Importance of Silver Linings

"Bad behavior" is frustrating, common, and can quickly drive a parent to the end of their patience. Whatever we expect to see is what we are more likely to notice, regardless of how often it is really happening.  We are quick to notice when a child is engaging in bad behavior and before long it can become all we notice. In the same way, a child who has a tendency to get in trouble a lot quickly begins to expect to get in trouble. The process can become an unpleasant cycle and can put a strain on a parent's relationship with their child.

In a similar way, there is an effect referred to as "behavioral momentum." It is called "momentum" because the tendency is for an individual to continue behaving in the same manner when they start behaving in a certain way. This is commonly used by effective sales-people to convince customers to agree to things they probably would not have if simply asked upfront. In the case of a child, we can begin to prime a child's behavior to get more good behavior simply by getting the child to change their direction and praising them for it.

These two concepts (the first paragraph and the second paragraph) can be important for parents. When a child begins misbehaving, parents are quick to point it out, which begins to frustrate the child after it has happened a few times. The child quickly gets into a pattern of misbehavior, and the parent quickly gets into a pattern of scolding the child. More scolding is not likely to improve things; indeed, if the parent is having to scold many times, it has already been shown to not work at that time. It can take a tremendous effort, but if the parent deliberately changes direction and begins praising the child for doing relatively simple things correctly, then the child may begin to get into a more positive direction with their behavior too.

This may mean trying to identify the things the child has done right, creating easy requests for the child to make an opportunity to do something right, and trying to focus on the many things the child does right while not focusing on the little things that are done wrong. This process is not simple, but it can make a world of difference for a frustrated parent and child.

Another strategy (the Penny in a Pocket technique) for changing a child's behavior and our own behavior as parents is provided here.

Asking for Help is Successful Parenting

I see lots of frustrated and stressed out parents. There are a number of phrases that I hear so often I'm considering making a poster for my wall so parents know they're not alone. These phrases are what it may sound like when parents are calling for help:

Top 10 Parent Sayings
(that may indicate a need for a new plan)

1. It worked for a little while.
2. I’ve tried everything. 
3. Time-out doesn’t work.
4. I’ve tried explaining things. 
5. He should do it because he’s expected to.
6. I feel like I have to ask 100 times. 
7. Everything is a battle.
8. It’s like pulling teeth. 
9. He doesn’t care about getting spanked.
10. I have to call him down all the time. 

If you are a frustrated, confused, and stressed out parent, don't feel like it reflects poorly on you in any way to go ask for help. Asking for help when needed is the most responsible thing you can do as a parent. You are concerned about your child's welfare, you want to have a good relationship with them, and you want them to be successful. Asking for help may simply be a part of achieving that. Refusing to seek help because of pride can further increase your stress and may cause you to do something you would regret. 

When working with parents, a psychologist does not judge them and certainly doesn't think less of them. I have seen amazing parents and wonderful people come in for help. They have incredible patience and love for their children, but they have simply run out of ideas. I have tremendous respect for these parents because they have realized that they need to get some outside input and are taking action. When we are frustrated, it is hardest to think about things logically and realize what we need to do (as opposed to what we feel like doing). As an outsider, the psychologist has the luxury of not being directly affected by the child's behavior, not being as frustrated, and not being so personally invested that they lose the ability to be objective. 

Parenting is a hard job, but it can be the most rewarding experience as well. However, parents must take care of themselves so they can take care of their child. When you reach your limit, take a step back and consider if you might need to get a little help. Know that if you decide you do, it's not a failure, but a success.

Making Concessions

When we are trying to change a child's behavior, it is partly about identifying the behavior we want to see, but also about getting the child to actually engage in the behavior. Getting their cooperation can be very challenging. It may be a matter of identifying a good reward for the behavior, but it also may be a matter of managing inconvenience to the child. Naturally, if something is highly inconvenient, then we are reluctant to do it. Why should we expect it to be any different for children? We can develop an elaborate and brilliant behavior plan, but if the child will not actually do the behavior, then the plan has zero effectiveness.

So how do we address inconvenience? We consider what we are asking the child to give up. Whatever the child's problem behavior is, the child continues to do it for a reason. Identifying that reason is a good first step. We are also asking for a certain amount of time and effort for the new behavior. If we can reduce this demand, then we also improve the child's willingness to do the new behavior. When all else fails, we can ramp up the reward to make it "worthwhile."

Let's consider a common problem: Doing Homework
A child isn't doing his homework, instead he gets home, fights about homework, procrastinates, and maybe will do a little bit of it after a lot of nagging. This is frustrating and a pretty common situation. On the one hand, the child should do his homework (it's the right thing, everyone has to do it, and he is expected to), but the fact of the matter is he isn't doing it.

