“Discipline Without Distress”: Chapter Two

This chapter starts with these sentences:  “Anyone who has ever home schooled their children discovered that 24 hours a day means 24 hours.  The parent and child spend a lot of time together.  When I home schooled my children, their world was interlocked with mine.  We couldn’t spend that much time being mad at each other.  We had to learn to get along much more than the average family, who are apart for large amounts of time.  It was the same with the siblings.  Why spend the time fighting?  Instead, we put effort into building our relationship.”

Judy Arnall talks about no matter how wonderful your relationship is when things are going well, what counts is how family members communicate with one another when things are not going well.  I whole-heartedly agree.  This is importantIt is easy to be a great parent when things are going well, but harder to be centered and peaceful if your child is melting down, runs away from you in a parking lot, or is having a temper tantrum in the store.

The author makes a list of things that make up a relationship built on respect, honesty, equal rights, fairness, sharing feelings, taking responsibility and good communication.  She has eight pages of ideas for building bonds within the family, which range from anything from camping together to sharing feelings to  eating family meals together.

One “family builder” that she mentions which I so agree with is to make your family relationship your priority.  She writes, “Say “no” more often.  Most people value family life as their first priority but then take on too many outside commitments and over schedule their children in outside activities.  That leaves no time for family life.”  How many of you have found this to be so very true?  I have!

The author then goes on to address the discipline myths that interfere with building the bond, and in that section she talks about how children do not need punishment, but need opportunity for making amends.  This is a hallmark of Waldorf parenting as well.  She also de-bunks the myth of time-out, which I also agree with as the young child does not have the logical capacity to sit there and “think about what they did” and “reflect on how they would do it differently.”  The child has a completely different consciousness than an adult.

The other one in this section that I appreciated mention is the notion that children learn by watching how the world works.  Judy Arnall writes, “It’s more effective if children learn what is acceptable rather than what is unacceptable.  When we point things out to people, we give them the message they are stupid and can’t figure things out for themselves.  Children are intrinsic learners.  They will figure out what not to do if you show them what to do over and over again.  All criticism is negative, regardless of how “polite” it sounds.”

From a Waldorf parenting perspective, we think of less words and of modeling because children imitate what they see because they are a sensory being.  The notions discussed in this section of the book fit in well with that view-point.  Children learn self-control by watching YOU be self-controlled.  They learn how to be positive by YOU being positive. 

The author also mentions that there is no such thing as a parenting expert, that the expert on your child is YOU.  This is an interesting idea in this age of Oprah, Dr. Phil, Dear Abby, support groups and everything else. 

There is more in this chapter, including a lengthy discussion of Maslow’s Hierarchy of Needs, and an entire section of the impact of feelings on behavior, and communication and problem-solving to build relationships. 

Lots of happy reading,

Carrie

“Discipline Without Distress” -Finishing Up Chapter One

So, we are finishing up Chapter One…This has been an interesting, thought-provoking chapter for me personally. 

On page 38, the author lays out “The Golden Rules About Rules”.  She writes that the rule must work for the individual person and the unique situation.  I kind of like this, because it points out that parental consistency is not always easy, that we are fallible, that sometimes when we are completely off-center the tiniest things drive us insane, and we are feeling well and centered, sometimes we handle even the big things with ease…….

Okay, but then I have a problem with the next section.  She goes on to talk about “The Participatory Rule Theory” (everyone that is affected by the rule should help make the rule)  and uses an example of a rule of food in the playroom that is negotiated in her house every day.  A main area of dispute involves a toddler with a sippy cup of grape juice, a white carpet and who is watching the child (mother versus father versus babysitter).    However, then the author goes on to talk about that fact that “(Parents) may state the children can have some input into the discussion, but the parents need to make the final decision and rules.  This seldom considers the child’s needs.  A power struggle might ensue.  Of course, decisions and rule-making is an age-appropriate idea. A two-year-old will not make too many rules.  A nine-year-old certainly can.”  She talks about how a parent may seek input for rules from a child when the child is rebelling or balking against a rule.

Okay, so here is my problem.  The example she gave regarding food involved a small child who would spill grape juice even with the aid of a sippy cup.  This is obviously a small child, trying her best not to spill with a spill-proof cup.  How does this example relate to the facts the author provided that a nine-year-old is in a better position to “make rules” (which I really don’t like that phrasing much either!) rather than a two-year-old?

