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September 18th, 2017

School success –how does age and temperament influence it?

Has your child just started school? Some kids will be sailing in and making a beeline for the ‘creative corner’ or heading off to play with other kids without a backward glance, while others will be hanging back tentatively or even having to be extricated, crying, from their parent’s leg. I hope the latter isn’t you but if it is you may be asking why can’t my child be in the first category, or even the second? Of course the answer is, to some extent, temperament, but the other factor that may have a bearing is age. If your child has a summer birthday they will of course be one of the youngest in the year and therefore less mature physically, socially and emotionally.

All my own children were born in the summer, Gemma having the latest birthday, in August. But after a briefly tearful start she got on the best while her May and June born brothers struggled more and their immaturity showed up more clearly. So what are the factors at play here? From my example you might conclude it was gender but as usual it is the convergence of many things. Gemma was, and is, an extrovert who is socially adept. She was also academically able. Her brothers are introverts and both dyslexic so found life in the classroom harder. Environment makes a great deal of difference as you’d expect. Christian’s struggles in the classroom and his avoidance strategies were mistaken for misbehaviour and he got in trouble a lot thus reducing his self-esteem and causing more poor behaviour. Whereas Sam’s difficulties were recognised and he got the help he needed. It doesn’t help if your young child is actually tall for their age, as mine were, as adults’ expectations are often pitched too high.

Research has shown that kids who are young in their year do less well academically and are less confident than their older peers. And the impact of month of birth persists into higher education https://www.ifs.org.uk/wps/wp1006.pdf 

Children who are less physically mature can also have a disadvantage in sport and may get disheartened while playing against their more coordinated, stronger peers. They will need encouragement to keep trying.

That is the lottery of the educational system as it is currently but since we know our younger kids are going to find it harder we can be prepared for that and help them.

  1. One of the things we need to be particularly aware of is their need for sleep. If your child started school last week he may be doing half days at the moment because the school recognises that they will be very tired. You may also have seen some fallout at home as a result of tiredness, some ratty or regressive behaviours. We can be compassionate towards our littlies while still guiding their behaviour and being clear about our values. They hate to be told they are tired (especially when they’re dropping) so be sure not to make early bedtimes sound like punishments for poor behaviour. Just be clear that while they are getting used to school it will take a lot of energy and they need sleep so they can be alert and enjoy school. Sleep is sacrosanct in the first few weeks, at the very least.
  2. We can also make sure that their energies are focused on settling in to school and reduce other stresses in their lives. Try to make sure there aren’t too many other activities going on. Keep playdates for the weekends and don’t start too many extra-curricular activities until they are well settled. Make sure that they are getting plenty of time when they can play, run around and burn off steam and just to chill.
  3. Keep family routines as consistent as possible. Put on hold any ideas about moving house or any other big changes like going back to work wherever you can.

And what about temperament?

If you have a child who is intense, sensitive, reactive, persistent, slow to adapt, high energy and can be a bit negative in outlook he is going to need a lot of support to manage school. If he is also an introvert he will need quiet time to restore his energies. Our temperaments are our default position for how we react to the world but they are not cast in stone. Parents can help children to appreciate their temperaments and learn to manage them. So for example, when your child says she wants cake at bedtime and she’s already brushed her teeth, you can say “You really, really want that cake don’t you? When you want something you’d like to keep going and going until you get it. That’s called persistence and that can be a wonderful quality. For instance if you wanted to get good at playing netball (insert whatever activity she’s keen on here) you’d practice and practice your ball skills until you mastered them. It’s really annoying for you that mummy has said you can’t have the cake. It’s my job to look after you and make sure that you stay healthy so sometimes I have to say you can’t eat something you’d like to or that you need to go to bed or to put a jumper on when it’s cold…. Do you remember we talked about how your brain works? This bit at the front tells you what’s sensible to do. But the bit in the middle tells you what you’d like to do. So your middle brain is yelling cake, cake, cake (ham it up here) and your front brain can hardly be heard saying ‘do what mummy says’. As you get older your front brain’s voice will get stronger and mummy and daddy will help you to listen to it…..This morning my middle brain was saying just ten minutes more sleep but my sensible front brain told me I needed to get up or we wouldn’t get to school and work on time.”

