{     Offering the Best Childhood Preparation for Social and Academic Success.     }

Posts Tagged ‘Self-esteem’

5 Tips for Teaching Your Children What a REAL Hero Looks Like

download (1).png

It can help them build up their own self-esteem and self-worth.

Mentors and role models, we all know, serve great value in our lives. They teach, inspire, excite and support us.

Sometimes, however, our culture’s obsession with celebrity and wealth can create an environment where children are choosing their heroes or role models based on status or power.

That’s why I wrote a book to help children identify positive role models who will empower them to be their best, The Hero Book: Learning Lessons from the People You Admire. We need to help children think about what makes their ‘heroes’ admirable; encourage them to seek out positive role models whose examples will provide positive guidance and empowerment; inspire them to emulate the traits and actions of those they admire; and strengthen their self-esteem by showing them all the admirable qualities they possess.

Here are some top tips on helping your children find positive role models:

1. Turn it upside down.

When you talk to your children about their heroes or role models, get them thinking first about the qualities and traits that they admire in people; that way, they’ll begin to view people through the lens of those qualities that they find inspiring.

2. Talk to your children about your role models, and, when you do, be sure to highlight WHY the person is your role model.

Mention the qualities that inspire you—like the person’s kindness, integrity, hard work and courage—so that your child can see that heroes might be well-known people, but can also be people who they see everyday who act in ways that inspire others.

3. Show them they are heroes too.

Once you’ve shown your children that people can be admired for their qualities and characteristics, it’s then easy to let them think about the great qualities that they possess—helping them to build their self-esteem and sense of self-worth.

4. Show them how they can learn from their role models.

Now that they’ve thought about the qualities they admire in others, who they choose as role models, and what they like about themselves, you can explain to them the best way to show you admire someone is to emulate the things you think are great. For example, if they admire someone for being kind, suggest they think of some kind things they can do. If they admire someone for being talented at a skill, have them think about a skill they want to be good at, and how they plan to practice and work hard to improve it.

5. Plan a HERO party and make it fun.

There’s a free parent’s guide that offers activities for planning a children’s party that inspires children to think about role models and celebrate the hero inside themselves.

 

This article was written by Ellen Sabin from Working Mother and was legally licensed through the NewsCred publisher network. Please direct all licensing questions to legal@newscred.com.

10 Ways to Empower Your Daughter to Be a Leader in STEM

girlpwr.jpg

Try these tips to help her overcome the typical barriers girls face.

We all know there is a gender gap in STEM. Women hold about 24 percent of STEM field jobs in the United States, and when you get into the leadership ranks the numbers are paltry. Even in the movies, only 12.5 percent of characters with STEM careers are female. Luckily, many groups—including my own, VentureLab—are working hard to engage girls in both STEM and leadership. Here are 10 ways you can get involved at home to empower your daughter to be a leader in STEM.

1. Encourage curiosity and experimentation.

Encourage your daughter to ask Why, How and What if…? If she asks a question like “how do clouds make thunder?,” go online with her to find the answer and the science behind it. Check out YouTube and find some easy to do at-home science experiments, like making slime out of various household materials. Even cooking together and trying different ingredients is a good way to experiment. A curious mind will not be afraid of trying new things and will not be afraid of asking questions that might lead to new innovations.

2. Make things.

Take on the mentality of a maker. Instead of buying something or waiting for someone to solve a problem, do it yourself. You can set up a mini maker space or crafting table in your house dedicated to creativity and messiness. Create a space where girls can explore their hobbies, experiment, and create. A maker’s space doesn’t need to be expensive. Use recycled cardboard, Styrofoam, yarn, art supplies, and any kid-friendly tools lying around your house. Girls who make things will learn to find resourceful ways of solving problems and will become doers and leaders.

3. Encourage a growth mindset.

Compliment girls’ efforts, not their intelligence. A growth mindset means that our brains can change and grow: we learn new things by practicing. When girls hear things like “You are so smart” they tend to believe that being smart is innate and not changeable. So, when they receive a not-so-great grade they believe they have failed. Instead, compliment girls’ efforts by saying “You worked really hard” or “I’m so proud. You didn’t give up on that math homework.” By complimenting girls’ efforts, we are priming them to do hard work and remain persistent despite challenges.

