Regulation of Emotions In Children – Part Two

Back in the fall of 2015, I  went to a course for my physical therapy licensure renewal  that focused on the regulation of emotions in children who have anxiety, anger challenges, ADD/ADHD, or who are on the autism spectrum.  It was geared toward teachers, therapy providers, and principals in the school setting.  One thing that was emphasized over and over is that a calm child who is not feeling stressed by the environment can learn better than a child who is stressed. Part of education is to understand ourselves as teachers and therapists (why do we do what we do in the classroom or with the children we are with?), to empower children to understand who they are and why they do what they do,  and to help children develop emotional regulation.

I talked about the first part of this course in this  back post about the things some schools in the United States are doing to try to keep things calm for their students, including:

  • Understanding the brain
  • Ryhthm, including the use of photo books to show the child doing each daily activity and using accommodations to make certain children do not get over-stimulated
  • Using connection and love to calm the child
  • Use of movement, art, hydration, music, art, time in nature to all help increase learning and memory and keep children as even-keeled as possible.

The question I posed at the end of Part One of this post (linked above)  was what are the schools doing in the moment, when things are going really badly?  Children with these kinds of challenges can throw desks, they can really fall apart, and it can be difficult for not only the student, but the teacher and the other students in the class when all of this is happening.

The approach in some schools and as modeled in this course I attended is a three step process involving  to  take notice, to intervene, and to plan ahead.   I don’t know if this would appeal to parents in the home environment or not, but I place it here as food for thought and for you to decide how it fits into your philosophy of education and development.  This course was absolutely NOT geared toward Waldorf Schools, and again, I place it here for thought.

Notice – in this course, this meant to empower children to understand emotional states and triggers.  For small children under the age of  9  I am a fan of using stories, music, little circle time activities, modeling, sharing good things in circle time, etc.  I think this can be empowering in the feeling life for the purpose of “noticing”.    For older children, discussion as they need to start to learn to function in the real world may be necessary.  Children with challenges may need very well to start these “noticing” strategies before the nine year change in development, and I think what this entails  is really  up to the family and the health care/educational team.   Remember this course was geared toward those working with children who had challenges with anxiety and anger, which is different.  Some children especially  need real help in  noticing other people’s behaviors, body language, tone of voice, etc.  and again, I think we have to look at the child in front of us whilst keeping in mind development.

Intervention:  This may include  a proactive phase. For example,  what are the child’s triggers?  What is the environment doing (or not doing) for the child?  How do we prepare the child? For example, some children need serious help with groups. Some need serious help with transitions.  How do we anticipate the problems that might come up? In a school setting, this might require a team conference involving almost all staff present.

The early intervention phase might include redirection, and moving into proximity to the child to help, and to use calming strategies.  If a child is past early intevention and is melting down, then steps might include removing the child to a safe environment, not engaging in a power struggle, distracting, offering a safe activity, allowing time to calm down, and then addressing the situation but more in an informational gathering way, not in a way that immediately goes into the negative behavior of the child for that setting.

Note to families reading:   Remember, these are grades aged children. From a Waldorf persepctive for tiny children under the age of 7, I wrote a post about time in for tinies that might give you some ideas about how to create a “meltdown plan” for your littles.

Plan:  The plan part of this is to know that this behavior is cyclical (most likely).  Most likely it WILL happen again.   A plan is helping to empower the child (and I have to say I think this is much more appropriate for older children than younger from a Waldorf perspective) and using a classroom behavior plan.  Role-playing, drawing the scenario and how it would be a happier ending for all parties can sometimes help, and for older children, journaling can be helpful.

Practice: There are many other very cognitive-based approaches that were mentioned that I think could be useful for middle school and up for the normal course of health class or whatnot ( to me personally.  I am sure in some school settings these techniques are being used with much younger children and especially for those who desperately need these tools to try to self-regulate).  These include things such as introducing the parts of the brain and functionality (which in one sense I am for in that children should learn correct parts of their body just like other bodily names but this is applying the names and functionality in a pretty cognitive way that might be better for interested middle schoolers); introducing a “circle of control” (ie, what is in the child’s control and what is not in the child’s control), scales of emotional intensity, scales of importance of events and comparing to the emotional scales.  Other things mentioned were breathing techniques, (which could be used younger than middle school ages obviously )   and using post-incident interviewing techniques.