I think this is one area where Waldorf parenting is truly advantageous.  Rhythm carries so much of this little kind of thing.  We eat at the table together for all meals and snacks.  There really is no question of eating and carrying things around because it just doesn’t even come up.  At the point when this comes up, the children are likely to be much older and more responsible and then you can have a discussion.  Rhythm really helps out gentle discipline!

I also had an issue with this statement that “the final decision and rules seldom consider a child’s needs.”  I think parents can consider a child’s needs and also set rules that work for the whole family – it is about the needs of the whole family, not just one child!  Or am I just being completely and utterly grouchy today and reading this wrong?  I am thinking especially of my under 7 parents and children here……The needs of everyone in the family counts, not just one child.  That child’s true needs do count!  Absolutely!  Is there more than one way to meet that need though?  Is walking around on a white carpet with a cup full of grape juice a true need?  Again, sorry to be so grouchy!  Maybe it was just the example for me.

The author does talk briefly about routines, traditions, rituals, habits building security in the child, the  fact that every child is different and has unique needs and how we truly are different parents in some ways for each child because of birth order and how we as parents mellow out with time.  True, true.

The next section I did really like in many respects.  It is a section entitled, “The Golden Rules About Parenting With A Partner.”    The author discusses the fallacy of the “United Front” and how parents react differently to different things because they are different people, that children are able to handle different things of doing things, and how it is okay for parents to disagree.

I think we all can acknowledge the truth of these things.  However, I believe that being parents involves coming to as much as a common ground as possible without our small children being present.   I think this is important for a sense of security for the small child.  Judy Arnall points out that sometimes we can support one another without being completely united, as in , “this is important to my partner, my partner’s feelings are important to me, so yes, I think you need to do this.”  I agree with this.  Again, yes, it is important to model for children how to resolve conflict, how to come to agreement, but I am not certain that is work for the under –7 crowd.  I think a 8 or 9 year old naturally can figure this out much better, and much quicker and can learn this process in a tenth of the time it takes a 3-year-old.  For me, understanding the developmental stages of childhood are truly important and worth the investment and a three-year-old should not be treated in the same fashion as a ten-year-old.

At any rate, this chapter ends with many suggestions for peaceful partnering including modeling and not nagging or criticizing your partner in front of the children, which I agree is so important.  The author has some great points regarding when parents are divorced or separated and combining two families. 

All in all, thoughtful reading and I hope you all are following along!  If you have a local La Leche League group or Attachment Parenting group, this book may be available in their lending libraries.

Thanks for reading,

Carrie

A Review: “In A Nutshell: Dialogues with Parents at Acorn Hill”

I had a reader from Down Under ask my thoughts on this book as it would be expensive to buy it and have it shipped. 

Let’s take a quick peek at this little book:

It is about 91 pages long, and is formulated in a series of questions that parents ask and the author answers.

The Table of Contents:

(after the Foreword, the Preface, the Introduction):

Our Classroom Environment

Color in the Classroom

Why Curtains?

Teachers’ Dress

The Significance of Candles

Naming the Teacher

No Cars and Trucks?

What About Puzzles?

Musical Instruments in the Classroom

Work and Play at School

The Rhythm of the Morning

Saying, “You May”…

Ironing in the Classroom:  Danger?

Boys and Waldorf Education

Playing Cats and Dogs

Music in the Mood of the Fifth

Can Energetic Boys Enjoy Handwork?

Gun Play at School?

Field Trips?

Fairy Tales for Young Children

The Challenge of Circle Time

Puppetry and “Told” Stories

Children at Home

Colors for a Child’s Bedroom

Older and Younger Siblings

Boredom

Telephone

Bedtime Ritual

Feeding a Child

Swords vs. Guns

TV Away from Home

Barbie

Forbidden Words?

Appropriate Gifts

“What Did You Do in School Today?”

Toys in the Neighborhood

Helping Children in a Time of Trouble – A Few Thoughts

Is the World a Good Place?

