to accomplish your task of raising your child effectively.
6. Don’t Give in When Your Child Says, “I Hate You!”
   Fear that your child won’t love you if you set limits on him is something many parents have a hard time with, especially when their child is old enough to say, “I don’t love you—I hate you!” But, again, if you give that behavior power, it’s not going to change. If you don’t give it power and instead understand that it’s just a stage kids go through, you won’t be influenced to back down. Kids love their parents; it’s instinctual. (Unfortunately, even kids even love parents who hurt or abuse them.) So if your child says they don’t love you, instead of getting upset, try saying, “Maybe you don’t love me right now. But you still have to do your homework.”
7. Get Outside Help
   I recommend that you get some outside help when dealing with this issue. The simple truth is that you can’t trust your willpower alone to get you through. Willpower is fine when it works—but as we all know, it doesn’t always work. Try to get a support system in place, whether that’s training, effective parenting classes, books you read, programs in your home, counseling, or a support group. You should have some outside support. It’s good to make the commitment to change, but in my opinion it’s much more important to get the tools from outside and then try to use them one day at a time. And give yourself a break: realize that some days are going to be easier than others.
8. Appeal to the Authorities
   If your child is behaving criminally, the sooner you can get him into the juvenile justice system, the better. Although the wheels of justice turn slowly, your child will eventually get a probation officer who will then have the power to hold him more accountable than you can. So when your child doesn’t go to school, he will have to answer to his probation officer as well as you. If he misses school enough times, hopefully the probation officer will take some action. I worked with some parents who had a probation officer behind them who supported them. The probation officer would lock their child up in the youth center for a weekend if he or she violated the rules. I saw changes take place in those families. The kids started going to school; they stopped hurting others and damaging property. Their behavior changed because there was an accountability system in place that didn’t let them slide.

I always tell parents to understand that there is no quick solution to this problem, especially as the child grows older. Rather, you have to learn how to manage your child’s behavior in a way that diminishes the power of their acting out. The end goal is that your child will learn other ways to solve problems besides using power or intimidation. Just remember, kids don’t surrender power easily; neither do adults. Nobody likes to give up power, so it’s not going to happen over night.

In the thirty years I worked with kids, I saw families make progress all the time. They stopped letting their children box them in with their acting-out behavior; these parents instead worked toward the goal of helping their kids learn new skills. Remember that no family is perfect. People make progress, fall back, make more progress, and even fall back again. But in the long run, families changed and these kids learned other coping skills.

Some people say that the parents are the problem, but I don’t think that’s right. I think parents are the solution, and they need training and support.

The Total Transformation by James Lehman is said to have helped thousands of parents effectively stop their teen’s out-of-control, defiant behavior. Can the Total Transformation do just that? They say it’s a “simple, step-by-step program, designed to teach you how to effectively stop your defiant teen’s behavior.”

After reading countless reviews and reviewing the program for myself, The Total Transformation does that. The keyword in the above quote is, “teach you”. As a parent, you can learn certain approaches, problem solving techniques, and how to identify triggers to your teen’s defiant behavior.

One often overlooked concept in parenting a teen, is that you don’t have to participate in EVERY argument with your teen. You simply don’t. Is this program right for you? Are you ready to devote time to it? It will take a very proactive position from you in order to instill these techniques. But, once you do, peace will slowly seep it’s way back to your home.

The Total Transformation can help you manage your teen in many areas.

1. Problem Solving. Teaching your teen how to solve problems on their own, or together with you, is a major focus of the program. Teens often run into problems and handle them negatively. They don’t know HOW to manage problems without getting angry and defiant. They often scream and lose control of themselves.
2. Responsible Love and Concern. As a parent, this says, “I love you, but you can’t talk to me that way.” Or, “I love you, but I’m not going to lie to the cops for you.” It teaches love, but also concern. This teaches a teen that they now have to take responsibility for their actions.

These are just a couple perspectives and lessons that are taught in The Total Transformation. The program is less expensive than family therapy sessions or counseling. You can look inside the program or read thousands of reviews from very satisfied families.

Are you constantly arguing with your teen? Do you ask them to do simple tasks and they fight it with everything in them? Many teens today do not know how to handle problems in a positive manner. As the parent, you can teach your teen how to do so. Together, your child can learn from you how to solve their own problems, and how to do so respectfully without negative responses.

The total transformation has a step by step system that is proven to help parents in parenting their defiant children. James Lehman has worked with rebellious children for years, and he is the developer of this program’s curriculum. This program will teach you how to quickly and dramatically change your child’s out-of-control behaviors. Whether your child struggles with cussing, lying, yelling, cheating, problems at school, or constant mouthiness, The Total Transformation will give any parent the tools necessary to handle such situations.

Right now, parents are stopping their child’s defiance and disrespect, and their relationship with their child is growing into one of love and mutual respect for one another. I’m sure you long to have that in your home. Can you see that type of home? Or is your current reality shading you from what you could have?

The Total Transformation will equip any parent with the tools to manage their child’s behavior. It teaches parents how to do so in a loving and upbringing way that points their child in the right direction. It’s one thing to know and have these tools, it’s another to actually use them. By using them, you and your child will grow into a wonderful, and very loving relationship together.