Here are some ideas for searching techniques that could be helpful for your child (I am not endorsing any of these per se except ones we have used personally); these are just repeatedly mentioned in courses I have taken:

  • Brain Gym (which we do use, I have taken a course in it, and I would endorse)
  • Heart Math
  • Ready Bodies, Learning Minds
  • Play Attention (this might be computer based, I am not sure?  Has anyone out there used it?).
  • Under the Thinking Cap, which is the company of the person who presented this course
  • MindUP Curriculum (has three levels – grades K-2; grades 3-5 and grades 6-8) (I am currently looking at the level for grades 6-8 and hope to have something to review about it soon!)

Are there any products, programs, or techniques you have found for emotional regulation that you have loved?  Have you found a better age to introduce some of these things than other ages?  What did you find worked best for your child?  What about those of you with children who do struggle with anger, anxiety, or other challenges?  Did starting earlier help?

I would love to hear from you.

Blessings,

Carrie

 

 

 

 

 

 

 

 

Finding Rhythm With Grades-Aged Children

I think rhythm with grades-aged children (which I consider children in grades 1-8, so ages seven to thirteen or fourteen) can become trickier.  As children grow, chances are that you are not only juggling one grades-aged child but perhaps children that are older (teenagers) or younger (the littles, as I affectionately call them) with children that are in these grades.  There can also be an increased pressure to sign up for activities or increased pressure at school  as a child advances toward high school.

Here are some ideas for finding rhythm with children in grades 1-3:

  • Seriously think about how many structured activities you need outside the home!  I wrote a post about choosing time outside the home wisely in which I detail how many activities I really think a child in public or private school, versus homeschooling children need.   Remember, it is almost impossible to have a healthy rhythm if you and your children are gone all the time scurrying from one activity to another.  Children under age 9 deserve a slow childhood with time to dream and just be (without screens) and I would vote for no outside structured activities for these tiny ages.  Mark off days to be solely home with no running around!
  •  Being outside in nature in an unstructured way is so very important, along with limiting media.  I suggest no media for these ages.  There are many other healthier ways for children to be spending their time that promote great physiological and psychological health rather than being a passive recipient. First through third graders need an inordinate amount of time to be outside, to swim and play in the woods or sand, to ride bikes, to climb trees, and just be in nature.
  • For those of you who want to homeschool through many grades, I do suggest getting involved in a homeschooling group or finding a group of homeschool friends for your child.  This usually becomes a much larger issue around the latter part of  age 10, post nine-year change for many children (especially melancholic children and typically girls over boys around the fifth grade year) and for those who are more extroverted.  However, one activity is plenty for third graders in anticipation of this “coming change” as a ten year old. 
  • Rest is still the mainstay of the rhythm – a first grader may be going to bed around seven, a second grader by seven thirty or so, and a third grader by seven forty-five.  This may sound very early for your family, but I would love for you to give it a try. If you need ideas about this, I recommend this book.
  • In short, I do not think the rhythm established in the Early Years should be changing too much in this time period.

Here are some ideas for finding rhythm with children in grades 4 and 5:

  • Rhythm begins in the home.  What are you doing in the home? I find sometimes fourth and fifth graders are anxious to go, go, go because there is not much happening in the home.  No rhythm is being held, preparing for the festivals has fallen by the wayside, and they now see being involved in things such as preparing meals and such as work instead of just part of a rhythm of breathing in and out.  This takes time to develop again by being home. Be home!
  • All the things in the first through third grade section above applies. Rest is still very important and fourth and fifth graders may need help in this area – both in resting and in having a reasonable bedtime.  Children this age should be getting 10-11 hours of sleep a night, plus time to rest! Most children this age are still going to bed around 8 or 8:30.
  • I do not believe fourth and fifth graders really need structured outside the home activities, especially for children attending public or private school. I have seen some fifth graders who really relished one special activity.   Many homeschoolers will find their fifth graders really wanting a homeschool community and friends at this point, so I think that might need to be honored.
  • Media!  I have written many posts about media.  Fourth and fifth graders do not need media or their own phones or their own tablets.  Think carefully about this.  There are other ways they should be spending their time that are much more important to development.  The reason media is important in the context of rhythm is that it generally is used as a time-filler – so if the pull to media is strong, that typically means the rhythm is not strong or that the child needs help in finding something to do – handwork, woodworking, and other activities can help that need to create and do.
  • Being outside in nature and developing the physical  body is still of utmost importance. Setting up good habits for physical activity is important in this stage because most children feel very heavy and clumsy when they are in the sixth grade and changing around age twelve.  Having great habits in this period of grades four and five can really  help with that.  
  • This is a great age for games in the neighborhood – kickball, foursquare, etc. – and general physical activity of running, biking, swimming.  Free play is probably one of the most important things fourth and fifth graders can do!
  • Keep your yearly rhythms strong.  This may be easier with younger children in the household, but never lose sight of the fact that a fourth or fifth grader is in the heart of childhood themselves and therefore should certainly not be treated like a middle schooler.  This time is very short, and needs to be treated as the golden period that it truly is!  Keeping the festivals, the times of berry picking and apple picking and such, is the thing that children will remember when they are grown up.  If everything is just a blur of practices and lessons and structure, there is no space and time to make those kinds of family or community memories.

