Toolbox of Tips For Communicating With 9-12 Year Olds

This is second in a three-part series of discipline, communication, and development for 9-12 year olds so we can all be more effective parents!  The first part to this series can be found here and got a warm reception from readers as it tackled discipline, responsibility, protection, sports, emotional intelligence, and more.

One thing I love about this age is that I think we have a chance to make a big impact on how we resolve conflict and communicate with one another.  The home is really the first and most major place in which children learn this!

So, the first thing to be aware of is what is your communication style?  I find many adults have a really hard time helping 9-12 year olds with conflict and communication within the family because they themselves were never taught communication skills or conflict resolution?   So, I think we need to think of things such as:

  • How do we deal with things and other people when things are not flowing smoothly? How do we react? What do we say?
  • Do we accommodate conflict by being a people pleaser and backing down on our boundary?  Do we avoid conflict and run away?  Do we become competitive and try to win over why we are right?
  • How good are we a collaborating during times of conflict?
  • Are we direct?  Can we say and use “I ” statements directly when we communicate – “I am frustrated!”  “I am angry!”  But……
  •  What do we do with those feelings then, though?  Take it out on everyone around us?  Yell, scream, shut people out, cry?
  • Do we put people down when we are frustrated or irritated at the situation?  What do we perceive as “disrespect”, why, and what do we do about it?
  • Do we use steps in resolving conflicts?  Only then can we really model.

For younger children, we often think of things such as using our bodies to walk over to the child, connecting with the child and getting the child’s attention, using a calm voice with a simple request, helping the child follow-through in the request.  If conflict ensues, it often is just a matter of hungry/tired/exhausted/needing connection, helping the child calm down, following through or making restitution.  Attacking, lecturing in a long tirade, blaming doesn’t do anything to teach a child how to communicate or solve conflict.

For older children, things become infinitively more complex however.  There is often less of a “working together” model in place developmentally, which is normal, but it can also impact communication and openness.  Here are some suggestions to lay a good baseline:

What are the ESSENTIAL family rules (boundaries)?  Not like pick your socks up off the floor, but the really essential things. What specifically triggers the adults in the family, and the 9-12 year olds and makes the house less peaceful?  What is so essential it can’t be avoided, but what is not essential and could be discarded?  Pick and choose the ESSENTIAL.

In our family, this does include respect and good manners for one another.  Manners are how we show we care about one another, and we should have respect for the fact that we are all different people with different temperaments, personalities, and interests living in the same house together.

If there are things like doing homework or completing chores causing conflict in the family how could you break it down into an action plan that garners cooperation?

Make the family a place of POSITIVENESS and SUPPORT.  One of my favorite phrases to use with my children is, “I am here to help you.  Tell me what you would like to see happen.”  That opening often sets up a much better conversation.

Make the family a place of TEAMWORK.  This is often set in ages birth-9, but it is never too late to start!

EMPOWER.  Children ages 9-12 are not going to do things the way you do them as an adult, but the more empowerment you can give them within the rules of the house and what needs to happen. What will happen if responsibilities are not done?  If poor words are chosen?  If the child becomes completely angry?  Figure these things out in a time of quiet and calm, and have it ready to go and draw upon.

START TEACHING. Responding to what other people say in a defensive way is not an effective way to communicate, and just like learning to walk or throw a baseball, learning how to communicate takes PRACTICE.  A few hints:

Everyone must be calm. This step often takes much, much longer than everyone would like.  Take the time to calm down. Come back later.  There are few things that have to be solved in a split second.

No defensiveness. No yelling. No name calling.  No accusations.  No physicality. If any of these things happen on the part of your 9 to 12 year old to you, stay calm.  Tell your child you would like to help them.  Most 9-12 year olds can still get really overwhelmed by emotions, and need space and time. Defensiveness, yelling, name calling, accusations only ramps up the whole thing and instead of problem solving it is just emotions spilling everywhere.

We can all disagree, but the reality is if we all live together, we have to come up with solutions that work for the family, and we have to agree upon boundaries and rules in order to  live together.  Nine to twelve year olds are often not really logical, so it is important to help guide the discussions.

Listen carefully, and talk about how things happened and what you would each like to see happen.  Come up with a plan.   Make restitution.

I would love to hear your experiences in communicating with your 9-12 year olds!  Let’s exchange ideas!