At four years old all children have immature ‘front brains’, that’s their pre-frontal cortex which regulates the emotions and impulses originating in the ‘middle brain’ or limbic system, and it really helps them to understand a little bit of how their brain works. It also helps us to stay calm when we realise that a poor behaviour is likely the result of an impulse or a feeling, not as a result of a character flaw. And when we stay calm our children do too. Less stress in their lives makes it more likely that they can handle school well.

Good luck with the next few weeks and we wish your child a very happy school life. Look out for our workshop on Raising Boys on October 3rd  Raising Girls on October 31st.

 

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September 11th, 2017

Childhood anxiety

Anxieties are very much on the rise in children and young people. 2.2% of children aged 5-10 (about 96,000) and 4.4% of children aged 11-16 in the UK have an anxiety disorder.(http://www.youngminds.org.uk/training_services/policy/mental_health_statistics )

Normal worries

Anxiety is a feeling of unease, a worry or fear. Children can be fearful of many things, some of them imaginary and many of them irrational. It can be hard for an adult to understand their fears.Many worries are a normal part of growing up.

0-2 years – infants and toddlers are often afraid of loud noises, strangers, separation and large objects

It’s very common for young children to experience separation anxiety from about 8 months. They may become clingy and cry when separated from their parents or carers. This normal stage of development tends to ease off at around age two to three. 

3-6 years – young children are frequently afraid of imaginary things such as monsters, the dark, sleeping alone and strange noises

It’s also common for pre-school children to develop specific fears or phobias of certain animals, insects, storms, heights, water, and blood. These fears usually go away gradually on their own. Gentle gradual exposure to the feared object can help.

7-16 years – older children have more realistic fears such as injury or illness, death and natural disasters, school performance and their future, social anxiety, identity and belonging.

Throughout a child’s life there will be times when they feel anxiety. 

What makes a child anxious?

Some causes are down to temperament and some can be attributed to a child’s environment.

  • Some children are more prone to worries and anxiety than others. A highly reactive temperament means a child is predisposed to anxiety. But that doesn’t mean it determines how the child behaves forever. Parents can support children to manage their personality and to develop coping mechanisms.
  • Children who have had a traumatic experience, such as a car accident or house fire, may suffer with anxiety afterwards. Some children who experience stress at an early age remain with elevated stress levels.
  • Family arguments and conflict can also leave children feeling insecure and anxious.
  • Children often find change difficult and may become anxious following a house move or when starting a new school or even if parents are using very inconsistent parenting approaches.
  • School can be a very anxious place for some, especially those who find school work difficult or social life tricky.
  • Playing certain computer games can trigger adrenaline rushes which may not get burned off if the child doesn’t get out and move around.
  • Sleep deprivation is a cause as well as a symptom of anxiety and diet can play a role too, especially caffeine and sugar and not getting enough water.
  • Parental anxiety plays a big role in a child’s worries. If a child’s role models tend to see the world as hostile or dangerous, they may learn to feel the same way. A parent’s anxiety may show up in micromanaging or over-protecting. Heather Shumaker, in her book ‘It’s OK not to share’, says don’t tell children to be careful because children naturally have an instinct to be careful - It’s hard-wired into them. Parents need to trust their child to use that instinct, or the child never starts to use it for themselves and they eventually lose it. Instead we need to say “Do you feel safe?” which encourages them to listen to their own body and answer for themselves. Parents also need to be aware of our own attitudes to life and what makes us anxious. We need to recognise our own fears, tackle our anxiety, practice relaxation techniques, and reduce stress in our lives. When we do this, our anxious child can see that some anxiety is normal, and it can be managed. 

When is anxiety a problem for children?

Sometimes anxieties are very big, very frequent and very consuming.

Anxiety becomes a problem for children when it starts to get in the way of their day-to-day life. Example: a 10 year old girl who is so afraid of being on her own that she won’t sleep in her own room but sleeps in her parents’ room. This is obviously disruptive to both her parents and her.

Paul Stallard, Professor of Child and Family Mental Health at the University of Bath says “If you go into any school at exam time all the kids will be anxious but some may be so anxious that they don’t get into school that morning…. Some will sit in an exam and their mind freezes and they can’t get anything down on paper. This is when anxiety starts to interfere with what children need to do or would like to do in everyday life.”