4. Make her “failure resistant.”

Redefine what she thinks of as failure. Help girls learn that everyone fails. It’s how you deal with failure that makes all the difference. When something doesn’t go according to plan, emphasize that failure is a part of the learning process! Failure is about testing hypotheses and practicing until you have mastered a skill. Give examples of times that things haven’t gone as well as you expected them to. If they are struggling because they are being challenged, that’s because they are trying something new!

5. Put her in front of people and ask for what she wants.

Help girls develop a more powerful presence by teaching them how to interact with adults and others. At home, practice with girls and show them how to introduce themselves, shake hands firmly, and make eye contact. At restaurants, have your daughter order for herself. The ability to confidently introduce herself and ask for what she wants will set her apart from the rest and serve her well later in her career.

6. Encourage her ideas and focus on her strengths.

In general kids are used to not having their ideas heard, so go ahead and encourage girls’ ideas no matter how silly or impractical they sound. Have her write her ideas down in an Idea Journal and get involved in the process if she is interested in pursuing a project. Even if her idea doesn’t work, she’ll know that she has your support and will keep trying new things. And if you see that your girl has strengths in math, science, art, or whatever it might be, encourage her to pursue those areas and sign up for classes or camps that will hone her skills. A little bit of encouragement goes a long way for girls and will set them up for success.

7. Find role models and mentors.

Sometimes it’s hard to picture yourself doing something until you see someone like yourself doing it. This can be particularly challenging in the STEM fields. Reach out to local women scientists and engineers and ask if they will speak to your daughter about their field of work and their experiences. If you don’t know any women scientists or engineers, check out FabFems.org for female STEM role models. And you can always study women role models from the past and present, like Mae Jamison, the first African American woman astronaut, or Mary Barra, engineer and CEO of General Motors. Such models help inspire girls and show them that they too can pursue STEM fields.

8. Solve meaningful problems around you.

Girls become more engaged in STEM when they see how it can be applied to helping people and the planet. Help girls link math and science to real-world problems. Support her and get involved, whether she wants to help build houses for Habitat for Humanity or just build a birdhouse. Show her how engineering and math is involved. Or maybe she is interested in the environment and sustainability and wants to build a hydroponics unit. Discuss the science behind hydroponics and plant growth.

9. Just play!

We tend to take kid’s play for granted, but so much learning, experimentation, and creativity comes from play. With play there is no judgement, no fear of failure, and often no right or wrong answers. Yes, some games have winners and losers, but it is part of teaching rules and strategy. Expose girls to tech toys, like Ozobots or Dash and Dot, to learn about coding. Play with Snap Circuits or littleBits to create all sorts of electronic inventions. Build with Legos and toys that use the imagination. Even cardboard boxes are great to play with and turn into forts, or she can create her own games out of recycled cardboard. Learning through play is a great way to internalize important concepts and stimulates the whole brain.

10. Watch unconscious bias and gender learning differences.

Even if STEM isn’t your forte, be mindful of how you speak about it. If they hear, “We’re just not math people” or “Science is hard,” kids pick up on these cues. Approach STEM with a curious mindset and learn with your daughter. As parents, we may also unconsciously steer our daughters away from adventure and experimentation. We tell boys to go climb trees, but we tell our girls not to get their dresses dirty. These messages affect the way girls see themselves and what they should and should not be doing. Help empower girls to enjoy STEM and be adventurous risk-takers.

 

This article was written by Cristal Glangchai Ph.D. from Working Mother and was legally licensed through the NewsCred publisher network. Please direct all licensing questions to legal@newscred.com.

4 Science-Backed Benefits of Eating Dinner as a Family

dinner time.png

Whether you’re munching on organic grain bowls or ketchup-drenched, defrosted, dinosaur-shaped nuggets, sharing a screen-free family dinner nourishes kids in life-changing ways. And wash away your guilt, working parents: If you can’t get home for mac and cheese at 5:30 p.m., don’t sweat it. Aiming to eat together at least three times a week—including breakfast and weekend brunch—is a worthy goal. When it comes to raising healthy kids, body and soul, prioritizing frequent family meals counts most.