Blessings and love,
Carrie

 

 

 

Advertisements

Creating A Peaceful Home Amidst Conflict

I get a lot of email about sibling fighting between siblings of all different age gaps (they are two years apart, they are six years apart – the age gap doesn’t seem to matter nor what gender the children are!), and also email concerning smaller children who are physically running at their parent, yelling at their parent, etc.  You might think, well, that’s not my children!  Well, great!  However, I find many children, and actually many times children, especially those who feel anxious or angry or generally passionate about things have a harder time handling their big emotions.  So, if your children are super calm and you never had to deal with any of this, it may be more of a temperament or personality thing on the part of your child, along with your parenting!

I think there are several step to helping gain peace amidst conflict in the home, whether the confict is child and parent or child to child.

  1. Figure out what your boundaries are. What will or will you not have in your home?  You cannot just let things go along and then snap because suddenly after the twentieth time your child or the children together do something, you feel upset about it.  If it is your boundary, you must have a plan to act on the behavior  that crosses this boundary every single time.  Decide what is big and what is small – it cannot ALL be big.  Let some of it go, but don’t let all of it go.  You are the parent and the guide to help your child.  Your child is going to try things on; help them figure out which garment should stick.
  2.  Do your best to set the right stage.  A steady rhythm, a life that is not rushing from one thing to the next, making sure the children and yes, even teens,  are rested and fed is really important and have had physical exercise.  Limit the screens if you don’t already. Too much screen time seems to make all people cranky!  Where is your self-care?  We cannot do this without self-care.  Exercise is usually the number one thing mothers tell me that helps them handle their children better.  It is a priority!
  3. IN THE MOMENT:  Calm yourself.  It is much easier when children are older to leave the room, step outside, etc.  and take a moment.  It is harder when children are younger because they may be screaming, hitting, kicking, trying to climb up you in their frustration.  Sometimes just sitting down and holding a child through that can help if you are comfortable with that.  Sometimes just scooping up a small child and being together on the grass outside helps.  Some families do look at helping their children sit down next to them in a cozy spot they have set up for just these occasions.  Tiny children will  need your physical presence to calm down; older children should be able to calm down without you physically holding them.  Time in together and calm down.  Do NOT attempt to talk about what just happened.  No one is ready.  Take this conflict and your reaction into your inner work that night. Why is this so hard for you to keep your cool when this happens? What is the fear undernearth your reaction if you are not calm?
  4.  When everyone is calm, connect.  Talk about what happened simply.  If your child is tiny, under the six/seven change, you may approach this more from a simple statement, a picture of what happened (“Your car (the child himself)  was going too fast and the lamp fell when you took that turn!).  Older children can talk about what happened and you can listen. However, discourage going over and over the same thing. Some older children will do this in an attempt to show you how right they were and how they were wronged and how none of what happened was their fault.  Once is enough.  With that, simple statements also work best.  “We are kind in this family” “We help in this family” when it is your turn to speak.  And yes, you should speak and make clear what happened.  And yes, everyone should learn to apologize and forgive each other as well.  Apologizing and forgiving is also connecting.  Apologizing is genuine; we never force a child to apologize but we model and as a child ages, this should come naturally.
  5. Consequences.  The best consequences include having the child make restitution for what happened – if something broke, they fix it; if they disrupted the entire family, they need to do a chore for the amount of time they disrupted the family; if they hurt a sibling, they need to do something nice for that sibling.   Sometimes teens have a harder time.  For example, sneaky behavior of sneaking out of the house, taking something that isn’t theirs (repeatedly), sneaking onto technology, etc.  This may require not just restitution , but also a natural consequence.  They may loose driving the car for a period of time, for example, if they took the car without asking or snuck out and drove the car.  Many times this step needs to come some time AFTER everything is calmed down and connection is made.  Consequences made in the moment often are just punishments with no direct connection to what happened.
  6. Prevention.  When children are under the six/seven change or even the nine year change, I think a lot of conflict resolution is literally training this order – calming, connecting, consequences and working on the right environment.  However, as children reach the nine year change, I think being able to talk about dealing with frustration and conflict is really important.  How do we handle big emotions? What is the model in our family?  How do we work as a team all together?  How do we love each other in times of conflict?  Many children also need to learn to love themselves. I find this often comes into play a lot in the 9-14 age range.