Severe anxiety can affect children’s self-esteem. They may become withdrawn and go to great lengths to avoid things or situations that make them feel anxious. Anxiety disorders that start in childhood often persist into the teenage years and early adulthood. Teenagers with an anxiety disorder are more likely to develop clinical depression, misuse drugs and feel suicidal.

This is why you should get help as soon as you realise it's a problem.

What are the signs of anxiety in children?

When young children feel anxious, they cannot usually understand or express what they are feeling. They may become irritable, angry, tearful, clingy, withdrawn or have difficulty sleeping, waking in the night, wetting the bed or having bad dreams. They may start or revert to thumb-sucking, tics or stammers, hair pulling or nail biting. They may experience eczema or headaches or stomach aches. They may engage in ritualistic, repetitive or obsessive behaviours. They may ask many, many questions, not because they really want the answers but because they’re seeking connection.

Older children may:

  • lack the confidence to try new things or seem unable to face simple, everyday challenges and may avoid everyday activities, such as seeing friends, going out in public or attending school
  • find it hard to concentrate
  • have problems with sleeping or eating
  • be prone to angry outbursts
  • talk about their negative thoughts or the bad things that are going to happen
  • engage in comfort eating

What can parents do?

It doesn’t work to tell them there’s nothing to be afraid of, not to be worried or to pull themselves together.

Emotion Coaching

This helps children cope with their uncomfortable feelings, to understand them, be able to verbalise them and to find ways to manage them or alleviate them. Emotion coaches recognise and respect children’s feelings and reflect back to the child what they are experiencing. Giving the emotion a label helps the child to manage it. Name it to tame it. Help the child recognise the physiological signs of anxiety so they can identify the emotion and take steps to manage it. “I know you’re feeling nervous. Does your tummy have butterflies in it? Shall we try taking some deep breaths?”

When your 3 year old won’t go to bed because she’s afraid of monsters don’t say “don’t worry about it” or “don’t be silly-monsters aren’t real.” This will not work. You could say something like “even though monsters aren’t real they can feel very real in the middle of the night. I can see how frightened it has made you feel because you’re crying.  This won’t dismiss her feelings but nor does it suggest that there is actually something for her to be afraid of. Sometimes it can work to get her to shrink the monster or give him a funny face. Some families will work with magic ‘talismans’ that can ‘magic’ away monsters –these can be any object that can be invested with magic properties. 

Alicia Eaton (Words That Work: How to Get Kids to Do Almost Anything) suggests using a worry box. She describes worries as emotional messages that our minds send us to take care of us. This is ok where you can take action about the worry such as revising more for an exam. But it’s a problem if there’s nothing you can do. To make the message go away we need to acknowledge receipt –trick the mind into believing action has been taken. Get your child to write down or draw their worry, fold up the paper and put it in a box. Keep the box out of sight, not under their bed. At the end of the week review the worries-most will have taken care of themselves or won’t have materialised. Acknowledge that they didn’t occur without saying “see I told you there was no need to worry.” The child can then decide if they want to put the worry back into the box or throw it away.

Prepare

You can help by preparing children in advance for new situations; talk through what’s going to happen and maybe practice in role play.

Build confidence

Encourage children to feel capable by giving credible descriptive praise for the strategies they use to cope with life. “I like the way you tried again when your first attempt didn’t work. Looks like you’ve found a solution.” Do this all the time. Give them lots of opportunities to be independent and support them by training in small steps.

One of the things kids worry about a lot as they get older is school performance. Parents need to make sure that in their efforts to encourage they aren’t adding to their child’s stress. Make your focus be less on results and more on effort and tactics used. Don’t ask ‘did you win?’ when they’ve played a match. When kids think all their parents care about is results they get very anxious. “I like the way you took some deep breaths when you were getting annoyed by Simon’s singing. That way you’re calming your body and your brain.”  Showing your child that he has strategies for coping with life/ difficulties gives him confidence/makes him less anxious.

Failure

When kids make mistakes or fail let them know that mistakes and struggles are a normal part of learning and an indication that their brains are growing. Model an attitude of ‘what can I learn from this?’