Let's consider why he isn't doing it. Is it because it is too hard? Is it because it takes too long? Is it because he likes to fight about it? Is it because his favorite show is on? We can consider many reasons, but ultimately the first one is a problem of ability (he can't do it, so he resists it) and must be addressed with instruction and practice. That's a legitimate problem and he needs some help. The other reasons have more to do with resistance because homework isn't fun and he would rather do things that are fun. That's behavior, and that's something that can be addressed.

We have a lot of options that are designed to make it feel like homework doesn't take "forever." We can set timers, we can have planned breaks, and we can break up the homework task into chunks (rather than 50 problems, it's just 5 sets of 10 problems with a break after each set). That can make a big task seem shorter. Now we work on the incentive to increase compliance. "Complete homework before the timer runs out and you get a reward (maybe some videogame or TV time)." Or maybe offer a small reward for each set of problems completed.

Summary
We would like for children to do "the right thing" because they should, but this expectation is not always reasonable (and sometimes it just doesn't matter). If we insist on it, we can get a lot of push back and lose a lot of time and patience. It's often helpful to consider why the child is resisting the task and accept that their reason, though perhaps ridiculous to you, is actually perfectly reasonable in their mind. Then focus on the problem rather than on your frustration and consider what you're asking them to give up. If you can adjust that a bit, you may suddenly get much less resistance and frustration (for everybody).

Happy Biting

"We were playing and having fun, why did he bite me?!"

When children are biting it's not fun for anyone. Their ability to bite is often surprisingly strong, and sometimes their desire to do so is equally strong! It's common for children to go through phases where they bite, but it can become a real problem as they get older. I've worked with quite a few parents who reported a biting problem of some sort. It's often a problem that the child bites when angry, and we can kind of understand why the child is biting at those times. We tend to think of biting as an aggressive action (after all, it hurts!), but children may bite for a variety of reasons, and not always because of anger or aggression. In this case, we're talking about "happy biting."

To best help a child who bites, we need to understand a bit about why the child is biting and then how we should respond to it. Naturally a child may bite out of anger, but it often surprises parents that a child may also bite out of happiness. This seems strange, right? We need to understand that emotional reasoning takes time to develop and if a child is "worked up", then certain behaviors (like biting) are more likely. Being "worked up" can include being mad, being scared, or being very excited and happy. In all cases, the child is "in a state of high arousal."

High arousal has a bunch of behaviors associated with it, including things like laughing, jumping, clapping, screaming, spinning, biting, hitting/kicking, grabbing, and hugging. Most of those sound fine, and maybe even fun. But some of those we tend to associate with being angry. For a child who is 2 to 4 years old, they've not had a lot of time to understand the differences between these different types of "high arousal" states and may produce any of those behaviors during any of those emotions (such as biting or hitting when happy). As they get older, they'll learn to tell the difference and their behavior will become more specific (hugging is not part of being mad, hitting is not part of being happy, and so forth). They learn to tell the difference, however, based on the reactions of others and by observing your behaviors (they'll imitate you). It takes time, but patiently helping the child learn what is "ok" and what is not, and giving other cues to show how they maybe should be feeling will help them learn to tell these emotions apart.

Information on how to respond to and stop biting can be found here: Biting

"Remorseless Children"

Parents and teachers want children to "do the right thing" because of a moral compass. Really, this compass is almost a magical device. We kind of expect it to happen without really thinking about what it takes to develop moral reasoning. There's a lot of research out there about moral reasoning, and a couple of my favorite points are that two things are very important for its development: 1) the ability to think about and understand things, and 2) experiences that challenge the child's current moral beliefs. I like those ideas. They're neat, they make sense (intuitively), and they're very appealing (maybe because they don't put all of the responsibility on parents). The problem is they don't give us any comfort when a child is engaging in aggressive behavior and doesn't appear to feel guilty.

I've heard from parents, teachers, and daycare providers that some children are "remorseless" or even take pleasure in the suffering of their peers. That seems scary and is likely to make us think of criminals, murderers, and so forth. Maybe there is a biological risk of a child having a natural tendency to become a criminal, but it does not do any good to assume a child is "bad" or destined to become the next Jack the Ripper (or Hamburgler). If we assumed that it was the child's fate, then at the worst we abandon all efforts to change the child, and at best we begin thinking from the perspective that this child is "bad." It's better to think of the child's behavior and what we want them to do instead of their current behavior.

"But he smiles and laughs after hitting his classmate/taking something from his classmate!"

