The Last Day of Parenting (After 29 Busy Years)

Today, is the last day that I’m on active parenting duty.  It began on a sunny, hot, cloudless day on June 29, 1991 when my first son came into our lives. The other book-end, my baby, my youngest of 5 children, turns 18 tomorrow, the first day of his adulthood.  We often count the firsts in parenting – first smile, first step, first time they sleep through the night, but we often don’t celebrate the lasts – the last time we co-slept, the last time we cuddled up to read a bedtime story – the last time he held my hand while out walking – because we don’t know when they are. We have to cherish those moments as they come because they are so sweet and fleeting. Today, I celebrate a job, a passion, a career and a calling – parenthood – as well done. It was hands down the best experience of my life, and so worth the gray hair, empty bank account and wrecked furniture! I have 5 beautiful, caring adult children who I am so proud of and are my best friends. My heart is bursting with pride and happiness at the wonderful people you have become and your individual gifts and qualities. You will go forward and make this world a better place than it was before you came. Happy Birthday my dearest youngest child and welcome to adulthood! And happy Last Day of Parenting to me and my loving partner in this most wonderful adventure!

_DSC0164BEST

Clever Comebacks for Bullying

Clever Comebacks for Bullying Behaviour

 

by Judy Arnall, BA, CCFE, DTM

As we are heading into back to school from Spring break season, children may encounter bullying situations. Often, children are at a loss of what words to use. Here is a quick guide of come-backs. Use them to write some more and you can practice with your child.

Think “self-talk”

“This kid has a real problem and I’m not going to let it be my problem.”
“I’m a good kid and I am not letting her win.”

Instead of being defensive, agree. It takes the wind out of the bully’s sails

“Yup! I’m the freckle queen!’
“Too many to count.”
“Yep, my glasses are geeky and they rock!”

Point out the obvious

“Why do you want to pick on a shrimp when that won’t prove anything about your strength?”
“I must be really important for you to give me this much attention!”
“Do you have anything better to do?”
“Guess it’s time to pick on me again. No one else smaller around?”
“Yep, if you can’t push yourself up, you want to pull me down, eh?”

Sometimes short and simple can deflate the emotional power of bully’s comments

“Brilliant”
“That’s creative.”
“You’re right.”
“Get a life”
“Whatever”

Try the direct approach

“That’s just mean.” And walk away
“That’s just lame.” And walk away
“Get a grip.” And walk away

Self-deprecating humour is a trick that stand-up comics (the victim) use against hecklers (the bully) and win over the audience members (the bystanders). It shows that you don’t take things seriously. This really deflates the bully’s power of control, because control has transferred to the victim.

“Big feet, big understanding!”

The bully says, “Are you ugly or just plain stupid?”
You can say:

• “Actually, both!”
• “Stupid is as stupid does”
• “Yep. So what?”
• “Yep, I’m so ugly that when I was born, they put tinted windows in my incubator!”

One of the best lessons they can learn this school year is how to say “no” to their peers, or even adults that don’t always have their best interests in mind. Here are some quick come-backs that parents can role-play with their kids in order to say “no” to actions they don’t want to do.

10 Ways kids can say ‘No!’ to peers wanting to bully

Ask questions – “What if such and such happens?”
Give it a name – “That’s bullying! No way.”
Refer to the parent – “Nope. My Mom won’t let me.”
Get an ally – “No, Jason and I are going to Switchbox instead.”
Suggest an alternative – “Why don’t we play Xbox at my house?”
State consequences – “I want a career in law enforcement and don’t need bullying on my record.”
Stall – “Hmmmmm…maybe later.”
Offer an excuse – “I have to go and meet someone.”
Say “No” another way – “I can’t.” “I don’t feel like it today.” No explanation needed.
Make a joke – “Yeah, wouldn’t that look great on YouTube!”
If all else fails – ignore, act busy, or just walk away.

More Video Help for Bullying:

Why Do Toddlers Hit? Is it Genes or Environment?