Here are some ideas for finding rhythm with children in grades 6-8:

  • Rest!  Rest and sleep are very important components of rhythm.  Sixth graders who are twelve are generally sluggish, and teenagers have rhythms regarding sleep that begin to change.  This article from the New York Times details many of the changes for teenagers (seventh and eighth grade).  In order for these children to get enough sleep, and since the starting time of public school middle school may be later (but probably not late enough!), I highly suggest limiting late night activities.  Again, choose your activities outside the home carefully and with much thought.
  • This is a prime time to nurture life skills and responsibility around the home. If you are running everywhere, this time of learning, which is really the most important thing when children grow up and have to live on their own, cannot happen.   Life skills and home responsibility deserves a place in daily and weekly rhythm.
  • Media is harder to keep at bay for most families.  Remember, media impacts rhythm and vice versa.  It is often a time filler, and can prevent middle schoolers from solving their own problems of what to do when they are “bored” (or just being bored; there is value in boredom as well!)  and tapping into their own creativity.  It can derail any kind of “doing” rhythm.  Hold strong standards about media!  Some ideas:  use a Circle to manage time and content across devices ;  strongly limit apps (because every app you add generally leads to more time on the device) and do not allow social media.  We introduced the  computer in eighth grade (which I know is not always feasible for public or private school students who are using technology as part of school from an early age)  as a tool for school work more than a plaything, and I think that attitude also made a large difference.  If you allow movies/TV shows, I recommend using Common Sense Media , but I also feel this needs to be strongly limited (and I would vote toward not at all or extremely limited for the sixth grader/twelve year old) since these middle school years are  ages where children feel heavy, awkward, clumsy, and don’t particularly want to move.  So, more than anything else, I think watch what you are modeling — are YOU moving and outside or are you sitting all day on a screen?  Modeling still is important!   If they are sitting all day at school and with homework, it is important that they move vigorously when they are home from school and on the weekends!  With both things that unstructured in nature and as far as structured movement..
  • This is a great age to pick up sports if that hasn’t already happened, although many children will say they feel they should have started much earlier. Again, this is such a symptom of our times that everything earlier is better, which I often find is not actually the case.  There is a big discussion right now about sports burn-out for middle schoolers who have started in elementary school.    If you want to see more of my thoughts about sports, take a look at this post that details the last pediatric sports medicine conference I attended.
  • I find the artistic component often needs to be increased in these years to really counteract some of the headiness of school subjects and media exposure.  It is a healing balm for middle schoolers, even if they complain they are not good at drawing or painting or such.  Keep trying, and do it with them or as a family.  Keep art and woodworking activities out, provide craft ideas and help them harness some of that creative power!  That can be a part of the weekly rhythm for your middle schooler.
  • Remember that your middle schooler is not a high schooler. The middle schooler does not think, move, or act like a high schooler. Please don’t force high school schedules onto your middle schooler.  There should be a difference between the middle schooler and high schooler.

Last tips for rhythm with children in grades 6-8:

  • Where is the family fun?  You should be having tremendous family fun together.  Family is where it is at!  Family is more important than peers – you can look back to the book, “Hold On To Your Kids” by Neufeld and Mate if you need further confirmation.  Family fun can be part of all levels of rhythm – daily, weekly, and yearly! It is an attitude and an action!
  • Where is your rest, and your inner spiritual work?  I think you need this, especially as you enter the middle school years. Children can have a lot of emotion during this time period, and you have to be the steady rock.  If you need a reminder about boundaries and parenting, try this back post.
  • How is your home coming along?  By now, with children in these upper grades, there should be pretty steady rhythms and routines regarding the home and the work that it takes to maintain a home.
  • How is your relationship with your partner or spouse?  This is the time to really start thinking about date nights if your relationship thrives and deepens on that.