We're thinking from our own perspective in that situation. We don't actually know why he is smiling or laughing, though, and we're making a pretty big assumption: that the child is thinking like an adult or feeling emotions like an adult. It's also not a well-supported assumption. Children have only had a limited amount of time to learn how the world works, and that includes their "internal world" (emotions, thoughts, and body sensations). Consider the following questions:

- When an infant smiles or laughs, what kind of reaction does that get from other people?
- If a child is feeling nervous, worried, or confused, what kind of reaction do you expect from them?
- What do you think the child is expecting after hitting his classmate?
- What does "remorse" look like? How do you really know it's happened?

I'm oversimplifying here, but when young children feel worried, sad, upset, frustrated, irritated, angry, anxious, confused, or nervous, what they're really feeling is "Upset." It's one category for them and all of those emotions fit in there. They aren't that good at telling the difference yet, nor are they very good at controlling their behavior when they suddenly get a strong feeling. It takes a lot of time to understand the difference between frustrated and irritated, or worried and nervous. If you ask a child what those emotions feel like, they'll probably tell you that they feel "bad" and that's about it (note: I've asked many children and gotten the same responses). It also takes a lot of time and practice to get good at not immediately responding to how one feels. Indeed, many adults still can't stop themselves from acting immediately in response to a strong emotion. It's just how humans are wired; it helps a lot in certain situations, but the classroom is not one of those situations.

So we should consider that this child is not "remorseless" (which really isn't even a "thing" for young children yet), but that he/she doesn't know how to respond to the worry they're feeling about getting in trouble (which they know is coming). We shouldn't pay as much attention to what we see on their face at that time. We need to focus on what we want them to do differently, give them every incentive and advantage in being able to do that, and then letting them know when they've done the right thing instead of the wrong thing. Try to take ourselves out of the situation and instead focus on the behavior and the child. It's hard to do because we don't naturally think that way, but it is more helpful than assuming the child is seeing things the same way we do.

"It worked for a little while..."

This story is really about two behavioral concepts that often surprise and frustrate parents: the "Extinction Burst" and "Spontaneous Recovery." First off, when a child is continually engaging in misbehavior, we know that we must change our response if we want the behavior to change. After all, why would behavior change if it seems to be working for the child? So we develop a plan (a "behavior modification plan" or a "behavior improvement plan"), start applying it, see a change in the child's behavior, pat ourselves on the back, and then become shocked and discouraged when the behavior comes back worse than ever before. These events are frustrating, but they are also typical and expected.

An extinction burst is what happens when a behavior the child used to do reduces in severity for a while, but then comes back worse than it was before. There are a lot of ways to think about how and why this happens, but one of my favorites is to consider what people do at elevators or crosswalks. If there is a button that can be pushed to activate the elevator or the "walk" sign, then we often see someone push it once. If the machine doesn't respond in the time we expect, we might push it again. If we're frustrated, we are likely to push it again many times and maybe even harder. This is similar to what is happening with the child. A good example of when this happens is with tantrums.

Initially the tantrums will often reduce as the child has noticed that the way you're responding has changed. We think, "Oh wow, it's gotten better already, that's great!" However, the child is responding to the change because it is new. Once the child has figured out that the change is long-term and gets used to it, the "new" has worn off. Now the child wants things to work the way they did before. She wants something, you say "no", she gets mad and is going to punish you for your behavior. The tantrum starts up and you don't respond. Knowing that tantrums worked before, she's going to go past what she has done before and make a more severe tantrum. The idea, essentially, is that if this worked before, then she just needs to push the button even harder to make it work again. What is critical is that you maintain the same response and plan as you have been doing. That is incredibly hard to do at times because a really severe tantrum is hard to ignore.

Spontaneous recovery is kind of like an extinction burst, except it occurs much later. In spontaneous recovery, we've managed to get a behavior to reduce and it has stayed that way for a long time. We feel pretty good, like we're out of the woods and the behavior is simply "better" now. Suddenly the behavior comes back without warning and we're surprised. It isn't necessarily as severe as an extinction burst, but it surprises us because it has been so long. What we have to remember is that a behavior is never truly completely gone. There is always a chance that it may occur, even if we've managed to reduce it to a very small chance. Just like with the extinction burst, we need to maintain our same response plan, exactly as we did before, and things will continue. It's hard to remember these things, especially if a child is going into a full tantrum and we're stressed out, embarrassed, or frustrated. If we can remember our plan and stick to it, though, we'll help the child learn the appropriate behavior and get things going in the direction we want.

(This is an excellent picture showing the typical pattern of Extinction Burst. It is from another blog, which also has good information about behavior! http://www.iloveaba.com/2011/12/extinction-procedures.html)