Mother enjoying nature with her daughter and babyThere are few events in life that are as transformative as becoming a parent. So many aspects of your life—your identity, the dynamics with your partner, your sense of control (or lack thereof)—change in ways you can’t possibly imagine or emotionally prepare for. In these ways, having a second child is far less transformative. Nonetheless, there are aspects of having a second child that are novel and unpredictable, and the transition can be quite disruptive to the family system, particularly in terms of its impact on your firstborn.

Fortunately, despite the many disruptions and unknowns, there are some things you can predict about having a second child. Preparing your first child for the arrival of your baby, and yourself to handle issues as they arise after your baby comes home, can greatly help. If you can find ways to include your child in preparations for the baby, set aside time to spend with your child after the baby arrives, set firm limits with your child (particularly around aggressive behavior), and tolerate your feelings of guilt (and your child’s feelings of anger), you may help ease this transition and create an environment of safety and reassurance for your family.

How Can I Prepare My Child for the Arrival of a Sibling?

Unless you are face to face with one, “baby” is a pretty abstract concept, particularly for a child. Before the baby comes home, one of the few concrete manifestations of this concept is pregnancy (assuming the birth mother is part of the family). Children can have very different reactions to watching their mother’s belly grow. Some worry about the health of their mother; others feel alienated and uncomfortable with their mother’s changing body; others still may feel protective toward their mother.

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As a mother, reassuring your child that you are OK and explaining the growth of the fetus along the way is one way to help make the whole baby thing a bit less mysterious and scary. There are also several age-appropriate books that show the growth of the fetus and the journey to birth that you can read to your child.

If you are adopting or using a surrogate, you may not be able to follow the process of pregnancy in vivo. Nonetheless, there are several other ways for adoptive as well as all parents to make the arrival of a second child more concrete for firstborn children.

The more you can share with your child the concrete steps needed to prepare for the baby’s arrival—picking out a crib, buying diapers, etc.—the more real it may feel to your child, and the greater sense of ownership they may have (“It’s my baby, too!”). It’s also a good idea to discuss with your child what is going to happen when you go to the hospital (or, if adopting, go to pick up the baby), and any changes that may affect your child’s schedule (“Grandma is coming to help take care of the baby”). Children need routine and predictability. The fewer surprises and changes to their schedule during this time, the better.

This might also be a good time look at your child’s baby photos with your child, to remind your child they were a baby once, too, and to plant a seed for identification with the baby (“The baby is going to be like me”). You may also want to read your child some books on babies—what they do (eat, sleep, and cry, mostly) as well as books on being a big sibling. Using photos and books as a springboard, you may ask your child about any feelings your child is having about the arrival of the baby, both negative and positive. Given how abstract the birth is at this stage for your child, do not be surprised or disappointed if your child does not wish to discuss or cannot discuss their feelings yet.

What Can I Expect My Child to Feel After the Arrival of the Baby?

Imagine this: Your partner comes home one evening and announces that, as much as they love you, they have met someone new they also love, and this person will now be moving in with the two of you. For many children, the arrival of a younger sibling feels much the same, at least at the beginning. Children typically feel a bit stunned initially, and then start to feel some anger (along with other, positive feelings) toward the baby and/or you.

What Will I Be Feeling After the Baby Comes Home?

Well, imagine that now you are the one who brings home your new great love to live with your partner. How do you think you’d feel toward your partner? Guilt city! One of the hardest things about becoming a parent a second time around is the guilt. It can feel like you are destroying your child’s life, that you have done this horrible, cruel thing. When you have these feelings, it can be helpful to remember that while this transition may be rough on your child, ultimately it is gift you are giving your child (albeit one that may not pay off for a few years).

While there are things you can do to help your child with the transition and offer reassurance of your love, many children struggle with feelings of anger, hurt, confusion, etc., when a sibling is brought home. You may simply not be able to love away these feelings, which means in addition to having to tolerate a certain amount of guilt, you also have to tolerate a certain amount of hurt and anger on your child’s part. Accepting that your child might have a tough time for a while and reminding yourself (and your child) of your love for them may take the edge off this emotional burden.

How Can I Help My Child Through This Difficult Transition?

Feeling guilty can make it difficult to know what’s best for your child and yourself. Learning to tolerate your guilt and set reasonable expectations for yourself, and spending special time with your older child while continuing to set limits, may provide the foundation for your child feeling safe and secure and for you staying grounded.