In Conclusion

About the Author

 

I have enjoyed this book and there is much food for thought here; however I do think many of these questions can be answered either by reading Steiner’s works or some of the classic Kindergarten Years texts that are out there such as “You Are Your Child’s First Teacher”, “Heaven on Earth”, or “Beyond the Rainbow Bridge.”   There is also a wonderful service available to us with free on-line articles of “Gateways” (a Waldorf Early Years publication) available through www.waldorflibrary.org that frequently addressed these types of questions.  Also, I would encourage you all to join some of the “National” waldorf group lists – Melisa Nielsen’s list homeschoolingwaldorf@yahoogroups.com; Marsha Johnson’s list at waldorfhomeeducators@yahoogroups.com or Donna Simmon’s paid subscription forum at  http://www.waldorf-at-home.com/forums/

On the other hand, if you are planning on enrolling your child within a Waldorf school setting, this work may answer some of the typical questions parents have from a classroom perspective.

Hope that helps,

Carrie

“Discipline Without Distress”: Chapter One

This book by author Judy Arnall  is fairly new, published in 2007, and is a great read for those of you new to guiding your child in a gentle way, and also for those of you who are experienced with gentle discipline techniques.  I will be going through this book chapter by chapter on this blog, so I hope you get your own copy and follow along!

This book is based upon the following five cornerstones:  (from the Preface)

1. Teach, not hurt.

2.  Stay with your “no” and honor your word

3.  Look for the feeling or need (NOF) behind the behavior.

4.   Separate your anger from your discipline.

5.  Be the person you want them to be.

Chapter One is entitled, “The Purpose of Discipline:  Teach, not hurt.”  The author outlines the way life has changed since we all grew up in the 60s, 70s and 80s and why some of the “old” discipline techniques do not have the same impact today.  She talks about the importance about building connections with our children as children these days are often separate from the family and have ready access to technology and other things that can be difficult for parents to police.  She also points out that in general spanking is a less-accepted tool socially and we need things to replace this!  She talks about how children need parents who will help them solve their problems, not punish them.

(Carrie’s Note:  As homeschoolers, we may feel this does not apply to us as much because we are generally with our children, but I feel these are still  important concepts for all families today in an age where the extended family no longer seems to exist.    You may also be wondering from a Waldorf perspective how “solving their problems” applies to Waldorf children under the age of 14 or so – when more logical reasoning comes in- and I say hang in there with me and I will show you how this can be a helpful framework for you, the parent to work from, even if you do not use all the words with your child!  Read on!)

The author talks about the six things children needs for connected parenting:

Time (Quantity time, not necessarily quality time)

Attention

Guidance in a positive way

Kindness – I have a whole post on my blog about this important subject here:https://theparentingpassageway.com/2009/05/03/kindness-in-your-home/ 

Listening

Self Care for Parents – which I have also talked about here:  https://theparentingpassageway.com/2009/05/06/making-yourself-a-priority-in-the-parenting-equation/

The author talks extensively about why we should give up punishments, and how punishments do not work to deter “bad” behavior.  I will not review all those points here, you will find this on pages 15-18.

She talks about the goals of discipline (remember my view of discipline as Authentic Leadership!https://theparentingpassageway.com/2008/10/16/gentle-discipline-as-authentic-leadership/  and also here https://theparentingpassageway.com/2008/10/20/getting-past-fear/  )- to teach the child to build life-long character building skills, such as responsibility, empathy , problem-solving and self-control; to protect the child; to instill our parental values (do you know what these are?  If not, consider looking at this post here:  https://theparentingpassageway.com/2009/05/08/creating-a-family-mission-statement/) and to teach the child how to become a healthy, productive adult in society.

She talks about the role of the parent – all you jellyfish out there, listen up!!- as being a protector, a source of knowledge and experience in a democratic parenting style, an influence, a detective,  a structure provider (yes, my little jellyfish I know you are wincing now!), and a limit and rule making facilitator and negotiator.  Parents are also the provider of needs – not just physical needs, but for the emotional needs of children for warmth, and security.  Waldorf parents I feel really excel in this area!  Parents are also nurturers.

More about Chapter One in a bit,

Carrie

Let’s Finish Up “Tapestries”: Ages 56-63

No, life does not end at age 63, but for the purposes of our study we will be stopping here.  Betty Staley entitles this chapter, “Getting Older, Getting Better?  The Active Years: 56-63.”

She mentions some of the more salient points regarding this life phase:

We have a new-found peace, calm and simplicity in this stage.

We are living out the depth of our inner experience and emotional maturity.