It sounds simple when we lay it out, but it never is simple in the moment.  The tears, the yelling, or dealing with the same issue fifty times in one day can be trying.  Thinking everything is calmed down and then the yelling or crying starts again is also trying.  However, this is probably one of the most important roles in parenting and homeschooling.  It is character development and the thing many adults need to learn- conflict resolution in a non violent and direct (not passive aggressive) way.  I will be writing some posts by ago about handling emotions and emotional health soon. It is a very imporatnt topic in this day and age when many teens are having challenges mental and emotional health.  We need to be pro-active and work in developmentally appropriate ways to help our children.  The foundation is in the under nine years, but the real work is between the ages of 9-18.

More to come,

Carrie

“Getting Children To Do What We Want”

I field questions all the time that basically boil down to, “How do I get my child to do what I want?”  Well, welcome to dealing with another human being who isn’t you! It is a precious dance between two often very different people with different activity levels and temperaments.  I always joke and tell people if you expect obedience, well, that is more like a dog than a human! Haha.

But seriously, first of all, if you can, please stop thinking of it as a war where the child is thwarting what you want or need to happen. If you come in with the attitude that your child or teen has to do only what you want in the way you want it, then it becomes a mindset of a battlefield.   Put out into your family space that you are team and that you can work together with you, the parent or parents, leading.  Take the time to SHOW your younger children how, when, and where you want things done and also accept that there can be, especially for older children and teens,  more than one way to accomplish the same task.  This is an important attitude to carry!  If you need help with this and see most of the main things your children do as “defiant” then I recommend you take a moment to go through this back post:  Defiance

If you are looking to help children and make a peaceful homelife, then here are some suggestions by age since this is what developmental parenting is all about:

If you are talking about a tiny toddler to second grade  the best way to help guide children along amounts to using connection,  rhythm, pictures in your speech, distraction, and stop talking so much!   If you need help, try these back posts:

Using Our Words Like Pearls

Talking in Pictures To Young Children

Stop Talking

What Kind of Family Are You?

From third grade to sixth grade, I think the best way to help guide these children is through the idea of  connection and loving authority.  Yes, in the Waldorf Schools this is seen as very important in the grades, beginning in first grade and coming into full force with the students in the nine-year change. You simply must rise up and be the kind authority in your home.  This means having actual boundaries and actual consequences. Rhythm is still really important as well as NOT overscheduling this age group.  There should be plenty of time for movement out in nature and child-led play (not games led by adults).

Back post to help:  Authority: The Challenge of Our Times

Freedom Versus Form

Boundaries for Gentle Discipline: Why? How?

Helping A Child Learn To Rule Over Himself

In speaking with twelve to fifteen year olds, I think the main piece of advice i have is to Let. it.go within reason.  You cannot micromanage everything, and everything simply cannot be a battle.  You can use rhythm, connection, simple guiding and conversation about why something should be.   Bite your tongue more.  Many of the awkward or angry or tearful stages these teens go through will be done with the fifteen/sixteen change, whenever that happens for that individual child, and whatever they are doing will change as well unless they are facing serious challenges that need professional help.  Increased responsibiity and freedom in the right amounts is important.

Blog Posts to help:  Playing for the Same Team

Finding Center

Changing Our Parenting Language

The Fifteen/Sixteen Change

This idea of responsbility and freedom always carries over into the time when young adults are forging out into the world after the fifteen/sixteen change.  This is the stage of mentoring and helping along.  Some parents are better at this than others – it can be a fine line between being overbearing and doing everything for a young person or stepping back and not really helping at all.  It is the stage of reminding young adults that whilst there is fun and freedom, there is also responsibility and consequences of their actions.  The seventeen year olds transitioning to this may need some extra help sorting through some of this, and since we know the brain is not fully developed for executive functioning and decision-making until age 28, we know we may need to be around to help, but this is definitely more of a mentoring relationship and model.

Blog Post to help:  After the Fifteen/Sixteen Change

The Laying Down of Love

Quite a long time ago, I wrote a post about “Loving Children In Their Language” and a follow-up post, “How To Work With The Love Languages of Children.”   These posts were based upon the seminal work of Chapman and Campbell called, “The Five Love Languages of Children” (there is an adult version too).