Consider environmental factors

  1. Food –can affect stress levels and create mood swings, especially toxins like caffeine and sugar
  2. Exercise –regular exercise soaks up excess adrenaline and releases endorphins
  3. Laughter –do a lot of it
  4. Relaxation –teach your child relaxation and breathing techniques

If you think your child is suffering from greater than normal levels of anxiety consult your GP.

  

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September 04th, 2017

Confidence vs Ego

Some schools will be starting up this week and as kids begin the new school year of course parents will be thinking about how to motivate and encourage their offspring. We want our children to develop confidence so that they will be willing to give things a go, to try hard and to persevere if when things get tough. We want them to put themselves forward for things where they may discover new talents and enthusiasms. We want them to have courage and drive and self-control and be willing to follow their own dreams and maybe try a different path than that taken by the majority.

And whenever we mention using praise to build confidence someone will say “but I don’t want my child to become conceited or too self-focused”.  And quite rightly.

Our instincts in this direction are backed up by research that shows that children who are ‘other-focused’, that is empathetic, are happier, bounce back from adversity faster and have better academic outcomes, apart from just being kinder and nicer to be around. Study after study has found that kids with good emotional intelligence (which includes empathy)  are not just better adjusted emotionally, more popular and more sensitive but they are also physically healthier and perform better academically than less empathetic children.[1] 

In 2012, researchers at McGill University in Montreal found a direct connection between empathy and learning capacity.[2]  Children who receive empathy and are taught to empathise, especially from an early age, develop a higher capacity to learn. Part of the reason for this is that empathy is an especially effective antidote to stress which negatively affects learning and brain development in children. It affects the prefrontal cortex which manages non-cognitive skills like self-control as well as memory and reasoning. Children who are coached in emotional intelligence techniques are also more resilient which allows them to quickly refocus on learning.

Michelle Borba, in her book, Unselfie, talks about a generation of kids who are all about self-promotion, personal branding and self-interest to the exclusion of others’ feelings needs and concerns. She calls it the ‘selfie syndrome’ and claims that there is a rise in narcissism and a drop in empathy in today’s young. There is an observable increase in bullying and some evidence of greater cheating as they focus on winning at all costs. We also know that there is an increase in mental health problems, especially anxiety, and with that empathy wanes.

In the last few days I’ve had several conversations with family and friends who all work in very disparate fields about difficulties working with colleagues. At the root of each situation the problem appeared to be ego – the colleague in the different situations was non-collaborative, self-promoting, obstructive, undermining others or unwilling to accept feedback as they focused on themselves.

It is clearly better for society at large and indeed for our individual children too if we can develop healthy self-esteem without risk of producing kids with inflated egos. We want our children to promote themselves (particularly girls who haven’t always done so in the past) but still want them to be collaborative. We want them to pursue their goals and interests but not at the expense of others’. I think we want all our children to believe in themselves but not necessarily to think they are better than others.

How do we get that balance right?

  1. Well we need to make sure we are using realistic praise based on facts. That means descriptive, not evaluative, praise. So avoid “Brilliant darling, you’re amazing” ,  and go for noticing and commenting on what they get right, including the attitude they show, improvements they make and strategies they employ. It is not about results as much as focusing on efforts. Instead of saying “you’re so clever” try “I’m so pleased to see you’re not giving up with that sum. Fractions can be tricky, but you’re persevering.”  “Because you’ve been practising your guitar chord changes you’re able to make them much more fluid now, don’t you think? I’ll bet you’re pleased with yourself.” “When you stood up for Kim when those girls were teasing her, that took courage. You weren’t prepared to stand by and allow it to happen. That was real friendship.”
  2. And what are we praising them for? We get more of what we pay attention to so maybe we can think about what qualities we want to encourage in our children. For some it will include humility, for acknowledging others’ efforts and contributions, for kindness and generosity and treating others fairly and with respect. And of course we need to be modelling these qualities ourselves if we expect to see them in our children. No pressure!
  3. When we are descriptively praising we need to avoid comparisons. Let your child know what you appreciate about him as a unique individual, not in comparison with someone else. Tell him this is his best effort –not that he is the best. “Your good result in your spelling test reflects the hard work that you put into it. This is the best you’ve done so far” not “You got a better score than Luke.”
  4. Build empathy in children by showing it to them. Let them know you understand and care about their feelings by describing them. “You seem really stuck on this problem. It can be hard to think of solutions when you feel like that. Last week when you had those spellings to learn you really persevered and had some creative ideas for remembering them. As I recall you found it helped you to move around while you were memorising. You got them in the end”.   “I know sometimes it’s hard to get started on your homework/music practice when you’d rather play your new game. Those computer games are designed to be really appealing and when something’s new it’s even more tempting”.   This builds self-awareness, the first step toward perspective taking and empathy.