We develop enthusiasm in this stage through conscious effort.  “The challenge now is to develop a new kind of idealism, what Steiner calls “achieved or mature idealism.””

Another challenge is to respond with empathy to things instead of with ego.

This is a time to prepare for the later years, but it may not be the time to retire.  Betty Staley recites the studies that correlate death and retirement; for example, the peak in the male death rate is two years after retirement.  Therefore, it is important during this phase to think about one will do after retirement and develop new interests, relationships, social outlets.

Marriage in the late 50s, sixties and beyond has the quality of devotion emerging.  “The love of partners and friends has a depth at this period that can rarely be experienced in earlier years when we are oriented much more towards the outer world.  Appreciation and tolerance also characterise this phase.” (page 236)

Betty Staley has several more chapters in this book, including “Looking Back, A Different Perspective:  Beyond 63” and “The Threshold of Death.”

This is a powerful book, and I hope you all have enjoyed going through the seven year cycles from age 21 onwards. 

Yours till next time,

Carrie

More Inspirations from “Tapestries”: Ages 49-56

Yes, we are going to finish going through the seven-year life cycles as they apply to adults ages 21 and older as seen through the eyes of Betty Staley in her wonderful book “Tapestries”.  If you missed the older posts on this and would like to read them, please do hit “seven year cycles” in the tags box and catch up!  There is also a post based on the cycles that occur in marriage and you can find that by hitting “Challenges in Marriage” in the tags box.

We are up to ages 49-56, a time Betty Staley labels as “Reassessing Our Priorities”.    She notes the following things about this stage:

  • We draw closer to our childhood experiences in this age and have a renewed interest in our roots and our family.  We question things such as “Why was I born into this particular family?  This particular culture?  This country?”
  • Through an understanding of our relationships, accomplishments, and struggles, we are able to bring wisdom to these experiences and also gratitude.
  • She remarks that, “By the time we enter this phase, middle-age is a fact of life.  Many of the strong emotions of earlier stages seem far away and even a bit silly.  In fact, it’s hard to remember some of the reasons for our disagreements with friends or partners.  We find ourselves forgiving those who caused us great pain.”
  • The strong urge to compete has diminished.  With it comes freedom to reform our own lives, ourselves, to live according to our own values. 
  • “Unwillingness to look at ourselves objectively and accept criticism will only block our further growth. “  We have to take responsibility for our behavior, and often flexibility decreased during this period of life.  “The big question during this period is whether we will have enough flexibility to learn from the past, or  become too rigid and replay past errors.”
  • Career change is common at this point of life.
  • Often men go through this stage and career change dramatically.  In the past, he may have been the provider and now savings may get used for daily living while he re-tools for a different career.  “It is a strong wife who can keep her family together at this time….”
  • If a woman has been mainly at home and now feels the need to make a career change while a child is still at home, her decision affects the entire family.    All the family is more on their own, and “the feeling of being nurtured is weakened.” 
  • If the woman has been mainly at home, a change will come when her children leave home.  Some women feel abandoned as their children leave the nest one by one, some cannot wait to have time for themselves again. 
  • Children leaving home can also be a challenge to a couple’s relationship.  “It can be a delightful experience to get to know each other again, to have time for each other; or it can spell the ruin of the marriage if a couple discovers that their relationship has deteriorated and was only held together by routine and concern for the children.” 
  • Betty Staley talks about how childhood trauma can cause problems during this period, that early traumatic experiences are woven into the body itself.  Fear of death can be intense during this time period. 
  • Men who come through what is called “the pivotal years” (40-50) are often in three groups – those who had unhappy childhoods and know how bad things can get and who are not frightened by much; those who have a strong sense of responsibility to other people; and then the third group composed of men who never had much ambition, optimism or confidence – since they didn’t set very high goals for themselves, not reaching these goals doesn’t seem so disappointing.  The men in the first two groups seem to come through this seven year phase much better than men in the third group. 
  • This seven year cycle is really about the balance between flexibility and rigidity, the balance of the soul with the art of living, the use of rhythm, the balance between stability and newness.

 

Happy pondering,

Carrie

More Inspirations from Tapestries: How to Transform Yourself during the Ages of 35-42

If we look at the the basis of transformation that occurs during this stage as a product and force of willing, feeling and thinking, Betty Staley writes:

“In our willing we are learning to “walk” in a new way- in other words becoming more aware of what we do, of how to direct our actions so that they pass through our hearts and minds in the service of a higher goal.”