Blessings,
Carrie

What Are We Modeling?

I watched a little girl yesterday at the pool.  She was about four years old, and ran around the pool in hot pursuit of her older brother and his friends.  When he jumped in the pool, she jumped in the pool.  When he ran to the other side of the pool, she ran to the other side of the pool.  A mom sitting near me remarked, “Isn’t that cute?  She has to do everything he does.”

Yes, indeed, my friends.  This is the power of imitation for small children, and that is a foundational hallmark for young children in Waldorf Education in the early years.  I find though, that imitation extends far beyond the early years.

Children not only imitate what they see, what they hear.  They  also absorb our energy, our attitudes, our  ways of dealing with things right down into their soul. This is all the more reason to work on “our stuff” – whatever that spiritual stuff may be.  All the more reason to deal with our trauma – our own the trauma carried by how our past generations suffered.  Have you all ever read this article about how how trauma is carried through generations ?

There was an article about the ten habits of chronically unhappy people.  It was very interesting, and pointed once again to the fact that as parents and as homeschooling families, we have to be very on top of our own attitudes, views, and what we are modeling.

Every day we can get up and begin with a spiritual practice.  Many like to do this in the morning before their children awake.  I understand this with very tiny children.  However, do make sure you are modeling something of your spiritual practice when your children are awake!  Otherwise, they never see you doing anything.  This could be reading from sacred texts, meditating or praying, saying outloud positive things in response to  a situation.

Every day, I ask myself how can I model:

Gratitude for this present moment.  Accepting and finding pleasure with where things are in this moment.

Connection to others in community.  The biggest place of connection is within our homes and with our own family members living in our homes, and our extended families.  However, this can also happen in places outside the home and family.  It may happen for you through your neighborhood, through your friends, through a place of worship, through a group to which you belong.  Connecting and serving is so powerful.

Optimism

Accountability and responsibility for my own actions.  Where was I wrong? I am wrong a lot; mistakes are okay. A mistake is just moving forward with more experience.

Perspective.

What we are being called to is so much more important than what curriculum we pick, what activities our children do.  What we are doing is literally being called to stop generations of trauma, pessimism, and fear.  What we are being called to do is to help our children learn how to cope with the world.  It is not going to be perfect.  Life is messy, but let’s show them how it is done.

Blessings,
Carrie

5 Ways To Make Gentle Discipline Work For Your Family

Gentle discipline is not just a toolbox of tricks; instead I like to view it as the art of connecting and loving as we resolve a conflict together.  It is about hearing the other person, yes, even if that person is a toddler or someone who is small; it is about not reacting in a defensive and emotional way; and it is about forging a path as a family together where the family agenda is the priority and all needs can be met (but perhaps not all at the same time!)

There are five ways I have found to really help families as they work through problems and conflicts together:

Commit to gentle discipline.  If you have a partner in the home, commit to it as a team and agree to back each other up.  The commitment is important.  It may not always be perfect; gentle discipline is a process.  For some families, gentle discipline comes easier than other families.  Some of us have more baggage from our own childhoods to overcome.  It may feel unnatural to try to connect to a child who is being difficult in our eyes.  We may all have different things that our children do that may really bother us.  We need to be able to step in for one another when things are flaring,  and to back each other up as loving guides for our children.  We must commit to the process of connecting during conflict every day.

Know yourself and your partner and how to nourish each other.  What really upsets you and sets you off?  Does knowing what is normal for each developmental stage of childhood help you?  I find this can often help parents feel calmer, to just know what is normal for the developmental stages.      Where is your self-care?  If you are empty, it is so much harder to respond in a connected and loving way to your child.   How do you love one another so you can respond to your children lovingly and patiently so you can guide them when they are having big feelings or big things happening?  This is so important for all stages of development, but I think especially with teenagers.

What is the family agenda?  It is  incredibly hard for a child to know what is expected and how to live with the other family members in the household if no boundaries are set.  The earliest harbinger of boundaries can be found in rhythm, and this happens when children are very small.   As children grow, they can understand the boundaries (rules)  of the family reflect values of the family.  However, in order to have that, the adults of the family must get together and talk about the values you are creating together. Values are something that teenagers can respond to and discuss with you – are your teenagers’ values the same as your family values?  Why or why not? What conflict does this create and how do you navigate this?

