If the child keeps doing the same behavior, should we consider another approach?
I’ve met a lot of kids whose body language changes the minute they think someone is going to talk to them about their behavior. They either look resigned and defeated or combative and hostile. Sometimes they’ll throw in, “I know. I’m a bad kid” or, “I’m always being called out.”
Couple that with a parent, teacher or coach who already views the child’s action as negative, and it’s no wonder that the exchange does not go well.
But what if we wipe out a perception that the child was “bad” or did something “wrong” when we approach her about a concerning behavior?
What if, instead, we first assure the child that we want to help, rather than punish, her?
What if we then communicate in a way that helps her understand why the behavior is worrisome—and therefore helps her conclude on her own that such behavior is not in her best interest?
So how do we do that?
We start by assuring kids that they are not in trouble . . . that we just want to talk to see if we might be able to help them. Upon hearing those words, it’s amazing how many resigned, slouching kids sit up straight or how many hostile kids automatically unfold their arms.
We then explain why the concerning behavior may not serve them well. To do that, I find it helpful to make a connection between what happens in the brain every time the child does the behavior and how that may then cause problems today, tomorrow, and far into the future.
Here are a few examples of how such a dialogue might start:
Behavior: Son hits his mother when he’s upset
Father’s starting dialogue: Every time you hit your mom, you’re reinforcing a brain map that says, “Hitting a female is okay if you’re angry.” The only problem is . . . there is nowhere on this entire planet where anyone thinks it’s okay to hit a female—at any time. So it worries me that your brain is learning something that it thinks is fine—when it’s definitely going to mess you up.
Behavior: Child doesn’t wait before being given the signal or permission to do something
Mother’s starting dialogue: Every time you don’t wait, you’re reinforcing a brain map that says, “If I’m feeling impatient, it’s okay to go ahead and do whatever.” The only problem is . . .there are lots of times when it’s in our best interest to wait—and how is your brain ever going to learn that?
For example, what if your ball rolls out into the street and you run to get it without waiting to see if any cars are coming? What if when you’re older and driving, you don’t feel like waiting at a red light—so you just punch it?
Note how the above dialogue is focused on helping the child reflect, not defend, his concerning behavior.
For those who are saying: What? The kid gets off scot-free with this approach?
Guess it depends on the parent’s goal. I’m thinking if the child has already been previously scolded and punished for the behavior—and she still continues to do it—the punitive approach probably isn’t working all that well.
Maybe that’s a sign to try something different.