It lowers the risk of substance abuse 
Family dinners not only lower the risk of depression in kids, they also guard against the impulse to self-medicate with drugs and alcohol. That’s because key communication takes place at these end-of-day parent-child debriefs. According to Columbia University’s National Center on Addiction and Substance Abuse, “Compared to teens who have frequent family dinners (5 to 7 per week), those who have infrequent family dinners (fewer than 3 per week) are more than twice as likely to say that they expect to try drugs in the future.” Teens who seldom eat with their parents are almost twice as likely to have used alcohol, and 1.5 times likelier to have used marijuana. “The magic that happens over family dinners isn’t the food on the table, but the communication and conversations around it,” explains the center’s marketing director Kathleen Ferrigno. “Of course there is no iron-clad guarantee that your kids will grow up drug-free, but knowledge is power, and the more you know, the better the odds are that you will raise a healthy kid.”

It leads to better academic performance
Writes Harvard Medical School psychology professor and author of Home for Dinner Anne Fishel: “Researchers found that for young children, dinnertime conversation boosts vocabulary even more than being read aloud to…Young kids learned 1,000 rare words at the dinner table, compared to only 143 from parents reading storybooks aloud. Kids who have a large vocabulary read earlier and more easily.” And as kids grow up, the intellectual benefits explode. “For school-age youngsters, regular mealtime is an even more powerful predictor of high achievement scores than time spent in school, doing homework, playing sports or doing art.”

It decreases obesity and eating disorders
Family dinners provide opportunities for parents to model—and regulate for their kids—healthy eating habits. According to a study led by eating disorder expert Dr. Jess Haines, “Compared to those who ate family dinner ‘never or some days,’ female adolescents who ate family dinner at least most days were less likely to initiate purging, binge eating, and frequent dieting.” An unrelated study conducted by University of Minnesota Family Social Science professor Dr. William J. Doherty found Americans (parents and kids) are significantly less overweight if they share family meals more frequently, and have fewer distractions at the table (like tech). Kids who eat dinner with their families often also eat healthier (more fruits and vegetables; less soda and fried foods), according to a study by Harvard Medical School’s Obesity Prevention Program. Family meals allow for both “discussions of nutrition [and] provision of healthful foods,” that study’s director, Dr. Matthew W. Gillman, told CNN.

It increases self-esteem and resilience
According to psychology researchers at Emory University, children who have frequent family dinners “know more about their family history and tend to have higher self-esteem, interact better with their peers and show higher resilience in the face of adversity.” When families who are close don’t sugarcoat life’s hardships (like the death of a relative or pet) their children exhibit “higher self-esteem and sense of control.” The communal table is where the stories of who we are, and who we come from, get passed down. According to Marshall Duke, a co-director of the study, which analyzed 120 hours of recorded family dinner conversations, “As the family talks about things, I think they are teaching the kids about assessment, about appraisal. How bad is this? How good is this? Resilience is nurtured when the child understands that negative events don’t define the family history.” 

 

This article was from PureWow and was legally licensed through the NewsCred publisher network. Please direct all licensing questions to legal@newscred.com.

How To Measure Whether Your Child’s Tantrums Are Normal

thumbnail-aebe0bcca6e4f3e511be1e6a767003c0.jpeg

In the throes of your toddler’s rage, it’s perfectly healthy to wonder whether you’re observing normal childhood behavior, or the beginnings of a behavioral problem. Here’s how to know for sure.

Fortunately, there’s a way to measure whether your child’s tantrums are abnormal. The temper tantrum scale, developed by Lauren Wakschlag of Northwestern University in Chicago, identifies normal tantrum behaviors and duration. Her study also highlights red flags parents can use to determine whether their children are acting out more aggressively than expected.