Recognize the patterns. Most families have recognizable patterns – this is what happens, this upsets this person, this is how this person reacts.  It is hard to change conflicts within the family if you don’t ever see the patterns or if people are not willing to try something to change the patterns, especially the adults in how they react to what children do.  Who is the calm one in conflict? Who shuts down?  Who walks away? Who gets angry?

How do you resolve conflict?  Because children are not miniature adults, they are not going to reason like adults in times of conflict (and even adults often do not do well in that!)  Small children  do not need intellectualized verbal sparring in order to resolve conflict; what they often need is distraction, rhythm, a boundary that is held lovingly without many words at all, the action of restitution.   I find children ages 9-12 often function not much above these tools.  What helps to limit conflicts in these ages is boundaries that are set up ahead of time and are known.

For teenagers , decide on how you will approach conflicts.  The steps in our family, which we just wrote down recently so everyone was on the same page  include:  taking the time to calm down, making sure the problem is really and actually a problem ( some of the more verbal family members really need to write it down so the problem can be defined and not just a whole slew of emotions with nothing definable other than feelings), meet together in order to discuss  without blaming others and  in order to take responsibility for their own part in things, to really listen and paraphrase what the other person has said and then brainstorm solutions that work for the whole family.  Lastly, we forgive, affirm, or thank the other person and make restitution.  So that is a longer process appropriate for a teen who can really do these steps.

I would love to hear what you steps you think make the difference in making your family a home of gentle discipline and problem solving.    I also have many, many back posts on this blog dealing with gentle discipline if you just search.

Many blessings,

Carrie

Playing For The Same Team

I grew up in a sports-loving family (even though I was not a great athlete myself!).  Despite my immersion in the world of sports and “sports lingo”, it took me quite awhile to see how to see how building a family does have similarities to building a team.  Sometimes in a family, especially with juggling careers, financial concerns, everything being new and each phase of childhood development being new and different with no road map, it could just seem like putting out one fire after another or just reacting to one thing after another rather than having the skill to really build a vision, build a family, build a peaceable team.

We often hear a lot about being a mindful parent or being a “conscious” parent.  To me that means attempting to be proactive, not reactive.  However, I think there is more to family life than that.  Family life is about relationships.  It is about building something more wonderful than you could have on your own.  And yes, in a way, it is about succession of the team as your children grow up and go out into the world and make choices completely independently.

Shared values lead to two things:  a shared vision and also boundaries that support your values.  What does a “X” family member embrace?  What are the values of the family?   For example, if the value is to stay home and be home more as a family, then the boundary might be a child can play one season of sports per school year (ie, just fall sports; not fall, winter, and spring!) Or that might mean summers are slow, and not full of camps because you value being a family together.  I have written before about the power of a family mission statement.  I urge you, and all the adults in your house (especially if that includes extended generations) to talk about what that means.  What are the values and the vision?  Some families are lucky enough to really have a clear sense of this without a lot of discernment or fuss, but other families  are starting at ground zero and really have to work at it as a process.  The process is so valuable!

We all protect each other.  We calm each other with love, we encourage each other, we play for the same team so it is never parent against child or child pitting parent against parent.  We are kind, we protect each other in that our home is a haven, we use kind and gentle words and most of all, when mistakes happen, we forgive each other AND we make restitution.  We are all learning and not one of us is perfect.

We trust each other.  In small children, this idea of trust begins with the fundamentals of attachment – emotional attachment, physical attachment.   You can see organizations such as La Leche League League or Attachment Parenting  International for more information about how to do this with infants and beyond.  Boundaries, limits with love,  are also a form of attachment because they provide respect for a child’s developmental age and they give security and confidence to a child.  People often wonder about attachment in teenagers.  For teenagers, attachment means being available and present, and trusting and knowing when to push and not push, and how to embrace differences in a livable way .  It also means still setting appropriate boundaries and making sure you know the differences between why a 14 year old is different than a 17 year old. It also means letting older children and teens make mistakes and not rescuing, not hovering.

Finally, embracing our differences as people makes a family successful. In my family, there are introverts and extroverts. There are huge age differences as well.  There are common points we all share, and sometimes there are viewpoints we don’t share.  Family meetings can be a great place to bring some of that out.

Share with me how you build your family as a team.