In a seminar to the leaders of a global manufacturing company with a strong engineering base Daniel Goleman put forward a strong business and scientific case for emotional intelligence as the active ingredient in strong leadership which he then wrote about in the Harvard Business Review. His research showed that when it comes to the top echelon leaders, companies find that 80-90% of the competencies that distinguish star leaders are built on emotional intelligence.  Being able to understand someone else’s perspective is vital for negotiating with and managing others. In a nutshell if your child develops emotional intelligence skills he will have a competitive edge for the future.

Hope this year is a great one for you and your children. 

Melissa and Elaine

[1] John Gottman: The heart of parenting: How to raise an emotionally intelligent child 1997

[2] http://www.opencolleges.edu.au/informed/features/empathy-and-learning/

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August 28th, 2017

Back to school –supporting or interfering?

The school holidays are winding down and many parents, if not their children, are beginning to prepare for going back to school. Your child may be starting school for the first time in which case we have a blog that may be of interest to you.

Or your child may be going back to school and you’re keen to help them have a successful year. It may be a significant year for them with important exams to prepare for, or you just want to get the new term off to a good start.

Many parents want to help their children do well at school but what’s the difference between supporting them and being a ‘helicopter’ or ‘tiger’ parent? Over the summer we have been collaborating with the wise folk behind Tutor Fair to create a series of workshops designed to help children with the essential non-academic skills they need to help them be successful at school. One of the questions considered therein is how to get the balance right between over-controlling or over-protecting our kids and setting them up for success.

Much has been said about parents becoming ‘helicopter parents’, shielding them from mistakes and failures and doing too much for them. This can happen unwittingly as parents just get in the habit of doing things for kids when they’re young and don’t notice when they could be doing that thing for themselves. It’s quicker, easier and neater when we do a task. Our history projects/essays are better! We mistakenly think that doing things for our children is a sign of our love. It would be more loving however to empower them to deal with the world themselves.

You will also be aware of the phrase ‘tiger parenting’ to describe parents who push and push their kids in the belief that they are nurturing talent and ensuring great futures for them.

Australian Primary Principals Association president Dennis Yarrington noted that parents often interfere with homework and attributed this to increased academic competition created by league tables (Sydney Morning Herald May 2017) Yarrington said time-poor parents often find it easier to take over than to sit by while the child attempts to work it out.

If parents step in too much eg by ‘fixing’ their child’s mistakes the child learns that the outcome is more important than the process or more important than being challenged or taking a risk. They miss out on learning from a poor outcome, including learning to cope with that. We reduce their opportunity to practice handling stress and adversity.

Both helicoptering and tiger parenting are forms of overparenting that need to be avoided whilst still supporting children to do the best that they are capable of. Diana Baumrind, a clinical and developmental psychologist at the University of California, Berkeley, has done many studies on parental involvement and has found that “the optimal parent is one who is involved and responsive, who sets high expectations but respects her child’s autonomy”. These parents raise children who do better academically, psychologically and socially than children whose parents are either permissive, and less involved, or controlling and more involved.

We really need to avoid this trap as children with parents who are overparenting can become tense and unable to look after themselves. They develop learned helplessness or even a victim mentality. They don’t develop and don’t trust their own abilities or judgment. They certainly don’t develop the competence that leads to confidence. Such children can become fearful if they do not have faith in their own abilities to sort things out. They try less and give up easily. They expect everything to be done for them, not just by their parents but everyone else too.

It’s hard to know how to find that balance. What is involved parenting and where does it become over-controlling?

Here are 10 ways to ensure you’re being supportive, not interfering:

  1. CHECK your expectations.

If we ask a child to do something that is too difficult for him he is likely to fail. Feeling a failure does not motivate anyone to try again. Contrast this with a task that is a bit of a stretch for the child.

Ask yourself could my child do this himself or be learning to do it himself?