Meet The Temper Tantrum Scale

Answer the following questions with “never in the past month”, “less than once per week”, “1-3 days per week”, “4-6 days of the week”, “every day of the week”, or “many times each day”:

How often does your child…

  1. Have a temper tantrum
  2. Stamp feet or hold breath during a tantrum
  3. Have a tantrum that lasts more than 5 minutes
  4. Keep on having a tantrum even when you tried to calm him/her down
  5. Break or destroy things during a tantrum
  6. Have a tantrum until exhausted
  7. Hit, bite, or kick during a tantrum
  8. Lose temper or have a tantrum with a parent
  9. Lose temper or have a tantrum with other adults
  10. Lose temper or have a tantrum when frustrated, angry or upset
  11. Lose temper or have a tantrum when tired, hungry, or sick
  12. Lose temper or have a tantrum to get something he/she wants
  13. Lose temper or have a tantrum during daily routines such as bedtime or mealtime
  14. Lose temper or have a tantrum “out of the blue” or for no clear reason
  15. Become frustrated easily
  16. Yell angrily at someone
  17. Act irritably
  18. Have difficulty calming down when angry
  19. Become angry very quickly
  20. Get extremely angry
  21. Have a hot or explosive temper
  22. Stay angry for a long time

OK, I Did It. Now What?

Certain behaviors on the list are normal even when they happen quite often—others, less so. To figure out which behaviors were truly abnormal, Wakschlag and colleagues surveyed nearly 1,500 preschoolers. She found that 95 percent of children engaged in certain behaviors with predictable frequency, and established this as the baseline. Presumably, abnormal behaviors are those behaviors along the tantrum scale that fall outside the 95th percentile—in other words, behaviors that 95 percent of children do not engage in. None of the tantrum behaviors on the list are abnormal if they occur less than once per week. When these behaviors crop up more frequently, however, there may be cause for concern. Here’s the breakdown:

The following are “abnormal” behaviors only if they occur 1-3 days per week, or more:

  1. Hit, bite, or kick during a tantrum
  2. Stay angry for a long time

These are “abnormal” behaviors only if they occur 4-6 days per week, or more:

  1. Stamp feet or hold breath during a tantrum
  2. Have a tantrum that lasts more than 5 minutes
  3. Keep on having a tantrum even when you tried to calm him/her down
  4. Break or destroy things during a tantrum
  5. Have a tantrum until exhausted
  6. Lose temper or have a tantrum with other adults
  7. Lose temper or have a tantrum during daily routines such as bedtime or mealtime
  8. Lose temper or have a tantrum “out of the blue” or for no clear reason
  9. Become frustrated easily
  10. Yell angrily at someone
  11. Act irritably
  12. Have difficulty calming down when angry
  13. Become angry very quickly
  14. Get extremely angry
  15. Have a hot or explosive temper

These are “abnormal” behaviors only if they occur every day, or multiple times per day:

  1. Have a temper tantrum
  2. Lose temper or have a tantrum with a parent
  3. Lose temper or have a tantrum when frustrated, angry or upset
  4. Lose temper or have a tantrum when tired, hungry, or sick
  5. Lose temper or have a tantrum to get something he/she wants

My Child Is Abnormal. What Now?

First of all, don’t panic. Most children will, at some point, do most of the things on this list, and not all abnormal tantrum behaviors are created equal. Wakschlag and her colleagues write that the most rare behaviors should be the most worrisome for parents. So if your child is, with any regularity, staying angry for a long time, or hitting, biting, or kicking during tantrums, that should concern you more than observing that your child “becomes frustrated easily” more often than average. The authors include a ranking of each tantrum behavior, broken down by severity.

If your child is experiencing tantrums that fall well outside the average, especially if those behaviors are ranked “severe” by Wakschlag, it may be time to seek professional help.

But if your kid is on the cusp of abnormal tantrum behavior, or tantruming more frequently than you’d like, there are some simple ways you can use tantrum research to tame your wild child. The key is to figure out what your children wants to obtain, and ensure that they do not get it by tantruming. They then learn, over the long term, that tantrums are ineffective negotiating tools.