Feeling guilty can make it difficult to know what’s best for your child and yourself. Learning to tolerate your guilt and set reasonable expectations for yourself, and spending special time with your older child while continuing to set limits, may provide the foundation for your child feeling safe and secure and for you staying grounded.

Although it may be difficult, especially at the beginning, spending baby-free time with your child can go a long way toward reassuring your child that your feelings have not changed and that you still value the intimacy of your relationship. Even if you can’t spend much time alone, set whatever time you do have aside as “special” time where you do something one-on-one, preferably on a regular, routine basis. This way, you and your child can anticipate your date in advance, which might help your child when they are feeling neglected.

If you have to leave your child to attend to the baby and your child seems upset, acknowledge these feelings (“I know it’s hard when I have to leave our game to go take care of the baby”). If your child is interested, you can include your child in helping out with the baby—diapering, bathing, etc. Feeling that they are part of taking care of the baby can be a very bonding experience for your child with the baby and give your child a sense of ownership and responsibility for the baby. There can also be a “well, if you can’t lick ’em, join ’em” quality to these activities.

You may find that there are certain times of the day when your older child becomes more jealous or angry, times such as bath time or bedtime, when your child is used to having all the attention focused on them. Consider alternating care with your partner or caregiver so that you can spend some time with your older child.

Breastfeeding obviously makes this more difficult. Even if you can’t change your behavior at these difficult times, you might give your child a heads-up beforehand (“Hey, I have to feed the baby in a few minutes, and I know that’s a hard time for you”) and, if the child is old enough, ask if they have any ideas about how to make it easier.

How Do I Handle Negative Behavior in My Child?

Children have different ways of handling their negative feelings regarding the arrival of a younger sibling. Some children seem totally happy, but might start regressing in some aspects of their development, such as toilet training, becoming more dependent, showing signs of separation anxiety, etc. Some children may be very sweet with the baby but get very angry with the parents. And, of course, some children may act aggressively toward the baby.

Regression

Regression during this phase is normal. Many children do not feel ready to give up their status as baby or young child. Others see how much attention their baby sibling is getting and want some of that. To a large extent, regression is a call for attention. As such, if you are able to tolerate the regression without focusing too much on it, and give your child positive attention where possible, this behavior generally passes relatively quickly. If your child wants to pretend to be a baby and crawl around and cuddle in your lap from time to time, why not? To some extent, all of our children, no matter how old, are still our babies, and need this reassurance from time to time. Telling our children that they have to be “big kids” now may very well feel like a withdrawal of love or attention.

This is not to say you should allow your 4-year-old to go back to wearing diapers. However, when saying no to your child, you might want to offer an alternative activity, such as being rocked in your lap, etc., that allows your child to regress and feel loved in that special, nurturing way.

Anger at Parents

Some children start to express aggression toward their parents when a sibling arrives, such as hitting, temper tantruming, or acting out in other ways. The tricky part here is that because parents often feel responsible for or guilty about their child’s anger, they find it hard to set limits.

While it is important to be empathic with your child during this time and make some allowances for how difficult this period might be for them, setting firm limits when your child is acting out or being aggressive is still very important, as much for the child as for you. No child wants to feel like a monster or feel out of control.

Anger at the Baby

If there is one activity that sweeps away our guilt over having a second child and gets us in touch with our anger, it is witnessing our child acting aggressively toward our baby. Evolution has hardwired us to protect our baby, and those instincts need to be heeded. We must protect the baby from harm, first and foremost. This means making it clear to our child that aggressive acts—hitting, pushing, shaking, etc.—will not be tolerated.

When children are acting aggressively toward baby siblings, their intention generally is not to harm the baby (though maybe getting the baby to cry would be fun). The issue is that children simply do not always know what is safe. Our job is to teach our children how to be safe around the baby and how to express their anger and resentment in other, more appropriate ways. Limits must be implemented firmly in the area of baby safety.

Feelings-wise, though, when children say they hate their baby siblings, our role is not to tell them they do not hate the baby or that it is not OK to hate the baby, but to acknowledge their feelings and help make the feelings less scary. If “hate” is not a word that you are comfortable with, you can always mirror back to your child, “You are really angry at the baby right now.” If your child says they want the baby dead, you can restate it as, “You really don’t want the baby here right now!” In this way, you are both validating your child’s negative feelings (all feelings are OK) and making those feelings less scary. Your child will learn that although there are moments when they do hate the baby or wish the baby was gone, these are just feelings, not actions, and they will pass and change over time. It is rare for siblings to love each other without hating each other at times, or at least having some negative feelings.