We need to consider a child’s individual temperament and developmental stage as well as any special needs or conditions they may have when asking them to do something.

Tip: parents often UNDER-estimate what their children are capable of. Spend time with your child really observing him and listening to him to find out what he’s capable of. You may be surprised.

  1. PLAN

What is the best environment in which my child can do his homework? When is the best time for him to do it? What will he need to do the task? What obstacles/ challenges may arise?

  1. GET YOUR CHILD’S INPUT

This will be much more successful than imposing your ideas on your child. She may not have a choice about doing homework but can have input on how it happens. This makes it more likely that she will be committed to the process, will be more cooperative and will get used to coming up with solutions to problems.

  1. USE CHAT THROUGHS

Ask your child questions about the task at hand to elicit from them what they have to do, what challenges may arise and how they can overcome these.

Then LET THEM GET ON WITH IT.

  1. BREAK THE TASK DOWN into smaller chunks 

And help them to see that they can manage the micro skills involved in a task. 

  1. DESCRIPTIVE PRAISE

Make sure that you drop in from time to time while your child is working to descriptively praise some aspect of what they’re doing. Focus, attitude, effort, any improvements, amount of work done, content of the work, etc.

Sometimes it may seem as if there is nothing to praise. This means you need to look for smaller things to mention. “I like the way you’re tackling this task before dinner while you’re fresh. I can see that you’ve remembered to bring your French dictionary home –that will help.” You are the chronicler of your child’s achievements/improvements. You can paint a portrait to them of themselves as learners and solution finders.

If a child is reluctant to do work consider why. They may be unmotivated about school work. They may not be feeling very successful in that arena. You can help them see small successes through descriptive praise. You can also help them to see that struggle with a task isn’t a sign of failure but a natural part of the process of learning. Explain that struggle makes brains grow.

  1. BE ENTHUSIASTIC 

Nothing is more motivating than someone else’s passion for a subject. Remember how your best teachers enthused you? You can help your child see the relevance of what she’s learning by applying it to real life, whether it’s reading or maths problems or history or science. 

  1. EMOTION COACHING

Empathise that it can be difficult to motivate oneself to do what we need to do when there are other more fun things to do or if we are afraid we can’t do it. Point out any examples of your child being able to control an impulse in order to do something that he needs to do.

  1. DON’T DO IT FOR THEM! (Including ‘fixing’ their mistakes).

This gets in the way of their learning and sends them the message that they are incapable of doing it themselves. Instead we can offer clues and suggestions and ask probing questions to stimulate their thinking.

  • Make sure they have some DOWN TIME

Kids need time to chill, to process, to play, to have fun and they need the space to be creative. They need time that is just their own, to do what they want, to explore their interests, not adult-directed activities. This is essential both for their ability to later re-focus on stuff they may be less motivated by but also to find out what their real passions are.

Hope this school year is a great one for you and your children.

Melissa and Elaine

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August 08th, 2017

Summertime   - The secrets to good friendships

We’re in the middle of the summer holidays and we hope you and your children are relaxing away from the rigours and routines of school life. Some kids find school quite stressful either because of the academic life or because the social side of things is difficult for them. Some kids find it hard to make friends and feel lonely and all kids will fall out with others from time to time.

“The single best childhood predictor of adult adaptation is not IQ, not school grades, and not classroom behaviour, but rather the adequacy with which the child gets along with other children.” Williard Hartup, Regents Professor at the Institute of Child Development, University of Minnesota

If you’re at home maybe your children will get a chance to spend unstructured time with the neighbourhood kids. Maybe they can have some sleepovers given that you don’t have to worry so much about being fresh for school the next day. You may not get much sleep either but these are magnificent opportunities for kids to practice their social skills. When adults don’t intervene and there is less structure to their activities they need to rely on their own resources to solve problems. David Brooks, columnist for the New York Times, said that Amy Chua (Tiger Mom) was coddling her children by not allowing sleepovers, playdates etc. Brooks said “She’s protecting them from the most intellectually demanding activities because she doesn’t understand what’s cognitively difficult and what isn’t…. Managing status rivalries, negotiating group dynamics, understanding social norms, navigating the distinction between self and group — these and other social tests impose cognitive demands that blow away any intense tutoring session or a class at Yale.” These are skills that children need to learn and the summer holidays may be a great time to get some practice.

