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Russell Hyken Russell Hyken, Ph.D.
Ed.S, M.A., LPC, NCC
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    Parents Who Bully Their Kids . . . by accident!

    September 6th, 2010

    Many adults believe that bullies only exist at school. Unfortunately this is not always the  situation. Many kids return home to face humiliation, verbal aggression, and behaviorally manipulative parents. This blog is not about them. This blog is about the well intentioned parent who “bullies” their children—by accident.

    The intent of these parents is not to erode self-esteem, but their behavior is a subtle form of  bullying that has long lasting effects on their child “victim”.  This can take many forms but it is often the parent that is trying to positively impact their offspring but utilizing an ineffective  technique. Consider the parent that comes up with a “cute” pet name of endearment that focuses on a child’s sensitive area–calling the overweight child “chunky monkey” the small child “short cake”, or the ADHD child “wiggles”.

    Other parents think they are motivating their child by continually identifying the successes of a  sibling. This is what I like to call the “favorite child” syndrome. Mom says things such as “if only  you could do math as well as you brother” or dad comments “practice more so you can make the varsity team like your sister.”  When a child hears these comments with regularity, he may begin to feel inferior and may develop feelings of hidden resentment.

    Indentifying that one of your offspring is more sensitive than the others will also breed sibling conflict. This parent over focuses and worries too much about upsetting one child more than the other. Schedules are created around the needy brother and parents go out of their way to ensure his emotional stability. Other children, as a result, begin to feel inferior.

    Overprotective parents are also guilty of bully behaviors. While it is acceptable to safeguard your child and tell him “don’t do _________”, make sure not to overuse this approach. Continual use of the “don’t” parenting style is an adults attempt to dictate every move their child makes. In essence , it is parenting “puppetry” creating dependence, fear, and resentment.

    At any given time, every parent has done or will do some of these misguided strategies and that is okay. The parent that employs these techniques regularly is bullying their child. To avoid these parenting pitfalls reflect on how you handle your kids’ bothersome behaviors.

    Provide and discuss solutions rather than dictate behavior. Instead of telling you child to eat less, teach him how to cook healthy foods and make better dietary choices. Also consider that most parents act inappropriately due to frustration—learn to reflect on bothersome behaviors and practice patience. Let your teen make the occasional mistake, but then discuss alternative approaches. Some of life’s lessons are best learned the hard way for both parents and kids.

    Back To School Success

    July 26th, 2010

    Consider the age of your kids when you prepare for back to school as different kids have different needs. Below are some general guidelines as well as some specific suggestions to make sure the return to class is a positive experience.

    1. Schedules
    * Sleeping - Two to three weeks before school starts, begin “training” and “preparing” for the school schedule. Go to sleep and wake in the morning like it is a school day.
    * Eating - Begin preparing healthier foods and start back with family meals. Also encourage your kids to have lunch at the same time they would during the school day.

    2. Plan Your After-School Time
    * Homework-Discuss homework rules and schedules before the school year begins to avoid arguing. Know what time kids should start working and predetermine consequences when these goals are not met.
    * Extra-curriculars and after school programs - Collaborate with the kids about what they will do after school to assist with sign up, tryout schedules, and time management.

    3. Back to School Shopping – it is time to purge the closets and determine what new clothes and outfits your child needs. Also look through school supplies and learn what needs to be replaced and what additional materials are needed to be purchased. Organize a day with the kids to have lunch and go shopping.

    4. Calendar Dates - Review the school calendar and know important dates and times. What are the hours of the first few days of school, when are back-to-school nights and parent conferences, what are the dates of important tests like the ACT and SAT.

    5. Hit the books early. Make sure any summer work is completed a couple of weeks before school starts.

    6. Appointments- Schedule school physicals, eye exams and hearing tests if you have not already done so. Waiting until the last minute can cause unwanted stress.

    7. Positive Attitudes – While some students are excited about the return to school, others have anxiety. Reinforce the good things like seeing old friends, doing a favorite sport or activity, and starting fresh. Don’t remind kids of last year’s pitfalls.

    Back-to-school is not just about the kids; it impacts the entire family. Prepare well, stay organized, and set clear boundaries to ensure a stress free start to the new school year.

    How does a teen land a summer job in today’s tough market?

    June 23rd, 2010

    The job market for teens is slow. Jobs traditionally given to teens are going to older workers who are willing to take low paying employment to make ends meet. Also, establishments that usually add summer help are also the places (retail, theme parks, and the hospitality industry) where Americans hit by the recession are cutting back on spending.