Many blessings,
Carrie

Three Reasons I Need Rhythm…

I find many of us are still trying to get our rhythm back at this time of year.  I know I am!  Actually, in my world of the Anglican Communion, we are still in the season of Epiphany and now coming up to Lent, so there is this sense of still being in the middle of things in a way….and many of us find our children grow and change over the holidays, so whilst the work of the day may remain, perhaps meal times or outside times or bedtimes needs to shift around.  Never be afraid to make a rhythm that works for you!  I always start by looking at what pattern we are in, and then seeing if it needs to change…or maybe it is a real pattern that remains..

Rhythm is this idea of a flow to the day; it is not a schedule because it is  flow -oriented and not as time-oriented perhaps as a schedule (although there may be times assigned to meals and bedtime).  It provides an order to the day and a sense of strength for the parent because it takes away some of the thinking involved with every single decision we have to make in a day.  If you know your errand day is on Friday, then you don’t need to go out on Tuesday, for example.  If you know you always put your boots after your walk in one spot as part of cleaning up from your nature walk each day, then you don’t have to round up boots that land in various places.  Rhythm just IS, like the tide coming in and going out or sun coming up and setting.

The three reasons I  particularly need rhythm are:

To continually remind me of the importance of the home. In a society that often does not seem to value being home except for short pit stops between activities (even for small children), rhythm in my home reminds me of the time and care it takes to create a nourishing environment and that there is value in that for the health of all of us in the family.  Ideally, in a home full of rhythm, a small child would be able to tell what day of the week it is by the meaningful work being done in the home on those days.  For example,  perhaps Tuesdays are always ironing days or Thursdays are always bread making days or Mondays are always the cleaning of the home from the weekend.  Traditionally, Waldorf Education has assigned different work to different days based upon more planetary influences (does that sound esoteric enough?!), so there are suggestions from Waldorf kindergartens for different activities for different days of the week.

It reminds me of the importance of what I call “soul hygiene” – that there should be a time and place in the day for inner work, for physical activity outside, for sleep and rest.  This helps remind me to pace myself and to honor these activities.  This helps me remember my main goal of parenting is to help my children be healthy adults – healthy physically, emotionally, in how they see light in others and how they communicate with others, spiritually.

We set up the environment with care, which teaches me attentiveness to activities and models this for my children.  We might have a song or verses to go with the activity.  We put things away  and clean up with care.  Again, it forces me to slow down and see the value of the activities we are doing for the physical, emotional and spiritual realms.

Lastly, (yes, I couldn’t resist sneaking in reason number four!) is that rhythm is your aid to discipline.  When we know when things will happen and how it will happen, it cuts down arguing.  This time of year, that can be valuable.  It is even valuable for teenagers and older children.

How is your rhythm valuable to you?

Blessings,
Carrie

 

Stop. Yelling. Forever.

Kindness begins in our homes and in our own hearts.  Yelling sometimes happens, but yet there is nearly always another way to handle situations rather than yelling at our children.  Yelling often reflects our own inability to control our own frustration, or fears, or the helplessness and frustration we can feel if the child is repeating the same behaviors over and over despite every boundary.

This is the time of year when there are many “stop yelling” challenges or promises of so-many-days-to-stop-yelling.  I guess there can be merit in kick -starting something and bringing it to the forefront, but just like “diets” and “working out”, one has to choose to make this a lifestyle, a consistent habit, a way to approach things for all time, not just for a designated period.  This is because how we respond to our children matters. It really does.  We will not be perfect, but we can make not yelling the absolute standard we are trying for, and replace that with connection to our children.

To stop yelling, there has to be a commitment that yelling is  just NOT the way to handle things.  There typically is not much productive communication with yelling.  Usually that is just the end stage when everything has “gone beyond” where the parent wanted it to be.  It is the last resort, the last car of the train.    The other piece needed in this quest is the forgiveness of oneself and the grace to keep to that ideal when things don’t go as we want and we make a mistake.  Parenting involves grace.  And trying again.  And trying harder.

With small children ages 9 and under, you can replace yelling with these things:

Rhythm.  There are so many back posts on rhythm on this blog.  Rhythm is discipline. Rhythm helps you set boundaries, make decisions, lets children know what is to come so they can relax and be secure in that.  Rhythm is your friend, yet few parents in this day and age seem to view it that way.  I promise that rhythm will help you feel more relaxed and confident in your parenting.  It will help you not yell out of frustration or feeling overwhelmed!

Talk in pictures to your child, and use physical movement with your pictures and rhymes embedded in your rhythm of the day.