I have been thinking a lot about this recently in the context of parenting and homeschooling.  How am I laying down love on my children?  How am I connecting with them? How am I finding joy in our connection and love?

The reality is that children grow up and relationships change over time.  Perhaps what filled my children’s cups when they were so very tiny no longer applies very well; perhaps I need close observation to see in their becoming how I need to love them and what makes them feel loved.  And in doing this, I see what makes me feel loved in turn.

I love the ideas of the five love languages and that children need to be loved in all five ways – quality time, words of affirmation, touch, acts of service, gifts – and how we need to be sure not to use the child’s love language against them.  For example, “time-out”, can be devastating for a child whose love language is quality time and may not be the most effective way to  guide a child ( time- out as a punishment is different than having a child take a quiet down time when his or her emotions are high).

How do use this?  How can I lay this love down?

For me, it is trying to use connection in the  love language that helps the most in the moments that are hard.  It is having more fun and more joy in the day through this connection.  It is about letting go and being together in that moment.   It is about loving myself and knowing what makes me feel loved exactly so I can be more present for them.

Boundaries are a part of love for me. Without boundaries, my children would not feel as secure and safe as they do.  They need to know how things are held and they in turn can spend their energy holding themselves instead of trying to control the space around them or trying to control me.  Boundaries and love are intertwined in a beautiful, peaceful way.  Teenagers may not always love boundaries, but they do know and understand their value as they themselves experiment with boundaries with their peers and with their parents.

But most of all, I just hope to lay down the love thickly.  May it insulate them in the times when I am not present, may they know that I carry them in my heart, may they know that through their family’s love for them they can find love for every person and be ready to help in times of need.  May they be generous and kind from that kind of love.

I guess that is the ultimate goal of parenting:  to lay down the love so it shimmers unbroken like a light in the darkness.

Many blessings tonight,

Carrie

 

 

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

 

 

 

 

 

 

 

 

The Milestone Every Child Needs to Reach

II really loved this article entitled, “The Milestones That Matter Most”.  One of the things this article brought up was the cultural biases we have that play into our parenting.  I have long been fascinated with this subject; when my older children were tiny I read and re-read Meredith Small’s “Our Babies, Ourselves: How Biology and Culture Shape the Way We Parent”.

What is interesting to me is that, of course, different things are valued in different cultures.  Our one milestone that we might feel every child needs to reach may not be the same in another culture.  One of the ways we may combat bias in parenting is to consciously examine our own biases in regard to development and culture.  Do we, for example, assume that babies have to sleep through the night by themselves?  Do we assume that babies should be able to “self-soothe”?  Do we assume that toddlers will have a “terrible two’s” period?  Do we think children have to go to school to be “educated”?  Do we assume that children  will be “defiant”?  Do we think that children should have a lot of responsibility for themselves or no responsibility?  Do we assume that children should be able to self-regulate by a certain age?  Do we assume teenagers will battle against their parents and be rebellious?

Some of these questions have an inferred bias that we must examine consciously and continually as we go through our own life changes.  Some of the biases we enter into in parenting may change over time as we are in the ttrenches of dealing with our own children and watching other parents.   Human development, growth , and change is never done for the parent or the child.  It is part of being human, especially if we are trying to live in a conscious manner and we take responsibility  for our own throughts and actions.

IOne thing that can really assist us as parents is to have a family mission statement.  In our family, we have had  the same family mission statement – KIPPA  (Kindness, Integrity, Patience, Positive Attitude, Adventure) – for several years now.  Acronyms can make things easier to remember.  The process of creating a family mission statement can help us see where our biases are, what our values are, and what we think will be a course that will sustain us through parenthood and our children into a connected, happy adulthood. Have a personal mission statement in connection with your parenting and what you want to model in life is also a great conscious step.

Things I find that can carry  through many years of parenting includes connection, rresolving conflict,  setting boundaries in a healthful way , and  taking responsibility for one’s actions.  Kindness is always a modeled value.  So perhaps the milestone your child most needs to reach isn’t learning to read, or learning any other academic skill, but instead the milestones of being able to offer and accept love from other human beings, being able to assimilate into a humanity and offer goodness and kindness.  Perhaps those are the best milestones a human being can reach.

Please share with me your family mission statement, or the values you have found that have carried you through many years of parenting that you try to model for your own children.

Blessings,
Carrie

 

 

 

 

I

 

 

 

 

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