“In our feelings we nurture a quality of devotion so that our hearts become activated to serve what is highest.”  Betty Staley points out this devotion is not only our immediate family, but also may extend to our community and especially to nature.

“In our thinking we have to work to overcome the prejudices which have slotted other people  into convenient categories; we have to stop giving simple reflex answers, or adhering to common opinions and “party lines.”

She also adds on page 160 that, “During this period, as I mentioned, we begin to realize that our physical body no longer has the agility and strength it had before.  So there is a temptation to concentrate only on the physical body, to try to revive some of the old vitality, forgetting that what is really needed is to activate the soul and the spirit. Of course, we need to pay attention to  our health, diet and exercise; but ignoring our inner development is like building a strong shell around an empty space……When we gain the humility to realize we want to work together with spiritual forces or beings greater than ourselves –however we choose to express this –then we can recognize our capacity for contributing to the world.”  This becomes even more pronounced in the new seven year cycle of years 42-49.

Deep food for thought on a cold night,

Carrie

More Inspirations from Tapestries: Ages 42-49

“In our forties we enter a very dramatic stage of life.  Many changes go on which call upon us to wake up and re-evaluate our lives.  This time is often characterized by continuing crisis and change, and by a sense of rebirth.”

Tapestries, page 175

Betty Staley remarks upon other changes and characteristics of this seven-year cycle:

  • We are more patient with others because we realize we are just starting to understand ourselves.
  • We are more relaxed and warm in our relationships.
  • We have confidence; we are asked for our opinions regarding matters of life.
  • Our personality becomes more individualized
  • The temptation of this phase is POWER.  “We can be tempted to control other people’s lives and to influence situations through the very force of our personalities.”  We have to learn to hold back our energy at times.  Developing patience during this seven year cycle is very important.  Truthfulness becomes very important.
  • This is usually a time of spiritual awakening and connection to the spiritual.  Betty Staley writes, “Many people try to avoid dealing with spiritual questions, but it makes a big difference at this age whether we are asleep or awake to such things, for they are the source of our transformation.” (page 177).  This general question is so important in Waldorf education as we homeschool; we often hear the same concerns regarding the spirituality in the Waldorf curriculum from both the “religious right” kind of parent and the pagan parent.  This is something that MUST be addressed by you, internally and through your inner work and meditation, in order to access the full healing potential of this educational method!
  • This is a stage to find balance in as we attend to elderly parents and children.  This can also be a stage to balance our decreasing physical bodies with other areas.
  • Betty Staley warns that if you do not properly face the changes that belong to this seven year cycle, you can expect an ever bigger crisis in the fifties.
  • Friendship is one of the great comforts and joy in this cycle.  There also comes a new need for more privacy in both spousal relationships and friendships because there is a need to be alone and a need for companionship.  Balance comes into play again.
  • “Our late forties and early fifties is a time for discovering the parts of our personality that did not fit in with our previous image of ourselves.”  (page 179).  For example, a man may suddenly become interested in the home.

Special to Men:  Male vulnerability in this phase can make older men appealing to young women.  If the man is married, a wife may find it difficult to deal with this softening and mellowing of the spouse’s personality.

Special to Couples:  Couples can develop a new loyalty to one another, a new strengthening of love,  if both parties can be patient not only with themselves but with the other person.  If this does not happen and the couple does not transform their relationship, divorce is very common throughout the decades of the thirties, forties and fifties. 

Betty Staley writes about marriage in this period, “  It is during this period that a couple can begin to see marriage as an art form, as the most challenging and complex  of all relationships we create.  We begin to see that marriage is of our own making, and we must take responsibility for  it as a labour of love.  This is the most critical turning-point in marriage.  If it is not consciously grasped, even a good marriage may reach a natural end.”

I have said it before in this blog, and I know I sound like a broken record, but will say it again:  It is worth your time and your energy to nurture your relationship with your spouse. It is very important.  Homeschooling your children should not be a substitute for an intimate relationship with the most important person in your life – your partner or spouse.  Learn how to make love the verb that it truly is, practice patience with your partner or spouse as you also look objectively at your own personality traits.  A mature long-term relationship is scarred, is tender, is happy, is sad, carries the burdens and the joys, is open.    Do not miss it. 