Behavioral scientists recognize three types of tantrums: a demand for attention (hold me), a demand for tangibles (food, games, activities), and an escape from demand (I don’t want to get dressed). The first two can only be solved by ignoring the tantrum—age-old advice. But the third type of tantrum requires finesse. Because in this scenario, children pitch fits in the hopes of making their parents ignore them and not make them do what they don’t want to do. Instead, when a child throws a tantrum to avoid doing something, the correct approach is to “help” them do it. Placing your hands over their hands and forcing them to get dressed or eat their dinner teaches them that tantruming to avoid tasks leads to a worse outcome—loss of autonomy.

“Kids learn very quickly that you’re serious about this intervention and they comply,” tantrum expert Michael Potegal once told Fatherly. “They may grumble and fuss, but they will comply.”

 

This article was written by Fatherly from Huffington Post and was legally licensed through the NewsCred publisher network. Please direct all licensing questions to legal@newscred.com.

25 Phrases To Inspire Confidence In Your Child

Zz1mOGUzZjg2ZTE5NzllZWRmMjg2YjI2NzFmZmEwYTY0Zg==.jpg

Originally published on Motherly.

By Denaye Barahona

With healthy self-esteem, your child will flourish. In an era where kindergarten is the new first grade, children are being pushed to develop academic skills from an early age. Yet all the intellectual skills in the world are of little value without the confidence to put them to use. This is why, as a parent, we should prioritize building healthy self-esteem and confidence first and foremost.

To do so, we can choose words that inspire confidence. Here are 25 phases that you can use to increase confidence and self-esteem in your children:

1. “You are capable.”

As a parent, our words become the internal language in the minds of our children. We know that our kids are capable of so much — let your words match this belief. Avoid saying things like, “You are going to hurt yourself” or “Don’t fall.” Our tone and language should communicate confidence.

2. “That was brave.”

Sometimes we need to notice things aloud. That means to let them know when we see them being brave. When we notice our kids being brave, they start to notice too.

3. “You’ve got this.”

You know that they have the skills and means necessary and your vote of confidence will give them that extra boost they need to succeed.

4. “I believe in you.”

As the parent, you have faith in your child’s ability. When you openly communicate that faith in them it will inspire it within themselves.

5. “You can dohard things.”

When the going gets tough the obstacles can seem insurmountable. So this direct phrase will tell them exactly what they need to hear — acknowledgment that this is hard work and that they are capable.

Related: Raising overcomers: How to teach your kids to do hard things

6. “No matter what happens, I love you.”

Our children need to hear words that communicate unconditional love. That means providing reassurance of our love — regardless of the outcome.

7. “Let’s try it together.”

Sometimes we all need a helping hand and be sure they know that you will be that hand when they need it.

8. “How’d you do that?”

Ask questions. When you see them do something hard, say, “How did you manage that? How can you do it again?”

9. “That sounds awesome, can you tell me more?”

Take it one step further than just noticing their effort — ask them to elaborate. Then hear the the pride in their voice when they explain.

10. “How can I help?”

When they get really stuck, don’t be afraid to offer your support. Let them know that the offer to help is on the table.

11. “Give it your best.”

We will never win it all, do it all, or be it all. But we can give it our best. Let’s teach our kids this lesson.

12. “I know it’s hard, but I have seen you do it before.”

It can seem overwhelming, but let’s give them evidence of when they have been successful before. This will instill the confidence that they can do it again.

13. “You are enough.”

It doesn’t matter what the outcome — they need to know they are enough just the way they are.

14. “You make me proud.”

Straight and to the point — you can never tell your child this enough.

15. “Even when we get frustrated, we still love each other.”

Feelings like frustration, anger and hopelessness are all common human emotions. And despite these big feelings we will stand by the side of our children with unconditional love.

16. “I wonder what would happen if…”

Try to evoke curiosity and a new way of thinking by wondering about the possibilities.

17. “Do you know whatgritmeans?”

Kids love learning new words. Teach them about grit, resilience and perseverance to help them reach towards these goals.

18. “Want to hear a story?”

Share stories with your kids. Tell them about times when you overcame obstacles, met your goals and reached for the stars.

19. “Do you want to try something crazy?”

Challenge your children with things they think are beyond reach (even if it sounds a little crazy). They might surprise you and themselves.