Maybe your children will spend some time at summer camps where they get a chance to bond with other kids over common interests. Maybe you’ll be spending time with cousins of different ages where they will have to practice sharing, compromise, negotiation skills and maybe dispute resolution techniques. Wonderful!

In case you don’t think your children are very good at any of those skills so vital for friendships here are 7 ways you can help your children develop these skills over the holidays.

  1. Practice perspective-taking. That means understanding someone else’s point of view. Obviously your child’s ability to empathise will vary according to his age but he can be learning from the age of 3 to think about what others feel. Read books and watch films that have emotional content in them. This allows them to practice essential skills first as an observer, much easier than as a participant! Look at the illustrations in the book or the facial expressions and body language of the characters in the film and (maybe without sound) ask your child to identify what the feelings are. How do they know? Ask them if they have ever felt that way. Get them to guess what the character might do next. Don’t pause the action for too long or too often or it will get annoying! 
  1. Develop a culture in your family of considering each other’s feelings. Talk about how various members of the family feel at different points. Naming a feeling greatly adds to your child’s emotional vocabulary and intelligence. It also demonstrates acceptance of that feeling. 
  1. Get familiar with feelings. Create together and then play games such as the Feelings card game. Paste onto cards pictures of people showing feelings (in face and body) and on a corresponding card have the word for that feeling. Then you can play ‘snap’ with them or place all the cards face down and turn up pairs with the object of pairing up the word with the picture.

 Other games will help develop other vital skills such as listening, like Simple Simon and the whispering game- listen to a message from someone with your eyes shut, then repeat it to the next person. 

  1. Model being with your own friends and being friendly with partners. Model loyalty, commitment, kindness, self-respect, constructive dispute resolution, communicating and managing feelings and needs. When dealing with upsets between yourself and your children be sure that you are not just imposing your will based on your greater age and size and position of authority lest your children learn that they need to exploit whatever power they have to get their way. Instead teach them to reason and explain. 
  1. Teach your children how to make friends. Practice making eye contact, ways to say hello, conversation starters and what they can contribute to a game. “That looks a fun game of explorers. I could be a local chief who can show the explorers the island.” 
  1. And how to deal with friendship upsets. Let’s take an example: a six year old girl had two friends at school. They had been friends from before school whereas Ella joined in year 1. The other two girls started telling Ella that she could not play with them and made other mean comments. The two six year old girls gave Ella a letter (laughing) calling her a ‘princess of poo’ and saying she is a poo and should dress as a poo... Ella was very upset. One of them said "we were happier before you came."

In circumstances like this it’s very tempting to call up the other parents and get them to tell off their children. But when parents take matters into their own hands it tells children that they can’t handle things themselves which doesn’t make them any more socially confident. And sometimes our reaction can be a bit over the top and embarrassing. And sometimes it makes it worse for our kids as the other children retaliate and then our child won’t want to confide in us again.

Sometimes adults do need to get involved but more often it works better when we empower our children to deal with matters themselves.

  • First empathise with your child. Fully appreciate how it felt to be in their shoes.
  • When they’re calmer explore through role play how things could have played out differently. Explain what the teasing child is trying to do –provoke/cause distress and that the most effective thing to do is to deprive them of that result. Practice with them ways that they could respond (words, tone, body language) that show indifference.
  • In considering why a child does mean things you could suggest ideas through questions –“Do you think these girls believe there’s a limit to the number of friends you can have? Do you agree?” 

We’ll be running our new workshop on friendships in October so do come along. In the meantime have a great summer.

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July 12th, 2017

Top Tips for an appreciative Summer

The Summer Holidays have started, and there is much to look forward to! 

The absence of the school routine means you have an opportunity to not be a slave to the clock, and there is time to meet up with family and friends, and do the things you enjoy with your children. For some children who experience school as competitive and pressured, and somewhere they don’t feel particularly successful, a break is great news. It’s also good for introverts to have some respite.

The lack of scheduling in the long school holidays can bring its own problems for some but it also provides a perfect opportunity to take time to focus on getting your children established in some good habits. Parents in our classes have been asking us about pocket money recently. What a great time to teach your children how to manage money as well as values about giving and receiving. Many families will take holidays somewhere other than home and there may be money being spent on meals out and holiday activities. This summer you could focus on teaching your children to appreciate what they have.