Peacefully yours,

Carrie

“Drawing With Your Four to Eleven Year Old”

This is a book written by Donna Simmons, and people ask me about it all the time.  I think so many parents are intimidated by the drawing part of the Waldorf curriculum, so I thought I would run through what this book has to offer. 

The introduction talks about how this book is a “short introduction to drawing with your child [that] is a very simple and basic glimpse at how parents might take methods used in Waldorf schools and work with them at home.”  What I appreciate here is her acknowledgement that home with Waldorf is different than Waldorf school, and understanding of the intimidation that many parents feel with drawing and the fact that the grades material is taught through artistic approaches.

The next section talks about “Materials” and outlines the specifics of block and stick crayons, pencils, other materials, paper and what suppliers to consider getting supplies from.    She then addresses the question most parents ask which is why do all the children’s pictures look the same in the beginning?  Why do all the children draw the same picture?  She writes that, “An important foundation to Waldorf education is the deeply held belief that it is imperative to work with the child at his appropriate stage of learning.  Young children, up to 6 or 7, learn best by imitation and so when the children paint or draw they do what their teacher does.”  There is further guidance about the use of Main Lesson Books and the drawing that may accompany main lessons in the grades. She also provides notes on outlining and painting and then moves into talking about drawing with each grade.

Kindergarten – there is a small amount of information that probably will not be satisfying to the mother new to Waldorf whose oldest child is of Kindergarten age (because there should be more, right??) :),  but will be perfectly satisfying to mothers who have been through the Kindy phase and realize how drawing is a small part of the daily rhythm at home usually at this point.  LOL.  My main advice to the mother of a Kindergartner is to simply slow down.  The artistic things can be important in the Waldorf Kindergarten at home, but remember, the main focus should be on rhythm, fostering of gratitude, getting your child into their body and protecting those 12 senses, along with the development of YOUR skills in different areas of the curriculum.    Please do see some of the Waldorf Kindergarten posts on this blog for ideas!

First Grade – Donna talks about making borders for the Main Lesson Book, drawing of figures and also an introduction to form drawing. 

Second Grade – Donna talks about the transition to making drawings of more detail and provides examples of Main Lesson Book pages to draw from.

Third Grade – She talks about how to work with drawing in conjunction with some of the Third Grade blocks of building, Old Testament, and provides examples of how to draw animals and the habitats the animals live in. 

Fourth Grade – Donna talks about drawing maps, the use of proportions and blocking out pictures. 

Fifth Grade – Drawing becomes more realistic and challenging in the Fifth Grade Waldorf curriculum.  She talks about free-hand geometric drawings and the role of drawing in the ancient blocks, and of course the drawing that is prevalent in the botany blocks.

She then has notes about “Looking Ahead”.  Sixth Grade is about perspective drawing, and mastering charcoal pencils. She provides several pages of resources regarding Basic Waldorf Education, Form Drawing and Painting, and Drawing.

In short, this little book is about 36 pages long and provides a fine overview of the progression of drawing in the curriculum with color examples and some detailed techniques.  I am personally glad to have this book on my shelf because it is a fast resource I can turn to the know what kinds of drawings I can expect with each grade and quick examples of how this might look for each grade.  Another book I can also recommend is “Drawing with Block Crayons”, which is more intensive in techniques but also requires you to really sit down with the book and work with it – you cannot just leaf through that book and absorb it, LOL. 

I think this book is worth checking out, as is “Drawing with Block Crayons”; however be forewarned you will need other resources for Form Drawing.

Hope that helps,

Carrie

More Inspirations from Tapestries: Ages 35-42

“In our late thirties or early forties we meet the results of our actions in the first half of life.  Up until now we have in some ways still been children, but at this stage we become fully responsible for what we do.  The spiritual world has completed its formative influence and withdraws.  The “I”, our unique individuality, has thoroughly penetrated our soul life, and we stand solidly on the earth.  We may feel the pull of gravity, experience a certain heaviness.  We may feel moments of intense inner loneliness, even that we are “dying” inwardly.  We cannot approach life the way we previously have.  It just doesn’t work any more.”

-From Tapestries by Betty Staley, page 149.