Try to evoke curiosity and a new way of thinking by wondering about the possibilities.

20. “Sometimes new things can seem scary, but they can be exciting.”

Young children tend to cling toward people and environments that are familiar. But if we emphasize how exciting and joyful that new experiences can be, we can encourage the confidence to venture out of the comfort zone.

21. “I know you tried your hardest and I am proud of that effort.”

When we see them working hard and giving it their all, we can recognize this effort. After all, life is about the journey, not the destination.

22. “It looks like you are curious about this, let’s take a deeper look.”

Encourage curiosity and exploration in children of all ages. As a result, they will be more likely to seek out new information and experiences with confidence.

23. “Sometimes we make mistakes, and that is how we learn.”

The path to growing up is filled with stumbling blocks and learning experiences. When we parent without shame, we help our children to use these mistakes as learning experiences.

24. “How did you challenge yourself today?”

Start the conversation about growing, changing and taking risks. With each challenge and accomplishment, the sense of self-esteem will grow.

25. “Repeat after me, ‘I can do it.’”

Positive affirmations are powerful — they can rewire the brain. When we teach our children to use positive affirmations from an early age they will reap the benefits as they grow.

 

 

This article was written by Motherly from Huffington Post and was legally licensed through the NewsCred publisher network. Please direct all licensing questions to legal@newscred.com.

How to Raise Emotionally Healthy Children: Feeling Secure

by Dr. Gerald Newmark
The Children’s Project
Developing Emotionally Healthy Children, Families, Schools and Communities

Feeling Secure, Included, Respected, Important and Accepted

According to Dr. Newmark, the fifth critical emotional need of children is the need to feel secure. Helping children feel secure means creating a positive environment where people care about one another and show it, express themselves, listen to others, accept differences, resolve conflicts constructively, provide structure and rules so that children to feel safe and protected and give children opportunities to participate in their own growth and the evolution of their family.

These important elements contribute to children’s sense of security:

  • Their Parents’ Relationship – When parents bicker, treat each other without respect and rarely show affection for each other, children experience anxiety and insecurity. If couples treated each other with the five emotional needs in mind, they would be better role models for their children.
  • A Caring, Affectionate Environment – Ob­serving affection between their parents and receiving affection from them is very important to children’s sense of security. The beginning and ending of the day, week, month and year present opportunities for regular demonstrations of affection toward your children. Remember to take care of yourself, too.
  • Traditions and Rituals – Establishing traditions and rituals for family celebrations and participating in family activities give children a sense of stability and security.
  • Their Parents’ Anxiety – Overprotective and excessively controlling parents often produce insecure, uptight, anxious children who carry some of these hang-ups and anxieties into adulthood.
  • Discipline – Children need structure to feel secure. Establish rules and consequences together. Avoid creating ambiguous expectations, implementing too many rules, creating inappropriate or excessive consequences, being inconsistent with the consequences and using physical punishment.
  • Self-Discipline – Encourage self-discipline so your children develop it. Allow your children to explore and experience the consequences of their actions. This way, they learn to anticipate negative consequences and exercise self-control to avoid them. If their parents are too controlling, children don’t have this opportunity.

Children need freedom as much as they need control. Being too protective can result in intimidated or rebellious children. Our goals are to protect them so they don’t suffer from their im­pulses and inexperience and to give them enough freedom to grow into confident, self-reliant, thoughtful, independent, caring and civic-minded individuals. Growing up in a positive and stable environment contributes to a child’s sense of security.

Satisfying children’s five critical emotional needs will enable them to become self-confident, independent, responsible, thinking, caring and civic-minded individuals.

Click here to read the introductory post in this series, “How to Raise Emotionally Healthy Children: Meeting the Five Critical Needs of Children…and Parents Too!”

Click here to read article one in this series, “How to Raise Emotionally Healthy Children: Feeling Respected.”

Click here to read article two in this series, “How to Raise Emotionally Healthy Children: Feeling Important.”

Click here to read article three in this series, “How to Raise Emotionally Healthy Children: Feeling Accepted.”

Click here to read article four in this series, “How to Raise Emotionally Healthy Children: Feeling Included.”