So many parents we coach complain they are sick and tired of kids asking for things; “why don’t they value what they have”? “Why are they always asking for more?” It can be hard to be clear and firm and consistent with kids and to not succumb to pester power. It can be so difficult to say NO when faced with your children telling you "you're the best mum in the world. I love you so much - thanks for buying me that game." 

Managing money is a life skill and needs to be taught. We give our kids swimming lessons in order to keep them safe in water; we don't throw them in the deep end and expect them to swim. And the same principle needs to be applied to ensuring they are safe with money and know how to budget and how to be canny consumers and savvy savers, if they are going to cope in adult life. 

We recommend the following approach to money: 

  • Start giving your children small amounts of pocket money whilst at primary school. This sends a very powerful message that you trust them and feel they can be responsible with managing money. Allow them to choose how to spend the money instead of buying them treats on a whim. 
  • Set up 3 jars: saving, spending and sharing – you may decide what proportion goes into each one or leave that up to your child. Having your children wait and save teaches delayed gratification. If they’re saving in a bank account they may even earn interest and learn about compounding. 
  • Give older children an allowance and have them monitor and be responsible for their mobile phone usage. 
  • Do talk to your children about the powerful consumer messages the media world employs to entice you to buy goods. Discuss with older children the role of advertising and the manipulation involved. Most kids don’t like the idea of being conned by the conglomerates. 
  • Children can make contributions to the family according to their age and ability. We usually underestimate what they can do or can be learning to do. Having set chores to do (especially if these are not just about looking after their own things) gives them the sense that they are part of the family and have a role to play and helps them appreciate what is done for them. Don’t give pocket money in exchange for these tasks. 
  • Having said that it is great to encourage them to realise that money is earnt by effort. Older kids could get a weekend job or offer babysitting or lawn mowing services and younger ones may earn money by doing jobs beyond their normal chores –maybe by washing the car or watering the garden. Any opportunity that enables them to see that we have to work hard to get what we have is a valuable life lesson. 

Help your child become more appreciative by:

  • Modelling appreciation of things and people. Say thank you of course but also talk about being grateful for what you have and the people in your lives. “I love the way Daddy always checks with me if I need anything when he’s going up to the shops –that’s really thoughtful” “When you asked me if I was missing my mum and dad who are so far away I felt really cherished.” “I love the way Auntie Sally makes my favourite dessert when we go there for Sunday lunch. That makes me feel very cared for.” “This is my special watch that used to belong to Papa. I think of him when I wear it and I take very good care of it so I will always have it to remember him by.”
  • Noticing when the children are appreciative and commenting on it “When you say thank you for the dinner I made I feel really appreciated.” “I love it when you say thank you for driving you to Kim’s house. Not only is it polite but it makes me feel that you don’t just take the things I do for you for granted.”
  • Appreciate what they do with Descriptive Praise. “I really love it when you do what Daddy asks you to do quickly. Now we have time for two stories! “That’s sensible that you’ve put all the lids back on your felt pens. That way they won’t dry out.” Or drop a thank you note into a lunch box or school bag or on their bedside table or pillow for them to find. Or maybe a text message for an older child.
  • Have them earn privileges or treats rather than getting things just because they are alive. E.g. screen time is earned when responsibilities have been carried out.
  • Hold them accountable for breakages/losses If kids help pay from their own money (savings or earnings) for lost library books, toys and phones, windows broken by their balls, or paint-filled brushes left to dry out, they learn a valuable lesson about valuing what they have and what others have leant them, rather than assuming someone else will simply ‘buy another’. This should never be done in an angry or blaming way.
  • Create gratitude rituals. Many families have a Golden Book in which they record Descriptive Praises for their child each evening. You can extend this to include more general things for which you are grateful or have a different book for it. You could develop a practice of sharing with your child each evening 3 things which made you happy that day. It doesn’t have to be something very significant –it may be that you loved how big and yellow the moon looked this evening.
  • Encourage them to donate toys to a local hospital, or give to the old folks’ homes in the form of a baked cake etc. Let them know about the charities you support. Maybe choose some as a whole family.

Have a wonderful summer and come back refreshed to begin the new school year. Is this the time for you to book onto one of our courses, face to face or online?

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