    Finding work is hard. Parents need to be supportive and realize what a difficult time it is to find a work. Kids need to get out of the house and pound the pavement. Finding a job is a job itself.

    How does a teen land a summer job in today’s tough market? Here are a few thoughts.

    1. Be prepared and have a plan.
    a. Put together a simple resume. You do have something to brag about, just figure out what it is. This also sets you apart from other job seekers because you have done something different.
    b. Look presentable—first impressions matter. You don’t need to wear a suit but dress like you deserve a job!
    c. Act like an adult – speak properly, say yes sir or mam, look prospective employers in the eye, and shake hands.
    d. Be prepared for no. Finding a job is a right place/right time deal, rejection should not be taken personally—it is part of the process.
    e. Follow up – ask for the manager’s card, send a short email, and check back in person the next week.

    2. Put a new twist on an old tradition. Use social media to network. Get on Facebook and ask your friends if they know who might be hiring.

    3. Work for free–seriously. Volunteering for a cause is rewarding but also consider trying on your dream job. For example, if you want to be a lawyer, knock on some doors and offer to assist at no charge. Treat it like a job and you may eventually get paid. This will also build great resume material.

    4. Start a business – “work” the neighborhood and do odd jobs. This is a great way to meet others in your community and learn how to build a business from the ground up including marketing, book keeping, and customer service.

    5. Check out “cool” summer job websites. For the industrious and older teen, there are some really unique opportunities such as rustling cattle in the west or being a camp counselor at Sea World. For the younger teen, thinking about these jobs now will help pave the way to a strong application next summer.
    http://www.aplus-summerjobs.com/
    http://www.coolworks.com/
    http://getthatgig.com/

    Do you “bully” your child? Parenting Overweight Children

    May 23rd, 2010

    Many believe that bully behaviors are confined to school yard taunts and teases.  This is not always  the case. Many children return home to face further humiliation especially if they happen to be overweight.  Parents often have difficulty approaching their teenagers about any difficult subject, but weight issues appear to be particularly misunderstood.

    Many parents “bully” their children and don’t even realize they are eroding their self esteem. Pet  names of endearment that focus on body image are often internalized as criticisms.  An affectionate  parent may call their overweight child “chunky monkey”, “marshmallow man” or  “butter ball”, but  a distraught child will often perceive this clever name as a subtle insult.

    Helpful hints such as diet more, eat less, eat only half, and avoid sweets appear to be helpful, yet  overweight teens resent these types of suggestions. These common knowledge comments are too general and tend to drive teens away from the trusted adults in their life.  Not knowing who to talk to, many will retreat to the privacy and stress free environment of their bedroom to indulge in hidden snacks.

    If your child or teen is overweight, the first thing to do is seek professional help. Discuss with your pediatrician if a medical concern could be the cause of excessive weight gain. After physical problems have been ruled out, seek the assistance of a therapeutic professional. Kids often eat in response to some type of stressor. If the issue can be identified, better coping strategies can be taught.

    Consider that you may not be modeling good eating habits. At dinner time, parents should cook healthy well balanced meals. Instead of allowing family members to serve themselves, make plates with sensible portions. If mom and dad load up on extra calories, children will follow.
     
    Plan fun and active family outings that everyone will enjoy. Overweight kids often have negative attitudes toward exercise because their weight may make it difficult to participate. PE class and sports are avoided because obese teens fear peer perceptions and bully comments. Parents should engage kids in lively activities that encourage movement and promote coordination.  Take a family bike ride in the park, throw a ball in the backyard, or learn to ice skate.

    The most effective way to help overweight children and teens is through family interventions and positive support. Scaring your kids into losing weight does more harm than good often causing angst ridden adolescents to become depressed, anxious, or eating disordered. Parents can’t control what happens at school, but you can create a positive, supportive environment at home.

    Better Batting and the Mental Game of Baseball… or Life

    April 4th, 2010

    I was recently asked by a high school baseball coach to reduce the anxiety of his players, particularly as they step into the batter box. As I reviewed my strategies with the team, it became apparent these ideas were much bigger than the game itself and could be appliedmetaphorically to everyday life. Check it out and feel free to respond with some anxiety reducing strategies of your own.

    Take care of your body - Sleep is essential especially before a big game allowing your mind to be at its best. Eat a healthy breakfast/lunch and snacks with lots of protein. Avoid caffeine and stay hydrated—lots of water.