Reading books to your child is another great way to help children express their negative feelings about a younger sibling. When my second child was born, my older child, then 3 years old, could not get enough of Julius, the Baby of the World by Kevin Henkes (1995)—a book about, well, a child who hates her baby sibling … at least at first.

In Julius, the Baby of the World and, for the most part, in life, siblings do come, over time, to love each other (and sometimes even like each other), and your gift of a younger sibling to your older child will become just that, a gift. In the meantime, if you can hold tight and tolerate your and your child’s tough feelings, spend alone time with your child, and maintain firm limits, you will be well on your way!

Unhappy Mother Dressed For Work Holding Baby In BedroomMany years ago, before I had children, I worked with a parent who confided that she would sometimes get so frustrated with her baby that she fantasized about throwing him out the window. I was horrified to hear this, and thought there was something really troubled about this parent—that is, until I had my own (colicky) baby and began to have similar fantasies.

Just to be clear, neither this parent nor I was going to hurt anyone. There is a world of difference between fantasizing and acting. But our feelings of frustration and hate were very real and powerful. And we are not alone. Having had the pleasure of both participating in and leading several parenting support groups over the years, I can tell you that many parents have feelings of hate or other strongly negative feelings toward their kids at one time or another.

So, if hating our children is so ubiquitous, why isn’t it more openly acknowledged?

We have all heard (ad nauseam) about the positive feelings we are supposed to cultivate in ourselves and express toward our children, feelings such as patience, acceptance, unconditional love, pride, etc. Rarely, though, do we hear about the validity of feeling hate or other strongly negative feelings toward our children.

Fortunately, this has shifted somewhat in the past decade or so. The proliferation of parent support groups where the expression of negative feelings is accepted and supported, and the publication of books such as the satirical parenting guides Sh*tty Mom: The Parenting Guide for the Rest of Us by Laurie Kilmartin, et al., Toddlers Are A**holes: It’s not Your Fault by Bunmi Laditan, and the faux children’s book Go the F**k to Sleep by Adam Mansbach and Ricardo Cortes, have helped normalize parents’ negative feelings. Despite these advances, however, a culture of secrecy and shame around hating our kids persists.

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In order to understand why this is, it might be helpful to first look at the question of why we hate our kids.

To some extent, it’s just common sense: spending hours upon hours, days upon days, years upon years taking care of someone who is dependent on you, but often demanding and resentful of you, naturally breeds some negative feelings.

For a more in-depth look at parental hate, Donald Winnicott (a psychoanalyst and coiner of the phrase “the good enough mother”) explained it best when he gave the following reasons (among others) as to why a mother might hate her baby (1975; p. 201).

And yet, Winnicott goes on, for all the hate the mother may feel toward her baby, she must learn to tolerate this feeling without acting on it or expressing it in its raw, rageful form (p. 202). In short, mothers—and I would add fathers, too—must contain their feelings of rage. Perhaps it is this need for containment and the challenges this task poses that explains why parental hate is still somewhat taboo.

But what does it even mean to contain one’s negative feelings toward one’s child? And why is it so important?

I would argue that containment is achieved when parents are able to accept and integrate into their emotional landscape, at least to some extent, their negative feelings toward their children. Generally, when we fail to accept our negative feelings toward our children, we act in one of two ways: we become rageful or we withdraw emotionally, either of which can be problematic.

When we rage at our children, we give them the message that we are not in control of our negative feelings, that negative feelings are scary and bad, and that any such feelings they have should be expressed in a similar way, or hidden away because they are too scary.

Alternatively, when we cut ourselves off from our negative feelings or hide them away such that we don’t have access to and don’t express them to our children, our children get the message that negative feelings are unacceptable and wrong and that when they feel and/or express negative feelings, they are bad for doing so. Having negative feelings becomes a scary, lonely, and powerless experience.

So, if we aren’t supposed to act on or hide our hateful feelings toward our kids, what the heck do we do with them?

As I suggested above, the first step is to accept them, to not feel ashamed of them, to understand that they are valid. In this way, we come to integrate these feelings into the rest of who we are and what we feel. In practice, this might mean sharing our feelings with other parents, complaining about or talking trash about our kids to others, or maybe speaking with a counselor or therapist—release! Often, this is enough for us to feel sane and in control and to contain our negative feelings in a way our child needs.

Sometimes, though, it is not enough for us to calmly hold our negative feelings without expressing them. Sometimes our children need to feel our hate or negative feelings toward them—not necessarily in their raw form, but in a controlled way.

Why is this? Why do our children ever need to experience our hate toward them?