Why do Toddlers Hit?
Is it genes or environment?
by Judy Arnall, BA, CCFE, DTM
It’s natural for toddlers to hit, but where does this aggression come from?
Actually, it is in our genes. We evolved from humans who could fight and
defend their lives, territory and loved ones, and they passed on the ability to
survive through aggression, to the next generation. Even newborns feel anger
when they need something. In addition, in the later half of the first year, they
demonstrate what is called exploratory aggression – curiosity pushes them to
see what reaction hitting or pushing another animal or child will bring. By
toddlerhood, ages one to four years, aggression is at its peak, where one out of
every four interactions between a child and someone else is physical. This is
almost every hour!
Does nurture or nature affect the amount of aggression a child has? Let’s
pretend that a human is like a car. Aggression is like the acceleration a car can
do. We all feel aggression. Self-control is like the brakes. We all have braking
ability too, but in varying amounts. Some people have more acceleration and
some people have more braking power.
Aggression is a function of the brain. The limbic system is the emotional part of
the brain and if we have low serotonin in the limbic system, we have more
aggressive behaviors. The frontal lobes are shaped by inborn temperament, but
the environment (a parent that says, “No! We don’t hit people!”) coupled with
brain development is responsible for suppression of the physical urge of hitting,
pushing and biting.
By age five, children learn about indirect aggression, as the result of their
higher order thinking skills. They can be sneakily aggressive in order to ensure
they don’t get caught, or immediately hit back impulsively. This is a sign of
brain development as it takes higher order thinking skills to weigh out the
consequences in each act. By age five, children do choose how to express
anger.
Hitting relieves tension and may be the reason why parents spank when they
are angry. In a small way, it feels satisfying for a second. However, we also
realize that we are social groups and we can’t be aggressive toward each other
and still get along enough to live together. If we hit, we are group sanctioned;
by isolation, in the form of time-out when we are young, to social ostracism
during the school-age years, and finally, jail, as adults. Isolation is a big
punishment for social mammals whether humans or animals. Societal
disapproval helps children to suppress their acceleration. Young children are
ego-centric and don’t care what others think about them yet. Their impulses
rule their bodies and their brains. By school-age, children are being exposed to
the wider world and care about what people think, so social isolation has a
broader impact on their self-control. Pride, shame, and embarrassment are
effective social tools to keep mammals aggression in check.
As the brain grows, children learn to cope with emotions and develop more self
control. By school age, most children have stopped hitting their friends and
playmates, although the odd lapse against siblings is common until the teen
years. It’s healthy to feel feelings, and express them in better ways such as
words that don’t hurt anyone. The key is to keep repeating what you want them
to do until they begin to take it on themselves. The more children practice calm
down tools, the more they are stored in their memory and come to mind as
they internalize social and group rules. When children are exposed to all ages of
social groups, in extended families and all-age schools, they learn the rules of
controlling aggressive behaviour.
Play fighting does not encourage aggression. In fact, it is useful for
development. Children discover their own limits, and what other people consider
acceptable, and it helps teach self-control. It’s hard to watch as a parent,
because you know one child is going to come to you crying, but it definitely
teaches both children about limits for later.
What is the role of adults: Adults just need to do two things.
Do hold their hands and say “Stop. No. Can you see this hurts your sister?”
“Let’s do this (stomp our feet on the floor) to express our anger.” Children get
to see their effect on others and can choose a non-violent way to express their
feelings. Keep repeating this message after every aggressive event.
Don’t role model hitting, slapping, spanking or any other aggressive
behaviours. Children learn by modeling. Children who are hit, are more likely to
hit others by thinking that those who have power use physical aggression to
wield it.

 

Screen Time Research – Who to Believe?

cropped-familytoddler.jpg

http://

Many parents worry about screen time, especially after reading the latest study that involves children their children’s ages. However, how does one sort through the myths from the facts? It is becoming increasingly difficult.

Screen time addiction was not listed in the DSM-V (the main diagnosis manual for the medical community) because the health community can’t determine what amount of screen time or type of screen time constitutes addiction or harm. The evidence is not yet conclusive and until we have long term good meta-analysis evidence, no one can state how much is harmful. Opinions are all over the place because they are based on random studies, many of which are poorly done. What is a parent to do?  Until we have good evidence, moderation is the best practice.

What we do know, is that children in stable families, with low ACE scores (Adverse Childhood Experiences) are less likely to be susceptible to any the 10 addictions, including screen time, no matter how much screen time they have.  Families should aim for a balance of screen and real-time interaction with the priority on face-to-face relationships. For more information, this website is based on the research of 49 neuroscientists across North America.

The Brain Core Story Training

Here is a graphic I presented in one of my parenting groups recently. Addiction is at greater propensity when children experience toxic stress during childhood.  Toxic stress stems from the 10 ACES listed in orange. Research can’t provide good evidence yet which genes are activated by toxic stress, especially those children with addictions that run in the family. Screen time is deemed to be closest to the characteristics in a gambling addiction, but it still has unique qualities.

Best practices for parents?  Build close relationships with your children. Avoid toxic stress in the family.  Enjoy screen time in moderation.

tech science

How To Get Kids To Do Chores and At What Age?

Parenting expert, Judy Arnall, discusses the democratic, non-punitive way to get kids (and partners!) to help around the house!

What Chores When?