    Practice – Automaticity is the ability to perform complex tasks without thinking about it. Practice your swing over and over. When you get to the plate, don’t think about your swing as it takes focus away from the task at hand—just hit the ball.

    Positive Self Talk/Visual Success- Positive self-talk can be used to correct bad habits, focus attention, build self-confidence, and change negative thoughts to positive ones. Mental imagery is the process of using ones senses to create or re-create a positive or successful past experience in the mind. Tell yourself you can hit the ball and visualize yourself doing it well.  This process will build confidence.

    Focus/Attention – when at bat, only the ball matters—not the score, not your last performance—be in the moment. The ability to selectively attend to cues, events, or thoughts while disregarding others is the key to successful performances (Gill, 2000).

    Set Goals - Successful people in all professions and sports set goals, both short-term and long-term.  They write them down, they are realistic and measurable. If you don’t have goals, how will you know you are getting better?

    Relax - recognize anxiety and learn how to control it through relaxation strategies. Some of these techniques are deep breathing exercises which is an instantaneous process that can be used before batting. Before each game consider meditation (relaxing the mind first and letting the muscles follow), and progressive relaxation techniques (relaxing the muscles first, and letting the mind follow).

    You can’t be perfect -  Not all batters hit all balls. It is okay to be frustrated by bad at bats, but don’t hyper focus on it and learn from your mistakes.

    Final Words - Preparation (pregame mindset and nutrition), execution (be the best during the game), evaluation (postgame analysis used to improve).

    Aspergers and Autism

    February 14th, 2010

    How will including Aspergers students under the Autism label impact the educational system.

         First let’s take a look at the definitions of these terms.  Individuals with Aspergers meet the current Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria if they display impairments in social interaction and demonstrate restricted repetitive patterns of behavior (obsessive interests) without having any clinically significant delays in language acquisition skills and cognitive development.
         Individuals with Autism meet the current DSM criteria if they display impairments in social interaction and communication particularly in the area of development, conversational ability, and language spontaneity.  Additionally, there are functional delays with social interaction, language use, and/or imaginative play.
         When reviewing the definitions, it is easy to understand how these disorders fall on the same spectrum as both involve communication concerns. Aspergers individuals, however, do not have delays in language acquisition or cognitive impairments. Yes, they have special needs, but they are distinctly different from Autistic students.
         Due to their cognitive development, Aspergers students frequently display only minimal if any issues with the learning process and can be mainstreamed into general education classes more easily than students on the other side of the spectrum. Aspergers students can actually be taught how to function and behave in a classroom as their deficits are social in nature. Autistic children, on the other hand, sometimes need to be educated outside the traditional classroom environment due to a different set of classroom needs that include more supervision and individualized educational attention.
         By placing Aspergers students in the Autism spectrum, it may be difficult to adequately meet the needs of both sets of students because they require different types of attention. From an educational perspective, the typical Aspergers   student needs assistance with social skills and in many instances this is as straightforward as providing individual social skills coaching and social skills groups.  Autistic students typically need a much more structured environment and teachers that have a deep knowledge and understanding of students with communication and sensory deficits—special education teachers. 
         If all teachers could be educated about the needs of all of the individuals they teach, then there would be no need to label students. However, this is an unrealistic possibility. Teachers rely on labels to understand the needs of individuals because this is an efficient and appropriate methodology for delivering student profiles. Grouping Autistic and Aspergers students in the same category could confuse educational professionals.
         On the other hand, many Aspergers students do not receive the assistance they need because the can function relatively well in school and make good grades. These “quirky” kids may not be getting appropriate services because they are passing their classes. Grouping these students together could provide assistance to an underserved group.
         No matter what side of the spectrum of this debate you are on, one very positive things is happening in regards to this population—people are talking. Through conversation, news shows, and faculty room banter, awareness of Autism and Aspergers   has grown because of the DSM proposal to place Aspergers individuals in the Autism category is stimulating conversation.

    It would be great to hear your opinion.

    Olympic TV and Family Time

    February 9th, 2010

    Watching TV with your teen is a great way to promote family bonding. Typically this consists of watching an adolescent drama and then attempting to engage in a relevant growth promoting conversation.  I support and encourage all parents that do this.
     
    This month, however, there is an excellent TV opportunity that every member of the family can enjoy—The Winter Olympics!  And here are some tips to make this a true bonding experience.