How to Raise Emotionally Healthy Children: Feeling Included

by Dr. Gerald Newmark
The Children’s Project
Developing Emotionally Healthy Children, Families, Schools and Communities

Feeling Included, Respected, Important,  Accepted and Secure

Feeling included is the fourth critical emotional need of children. They need to feel like they belong, they are a part of things, they are connected to other people and they have a sense of community. Children join cliques, clubs and teams to satisfy their need to belong.

People who do things together feel closer to one another. Family activities offer a way to become closer, have fun, learn and contribute to the happiness of others. Identifying strongly with the family unit makes children more resistant to negative outside influences and more open to positive role models within the family. Obviously, we can’t include children in everything, but we need to make a conscious effort to include our children when we decide on family activities. This way, the activities will that appeal to everyone. Regularly repeated activities can become traditions that further satisfy a child’s need to feel included and secure.

Including children in your work life has multiple benefits. Describe your work environment, your job duties, your co-workers and your feelings about your work and your fellow workers. If possible, take them to work and encourage them to ask questions and give their opinions. If you work at home or have your own business, introduce them to clients and co-workers and let them do some work for you and with you.

Communication is another key tool for helping children feel included.  Parent-child communications are often brief, dull or haphazard.  Consequently, despite their best intentions, caring parents may have little understanding of what their children are thinking or feeling. Meanwhile, children often feel misunderstood and puzzled by their parents’ actions and frustrated by what they feel are attempts to control and overprotect them. The challenge for parents is to move from sporadic, brief interchanges to a sustained and substantive dialogue. Family meetings and feedback sessions provide the settings and contexts for this dialogue to happen. These sessions should take place at a regular time. Let everyone share their thoughts and feelings and discuss how everyone feels the family is doing, how individuals are doing and what your family could be doing differently and better. Make a conscious decision to include children in choices, discussions and decisions in their everyday lives.

Next time we’ll address the need to feel secure.

Did your parents read to you every night or begin and end each day with a warm hug?

If you’ve divorced, do you ever say bad things about your children’s other parent? Are you cordial to each other in your children’s presence? Have you explained what happened without blaming the other parent and emphasized that the divorce was not the children’s fault?

Satisfying children’s five critical emotional needs will enable them to become self-confident, independent, responsible, thinking, caring and civic-minded individuals.

Click here to read the introductory post in this series, “How to Raise Emotionally Healthy Children: Meeting the Five Critical Needs of Children…and Parents Too!”

Click here to read article one in this series, “How to Raise Emotionally Healthy Children: Feeling Respected.”

Click here to read article two in this series, “How to Raise Emotionally Healthy Children: Feeling Important.”

Click here to read article three in this series, “How to Raise Emotionally Healthy Children: Feeling Accepted.”

How to Raise Emotionally Healthy Children: Feeling Accepted

by Dr. Gerald Newmark
The Children’s Project
Developing Emotionally Healthy Children, Families, Schools and Communities

Feeling Accepted, Respected, Important, Included and Secure

The third critical emotional need of children is to feel accepted. Accepting children means listening to them, trying to understand them and accepting their right to their own viewpoints, feelings, desires, opinions, concerns and ideas. If you condemn or ridicule children’s feelings or opinions, they may feel that something is wrong with them. When they feel that way, they are less likely to listen to you and let you influence them.

Children can feel rejected when their parents do the following:

  • Overreact or respond emotionally;
  • Try to suppress the child’s feelings;
  • Be overly critical.

Parents can help their child feel accepted by doing the following:

  • Accepting the child’s desires and discussing them amicably;
  • Understanding that feelings aren’t right or wrong and the child has a right to them. Parents should not try to talk a child out of his or her feelings;
  • Remembering not to sweat the small stuff;
  • Catching your child doing something right and praising the child for it.

Acceptance is not permissiveness. It doesn’t mean giving children free license to act in any way they wish. Remember the distinction between wants and needs. You never will be able to satisfy all of your child’s wants, and it would not be good for your child if you did. On the other hand, as parents, we must make every possible effort to satisfy our children’s critical emotional needs. Accept your children as people in their own right and act accordingly.