2-3 years old (done with adult)

Empty small wastebaskets

Put on pj’s

Pick up trash in yard

Wash face

Brush teeth

Comb hair

Help set table

Clear table

Help load dishwasher

Help put laundry in dryer or on drying rack

Pick up toys

Put dirty clothes in hamper

 

4-5 years old (done with adult)

Get dressed

Make Bed with Duvet

Pick up room

Dust their room

Hang wet laundry on clothes rack

Clean TV screen

Help in the yard

Get ready for bed (brush teeth, put on pj’s, etc)

Lay out clothes for next day

 

6-7 year olds (done with adult)

Brush teeth (with adult)

Set breakfast table

Help with dishes

Change sheets (help from mom)

Feed dog or cat

Vacuum room

Take out trash

Dust room

Sweep porch

Clean inside of car

Help with dinner

Sweep porches and walks

Help with dinner clean up

Dust baseboards

Fold laundry

Carry in groceries

Empty backpack lunch containers by the sink

Make sure backpack and school papers are by the door and ready to go

 

8-9 years old

Start ironing easy items

Clean sliding door glass

Clean fingerprints from doors

Dust other rooms

Wash car

 

10 years old and up

They can do all that the other ages do plus:

Change their sheets by themselves

Clean the bathroom

Clean up kitchen

Help with cooking meals and baking

Scrub floors

Water plants

Straighten bookcases

Wipe down washer and dryer

Sew and mend

Put away groceries

 

12 years old and up

Clean entire bathroom

Clean kitchen alone

Vacuum entire house

Do grocery shopping

Sew and mend

Repair jobs

Clean range

Help with heavy spring cleaning

Paint

Straighten closets and drawers

Get groceries

13 Years and Up

Everything an adult can do, a teenager can do!

Let them at it!

Combining a Business and Parenting

Interview with parenting expert, Judy Arnall and Heather Boyd, business expert

Listen to Heather Boyd’s Interview

 

The Science of Attachment Parenting

family-457235__340

What is the scientific purpose of attachment parenting? In short, attachment parenting provides the child stress relief. Every child experiences stress and it impacts the body by triggering a stress response. Emotions such as fear, loneliness, sadness, frustration and unhappiness are present in children as young as babyhood. Children’s response to those emotions is usually crying in babies and “acting out”, crying or screaming in toddlers. Young children do not have the executive functioning to “self-sooth” or regulate their own stress response because of the immaturity of the brain’s pre-frontal cortex. They need external “scaffolding” help from an adult. When a caring adult responds to the situation promptly and with warmth, the stress is soothed and the calmness of the child resumes. Eventually, children grow to an age, usually in the teen years, where their self-regulation skills are developed enough so they can help themselves to “self-sooth,” and the scaffolding may be removed although comfort and parenting is nice to have all through childhood.

There are three kinds of stress; positive, tolerable and toxic. Positive stress is good and everyone needs some of this kind.Positive life challenges in the form or people, events or places, create positive stress. When the child faces the stress and overcomes it, often with caregiver support, (and as they get older, with peer support in addition to adult support); the child builds resilience to adversity and it creates a feeling of accomplishment for them. It encourages the child to meet even greater challenges as they grow because it builds their self-esteem and confidence. When a school child makes a class presentation, or a baby is left with a new loving, supportive caregiver, or a toddler faces new playmates at a new daycare, their accomplishment of managing the positive stress builds their resiliency.

Men On Scaffolding Working on a Brain

Tolerable stress is caused by negative events in a child’s life.  A parent’s divorce, an unwanted move, or the loss of a childhood friend are examples of tolerable stress because they are temporary, and supported by a caring, loving, warm attachment adult who can help steer the child through the stressful time.  The adult responds to the child with active listening, lots of hugs, immediate problem-solving and being available for continual help. Even when the child “acts out” their stress by exhibiting bad behaviour, a caring, warm response from an adult will help the child regulate his emotions, return to a calmer state and eventually resolve the problem.

Toxic stress is also caused by negative events although these events tend to be on-going and the one pervasive factor that moves tolerable stress into toxic stress is the lack of a supportive caregiver or attachment parent. On-going, unaddressed bullying at school, or a baby being left to cry it out most nights, or a toddler that is spanked every day for touching items, are examples of toxic stress. In the first example, the bullying is on-going and pervasive. In the last two examples, the adult caregiver no longer is the supportive, caring person, and instead, becomes the source of the toxic stress as in the spanking and leaving to “cry it out” example. When the child has no other adult support resources, they are left to manage the adverse experience on their own.

Of the 8 principles of attachment parenting, the principles of responding with sensitivity (and not anger), practicing respectful sleep habits (not leaving children to cry-it-out alone) and using positive discipline (non-punitive guidance) are the most important attachment parenting principles to ensure toxic stress does not occur.

Children do not need toxic stress. Ever. The full onslaught of toxic stress stimulates the production of cortisol and adrenaline, which in turn is good in short doses to motivate the body into flight, freeze or fight mode, but bad for the body when it is produced in large ongoing doses. The constant production of these hormones can damage developing brain architecture in children and may produce lifelong consequences later in life in the form of eventual physical and emotional health problems and propensity to addictions.

No one lives a stress-free life, but adults who practice attachment parenting principles can buffer the negative effects of toxic stress in order to turn the stress into tolerable stress and grow healthy, happy children. Loving, caring support is never spoiling a child. It is crucial for a child’s healthy emotional, physical and social development.

http://www.professionalparenting.ca

http://www.attachmentparenting.ca

http://www.judyarnall.com