Inner work for yourself.  Getting up before the others in your house, or catching quiet time after lunch, so you can recharge mentally and emotionally is really important.  Having small children can be a great time for hands-on growing in patience.

Commitment to your own health (and not perfection in outside things). I find many times mothers are yelling, because quite honestly, they are not getting any help from their spouse or partner.  They are not sleeping enough, they are trying to do way too much with tiny children about.  This is not a race, it doesn’t have to be perfect. In the world of Waldorf, there are jokes about how everything has to be organically grown and processed by hand and all this.  Yes, in a classroom, with a team, with beautiful things that have been made over a span of twenty years, this is possible.  It may not be possible at home with four tiny children under the age of six.  Be easy with yourself.   Listen to your own voice.  What is most important for you?  What is MOST important for your child?  You are not a bad mother!

Calm.  Can you keep things calm, especially for the 7-9 year old?  They don’t need a million classes or  a million places to be.  That is just stressful for everyone!  They need time in nature, time to freely and deeply play, and time to just be.  Can you give them that?

Have a plan for the bad moments.  When everyone is yelling and screaming, what is your plan?  When you are trying to get dinner on the table, what is your plan?  What triggers you the most and what can your response be instead of yelling?

If you cannot find a compassionate response to your child, what does it take for you to get to that compassionate response?  Can you delay talking about things?  A boundary can be the most compassionate thing that needs to happen, but can you be calm in setting the boundary?   That is the key.

For children ages 9 to teens:

Space.  Children this age can still be on top of  you and chattering.  Sometimes we just need space. A walk.  A bath alone.  Ask for help.  Ask for space.  Check your own health.  I still find many mothers with children of this age (who may also have little ones still) can be very  depleted  health-wise, which impacts how they feel toward chattering and mess and everything else!  What are your thyroid and hormone levels? Your Vitamin D levels? Are you sleeping?  What are doing for yourself?  It becomes vitally important to re-discover pieces of yourself if you lost this along the way with younger children.

A rhythm of how to do things, including cleaning up.  Yes, it  takes work to get to that point, but I find one reason mothers of children this age yell is that the children create a trail of mess from building forts or legos or skateboard ramps …and leave a trail of half finished projects every which way that somehow ends up the sole responsibility of the mother to clean up .  Everyone can clean up, everyone can pitch in, and  it is okay to set boundaries on where mess will take place.  In the family, we all work together.

Opening the outside world.  Some yelling for parents for this age group seems to happen in regards to pushing boundaries about the “outside world” over and over and over…especially for those ages ten to twelve (and I think girls more than boys? Boy moms, please comment!).  Decide ahead of time — Yes or no?  Decide how important it is for  you to keep things low-key in this  age -range, and why and how you will do that.  What are the boundaries? What is the balance between child activities and family activities or adult-alone activities?  If you open things more widely  now, what will the “openings” be in the teen years?  Decide things now.  Older children of 11-12 and through the teenaged years may not feel like they fit in anywhere, and it is your job to hold steady.

Inner work for you.  What are the values of your family?  What does your child really need at this age?  What is most essential?  How are you walking the walk for what you most want to see in your children?  Rhythm is an essential key to reflecting what is most important in your family – if it is important, but no time goes to it in the rhythm of the day or week, then it is a great sign for re-alignment.

Younger Teens (ages 13-15):

Communication in conflict. The number one reason parents write to me about yelling at their children in this age range is how teens immaturely try to communicate when they are in conflict (ie, talking back, trying to use “logic” but they don’t really have stellar logic yet, etc).  Teens need help knowing how to resolve conflict, how to apologize – the parts of an apology, how to be an effective communicator.  It takes time to develop these skills, and the neurobiology of the brain needs to catch up.

Anger.  Teens often get angry with their parents and feel misunderstood.  How will you handle the anger of your teen?  Does this call forth triggers for you that cause you to yell?   How can you turn anger  on both the sides of you and your child into communication?

Responsibility and Accountability.  Teen are often headed into a phase where things “count”.  Grades may count for college, projects count towards grades, etc.  Time management skills are still being learned, and parents often are yelling when everything is down to the wire for projects or things.  Pressure can make everyone feel snappy. How can you diffuse this?

Rhythm and physical movement are still really important for the teenaged years.  This can really decrease stress, decrease anger on all sides, and lead to reduced frustration.

I would love to hear your best tips for not yelling.   Please share and help all the other mothers out there.

Many blessings,

Carrie