How Psychoanalysis Can Inform Parenting

Once again, I believe Winnicott explained it best when he stated (1975): “It seems doubtful whether a human child as he develops is capable of tolerating the full extent of his own hate in a sentimental environment. He needs hate to hate.” (p. 202)

Hyman Spotnitz, founder of modern psychoanalysis, a branch of psychoanalysis, elaborated on Winnicott’s thesis when he wrote about the relationship between the therapist and the person in therapy. In psychoanalysis, it is believed that the relationship between the person in therapy and the therapist inherently evokes feelings from the former’s past (and sometimes the therapist’s, too), particularly with regards to the relationship to his or her parents. When evoked in the context of the psychoanalytic relationship, certain powerful feelings can arise in the person toward the therapist and the therapist towards the person in therapy, including feelings of hate.

Although he cautioned against expressing all of one’s feelings toward the people one works with in therapy, Spotnitz warned against the therapist always hiding his negative feelings (2004). He wrote, “To allot too little hate to a patient who needs to learn to experience and sustain it comfortably is unjust. To give him too little feeling because the analyst has too much of it is a technical error. The patient is entitled to whatever feeling—positive or negative—he needs …” (p. 159)

Spotnitz further writes (2004) that the therapist needs to express his hatred in order to help the person in therapy experience and sustain his or her own negative feelings. In this way, the therapist helps the person feel less alone with his or her hate, feel that the therapist is more like him/her, with a more equitable balance of goodness and badness (that is, the person is not all bad for his or her negative feelings, and the therapist not all good for not expressing his/hers).

Spotnitz also suggests (2004) that the sharing of the therapist’s hate can reassure the person in therapy of his or her impact on the therapist, giving the person a sense of control and power. Furthermore, when the therapist expresses negative feelings to the person, the person can see that the therapist’s verbal expression does not necessarily lead to action, the therapist thereby modeling for the person the importance of putting feelings into words rather than acting out.

While I do not advocate being therapists to our children (in fact, I strongly caution against it), I would argue that many of the beliefs of psychoanalysis more generally, and modern psychoanalysis specifically, very much apply to parenting. We need to try to accept and integrate our feelings of hate and other negative feelings toward our children so that we can contain them and, when appropriate, choose to express them to our children in a controlled fashion. In this way, our children can see that we have powerful, negative feelings, too, and that they are not alone with their scary, hateful feelings and are not bad for having them. We let our children know that despite how powerless they feel at times, they do have some power in being able to affect us and stir up powerful feelings in us. We help our children accept and integrate their own hate, so that it becomes one of many feelings they can experience and express, not one that is split off and acted out because of fear or shame.

In short, sometimes our hate can be helpful to our kids.

So, what does “helpful hate” look like in practice?

How Hate Can Be Helpful

To illustrate, I recount a situation with a parent, whom I shall call Angela, who was a member of one of my parenting groups.

Angela was a parent of two—a 6-year-old girl, whom I will call Josephine, and a 3-year-old boy whom I will call Sam. Josephine had been a very easy baby and toddler; she had a calm temperament and was well-behaved. Angela felt confident and competent in her parenting of Josephine.

It was therefore a bit of a surprise and disappointment to Angela when Sam was born and turned out to be a very difficult baby and toddler. Much more physically developed than verbal, Sam would get frustrated when he didn’t get his way and couldn’t express himself, and would often hit Angela, quite hard, to express his frustration. Angela would become enraged and scream at Sam when he hit her. Sam, in turn, became very scared and would start sobbing inconsolably, at which point Angela would feel so guilty that she would apologize profusely and try to comfort Sam, to no avail. Unfortunately, this became a cycle, with Angela and Sam clearly both very upset about what was happening between them, but with the hitting and screaming continuing.

As parents, when we learn how to do these things, we become more comfortable with who we are and what we feel, and can therefore be more in control and more deliberate in our parenting choices. And all this helps us be the best parents we can be, no matter what we are feeling toward our children.

When Angela spoke in the parenting group about this dynamic, she expressed deep shame about her rage and her screaming and the cycle in which she and Sam were engaged. She so desperately wanted to be in control and to figure out a way to break the cycle.

After several weeks of discussing her predicament, one of the other members of the group blurted out, “Sam’s a terror! Of course you want to scream at him! It’s a miracle you don’t hit him back!” Angela looked stunned, but then burst out laughing, as did the rest of the group.

It seemed that something had been liberated in Angela. She had finally been given permission to accept her strongly negative feelings toward Sam. Little by little, Angela was able to discuss and accept her more negative feelings—her disappointment that Sam wasn’t easier like his sister, her anger at Sam for leading her to feel like an inadequate parent, and much more.