  • What she is writing about is the notion during this phase that no one can reassure us, solve our problems, shield us.  We fully experience the consequences of our own decisions.
  • These are the years we are most cut off from inspiration, from ideals, from the things we believed in during our twenties.  How we deal with this stage of life will influence how we move through our forties, fifties, sixties and beyond.
  • We are looking for meaning in what we have done.  We are asking ourselves if we should change, if we are satisfied, what do we really want to do with the time we have on the earth.
  • This period can be a time of physical change and loss of youth.  “It’s an odd feeling when we look in the mirror and begin to see a resemblance to one of our parents, “ the author writes on page 151.
  • But more than physical changes, there are psychological changes.  We feel more mature, like we understand more in life, but also more uncertain.
  • “This period can be a time of loss, doubt, loneliness and self-examination:  a time, above all for questioning everything.”

Special to Women: 

  • Inner doubt can be a hallmark of this phase.  “Where she felt confidence before, she lacks it now. Where did it go?  If she is out in the working world, esteemed by colleagues and excited about her work, it may be different.  Especially if she waited to start her career until after she had children, or her studies went on for a long time, or she lived with her parents and only began her career in her thirties, the crisis may not occur until her mid forties.”
  • For mothers that have been stay-at-home mothers, a woman may feel her life is dull and that she isn’t sure if she likes her kids or her spouse.

Special to Men:

  • “Some men get into their stride during this time, while others begin to feel less and less sure.  Much depends how they evaluate their work-situation.” 
  • Betty Staley writes about how marriages often go through chaos when men are in this phase of life.   Daniel Levinson calls this period for men the “pivotal decade” which he coincides roughly age forty to fifty or forty-five to fifty-five.  Some men panic during this time period and this panic can manifest itself in impulsive decisions. 
  • Betty Staley writes on page  156, “When a man begins to feel middle-age creeping up on him, his strongest urge is to “escape” it, for he has an unconscious sense that facing it will require inner change.  This is even more intense in him than the woman. “
  • She writes about the challenges that men face here, sometimes leading to “the twenty year fracture” – the point where marriages that had seemed solid suddenly collapse.   “Since many marriages today are taking place in the couple’s thirties, the “twenty-years fracture” may occur in their fifties.”  She also adds that a couple is “in for serious trouble when either separately or together they cannot find new spiritual  content in their lives.  If they can experience new purpose in their relationship and become conscious of their struggle they may work their way through to new aims.”

(This really struck me personally; nurturing your marriage is so very important.  There have been some blog posts on this if you search the tag box under “challenges in marriage” and I will definitely write some more about this important subject.  If your marriage and family collapses, you cannot focus on homeschooling.  Your marriage is vitally important, do not make the mistake of making your children your marriage.  Your partner is who you are married to , not your children.   Sometimes I see pictures of a family, and it is only the mother and child with the husband not pictured (and there is a husband in the family) or I see a picture of the family and all the kids are crowded around the mom and the dad is sitting of to the side in the family portrait.  It always gives me a funny feeling inside.  Ladies, do not shut dads out in the younger years of parenting and then expect things to be different later on (and yes, I am aware some dads are just not involved no matter how much the mother tries to help dad be involved).  However, if you set the tone in your home think about how you nurture the relationship between your children and their father, and your relationship with  More on this in a later post).

  • Another odd characteristic of this phase is possibly recurring dreams of your partner dying.
  • On page 155, Betty Staley writes, “One of the characteristics of this period is dealing with our negative view of others.  In the previous soul period we were beginning to see the faults of our partner, but the experience now intensifies.”  She talks about how we see our partner’s negative traits far better than our own.  (Carrie’s note here: Ouch).
  • “The moment we start to face the negative aspects of ourselves is a turning point both in our own individual development and as a couple……Instead of blaming the other, we can see how our own actions triggered the other person’s reaction. Admitting our responsibility for causing pain to the other person can release amazing capacities of trust and caring.”
  • “There are so many positive experiences that emerge from this difficult period.  Perhaps the  most important is clarity and honesty. We begin to see the difference between imposing our wishes on a person, a situation, forcing something to come out the way we want it and learning to listen to what is really wanted.  Life is no longer a struggle for power.  Egoism begins to give way to understanding.  Instead of putting ourselves in the center of our experiences we will be able to perceive others and their needs.”

Next post:  The three essential things you MUST do during this period to move to the next phase with a sense of renewal.

Lots of food for thought in this wonderful chapter,

Carrie