     *  Make a Date – Get the entire family together to watch the opening ceremonies. Build a fire and have favorite foods available. The agenda for this evening….to eat lots and enjoy each other’s company.
    *   Learn about a new sport – peruse the different events and have your teen choose a sport for you to watch together. Then go out and try it for real or play the video game. Shaun White Snowboarding on the Wii is blast and appropriate for all ages.
    Get high tech—there are more than 800 hours of Olympic programming that will be delivered through the internet, on mobile phones, and video on demand. Sit with your teen and have them show you how to find their favorite events in a non-traditional viewing format.  They will be excited to dazzle you with their computer skills.
    * Explore a new culture – Ask your kids to suggest a favorite foreign land, and then root for them to come in second, behind the USA of course. Decorate the TV room and plan a meal around that chosen country.
     
    Enjoy and please post any ideas that you may have about how to bond over the Olympics.

    Teens and Increased Cell Phone Use

    January 22nd, 2010

    A recent survey reports that kids now spend more time listening to music, playing games and watching TV on their cell phones than talking on them. Even more surprising is that most of the students surveyed commented that their parents do not have rules about how much time they can spend watching TV, playing video games, or surfing the net.

    Many teens can find the balance between connecting online and connecting in person; however, parents still should have rules around technology. Here are few suggestions for some basic rules.

    * Turn off cell phones, TV, etc during meal times.
    * Have all family members including adults turn off technology after a specified time each night.
    * Set up a central charging station far from bedrooms at night to plug in all electronic devices preventing late night use.
    * Insist your children have at least one extracurricular activity where mobile devices can’t be used.

    Recently I had the opportunity to speak with an Associated Press reporter about this research. If you would like to learn more about this topic, check out the story.

    Holiday Parenting

    December 18th, 2009

    AVOIDING OVERINDULGENCE HELPS TEACH KIDS VALUABLE LIFE LESSONS

    It’s that time of year when kids are creating their lists and checking them twice to make sure mom and dad know everything they want.  But parents, keep in mind that it’s merely a “wish list”, not a “must get list”. 

    As a father, I’d like to give my kids everything. As a psychotherapist, I know that avoiding overindulgence now will in the end teach my children valuable life lessons, such as delayed gratification and working hard for things they want. 

    This is not to say that the holiday season can’t be enjoyed.  Take a few footnotes from the book How Much Is Enough?  Everything You Need to Steer Clear of Overindulgence, and you’ll be on the right track for identifying when enough is enough:

    * Giving children too much of what looks good, too soon and too long.
    * Giving them things or experiences that are not appropriate for their age, interests or talents.
    * Giving things to children that meet the adult’s need, not the child’s need.
    * Giving a disproportionate amount of family resources to one or more children in a way that appears to be meeting the children’s needs but does not.
    * Finally, doing or having so much of something that it does active harm to or at least stagnates and deprives that person of achieving his or her full potential.

    It is okay to splurge but be sure to not spoil. Enjoy the Holidays.

    Teen Behavior - Postive Risk Taking

    November 22nd, 2009

    Recently a Kansas City, Kansas beloved middle school teacher was fired for making an inappropriate comment in the classroom.  The teacher made a “bad” joke that pushed the limit of acceptable classroom banter.

    What happened next, however, was truly unique. Upon hearing that the teacher was suspended, his eighth grade students came together to protest. Utilizing modern day technology such as texting and Facebook, they organized more than fifty kids to picket the school, gathered parents to attend district meetings, and created a 200 plus person fan page on Facebook to support their cause. These tenacious, tech savvy teens took on the system!

    Behaviorally, these students involved themselves in a positive risk taking exercise. Risk-taking, in general, refers to the tendency to engage in behaviors that may potentially be harmful or dangerous, yet, at the same time, provide the opportunity for some kind of perceived positive outcome.  More often we hear about teenagers who engage in negative risky behaviors such as drug and alcohol use; however, there are also many students like the ones described above who push limits by participating in positive risk taking activities such as protesting for a cause.

    What is so unique about positive risk taking is that it can be a powerful and transformational process that encourages more positive behavior. In fact, teens who engage in these types of risks are more likely to avoid alcohol, drugs, and other dangerous activities than teens who do not push themselves to try new and appropriate things (Teens Today, 2004). Encourage your teens to step outside their comfort zone and see the postive benefits that result. 

    Interested in how the story ends, read the Kansas City Star newspaper article , who interviewed me to discuss the psychology and motivation of these unique teens who took on the system.

     
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