Consider the following:

Did your family do much together when you were growing up? Were you sent to your room when your parents had company? Were you protected from a truth that everyone knew but no one discussed?

Do you ask your child’s opinion on important things or ask how your child feels after a big family argument or event, such as a remarriage? Do you let your child listen to you and your spouse discuss anything significant?

Satisfying children’s five critical emotional needs will enable them to become self-confident, independent, responsible, thinking, caring and civic-minded individuals.

Click here to read the introductory post in this series, “How to Raise Emotionally Healthy Children: Meeting the Five Critical Needs of Children…and Parents Too!”

Click here to read article one in this series, “How to Raise Emotionally Healthy Children: Respect.”

Click here to read article two in this series, “How to Raise Emotionally Healthy Children: Feeling Important.”

Five Tips for Teaching Good Citizenship

We all want what is best for our children. We want them to be healthy, well-educated and happy, and we want to encourage them to be upstanding, productive members of society. Here are five tips for teaching good citizenship to your children.Sisters

  1. Set a good example. If you’re heading to the polls on Election Day, take your child along to show him how the process works and how important voting is. If you’re at a park with your child and you spot some trash on the ground, pick it up and put in a garbage can. Set an example by performing random acts of kindness.
  2. Read books with a positive message. Books such as “The Lorax” by Dr. Seuss and “The Legend of the Bluebonnet” by Tomie dePaola encourage compassion and generosity toward others. Reading age-appropriate biographies about inspiring figures from history can also provide role models for children.
  3. Help your children sort through their old toys and choose items to donate. Take younger children to a clothing drive or food bank to help sort items. For older children, try to find something that speaks to their interests. For example, if your child likes animals, take him to volunteer at an animal shelter or SPCA.
  4. Discuss current events. Age-appropriate discussions about current events can help to get children interested in and passionate about what is going on in the world.
  5. Use a chore chart. Ask your child to perform simple chores around the house. List the tasks on a chart and draw a star or place a star sticker on the chart next to each completed chore. When a certain number of stars is accumulated (say, ten), reward him with a treat.

How to Raise Emotionally Healthy Children: Feeling Important

by Dr. Gerald Newmark
The Children’s Project
Developing Emotionally Healthy Children, Families, Schools and Communities

Feeling Important, Respected, Accepted, Included and Secure

Children need to feel important, which means they need to feel that they have value, they are useful, they have power and they are somebody special. The following are examples of how parents can help develop or diminish a child’s sense of importance.

Being Overprotective – Parents may diminish children’s sense of power by limiting them too much. Children need to experiment and try new things. We need to encourage their curiosity, experimentation and desire for adventure instead of saying no too often.

Being Excessively Permissive – However, if you never or rarely say no or if you try to satisfy all of your children’s desires, they could develop a false sense of entitlement and unrealistic expectations, which will hurt them in the future as they discover the realities of life. Distinguish between wants and needs. When you say no to something a child wants, you should still honor the five critical needs.

Talking Too Much and Not Listening – We talk, we lecture, we give advice, we tell children how to feel and what to think and we overpower them with words when we should listen and pay more attention to what they say, think and feel. Give your children your undivided attention, even when you only have a few minutes.

Making All the Decisions – When parents make all the decisions and solve all their children’s problems, children miss an opportunity to increase their self-confidence and develop good judgment and decision-making skills.  Asking their opinions and listening to their answers contributes to their sense of importance. Let your children make small, age-appropriate decisions, such as what to wear, what vegetable to eat with dinner, what board game to play and what color collar the family pet should wear, etc.

If we provide constructive, meaningful ways to make children feel important, they will not need to engage in inappropriate destructive activities to convince themselves and others that they are important.

Satisfying a child’s five critical emotional needs, which are to feel respected, important, accepted, included and secure, will enable them to become self-confident, independent, responsible, thinking, caring and civic-minded individuals.

Click here to read the introductory post in this series, “How to Raise Emotionally Healthy Children: Meeting the Five Critical Needs of Children…and Parents Too!”

Click here to read article one in this series, “How to Raise Emotionally Healthy Children: Respect.”