Over time, these feelings stopped being so scary and shameful to Angela. As Angela became more accepting of her negative feelings, her rage began to dissipate, and when Sam hit her, she often felt “simply” angry rather than enraged. Angela began to feel more in control of her feelings and more able to focus on what to do with Sam in a less reactive, guilty way.

Over time, Angela’s yelling at Sam began to decrease. Rather, when Sam hit her, Angela would firmly and somewhat angrily tell Sam to stop, that she knew he was mad but that hitting was not OK, that if he was mad, he could yell “No!” or “I’m mad!” She would then send Sam to his room for a time-out.

It seemed to have the desired effect. Over time, Sam’s hitting greatly decreased and his use of the words “no!” and “mad!” greatly increased. It would seem that, for both Sam and Angela, negative feelings had become more acceptable, more integrated parts of who they were and how they interacted with each other.

Although it is impossible to know what Sam’s subjective experience of all this was or even to be sure what aspect of Angela’s approach was effective, I would speculate that because of the changes in Angela’s feelings and actions, she was able to accomplish at least some of the following:

Of course, there are times when this type of approach doesn’t work for a variety of reasons. Hey, nothing works all the time in parenting. We are human; we lose control; our kids lose control. And certainly, many parents are perfectly capable of handling their hatred and other negative feelings without the help of psychoanalysis.

Nonetheless, what I think is unique about psychoanalysis and what it can contribute to parenting is its ability to help people learn about and accept all their feelings, both positive and negative, and to show people what to do with their feelings (contain, express, etc.), particularly the more difficult ones such as hate.

As parents, when we learn how to do these things, we become more comfortable with who we are and what we feel, and can therefore be more in control and more deliberate in our parenting choices. And all this helps us be the best parents we can be, no matter what we are feeling toward our children.

References:

  1. Kilmartin, L., Moline, K., Ybarbo, A., & Zoellner, Mary Ann. (2012). Sh*tty Mom: The Parenting Guide for the Rest of Us. Harry Abrams.
  2. Latidan, B. (2015). Toddlers Are A**holes: It’s not Your Fault. Workman Publishing Company.
  3. Mansbach, A., & Cortes, R. (2011). Go the F**k to Sleep. Akashic Books.
  4. Spotnitz, H. (2004). Modern Psychoanalysis of the Schizophrenic Patient. YBK Publishers.
  5. Winnicott, D.W. (1975). Hate in the Countertransference. Through Pediatrics to Psychoanalysis, pp. 194-203. New York: Basic Books.

Family in the maternity hospital with newbornA happy event though it is, integrating a new baby into the family is a huge transition. It’s a huge transition for Mom and Dad, of course, but it’s also a huge transition for older children in the family.

The dynamic of the whole family changes when a new baby arrives. The arrival of a new baby can be one of the most traumatic events in a child’s life. It is a significant transition that must be handled with compassion and empathy, lest you risk harming his or her self-worth and sense of security. The integration of a new baby into the family can create an emotional crisis for children. Therefore, children need the assurance of their parents’ love more than ever.

It is completely normal for children to experience jealousy once a new baby arrives, even if the children are excited about having a new baby in the house. The reality is that children will have to adjust to the shift in the amount of attention they receive from their parents. Children may experience this shift as a loss that they grieve. How children adjust to a new baby depends on their temperament and the ease of the transition of integrating the new baby into the family. The goal for parents is to help children manage their jealousy so that, sooner rather than later, love for the new baby can take over.

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The integration of a new baby tends to be most difficult for children 18 months to three years. Children younger than that aren’t as aware, and children older than that typically have other things distracting them. When the time comes for the baby to arrive, parents need to ensure that children do not feel abandoned. Having Mommy go away to the hospital can be traumatic if the children are on the younger side and don’t understand why she left, which may make it more difficult to accept the new addition to the family once the baby is brought home.

It is best to start preparing children for the new arrival before the baby even arrives. The goal is to help children feel connected to the baby and to become enthusiastic about its arrival.

Strategies for Helping Children Embrace a New Sibling

The following are some strategies parents can use to help children adjust to a new sibling:

Patiently allowing the time needed for children to adjust to the arrival of a new baby, and providing love and emotional support of their feelings, will help children to recognize that their feelings are accepted and understood. As a result, children may be more likely to accept the arrival of a new sibling and view it as a joyful event.

mother with arm around daughterWhy is it that, in today’s society, parents have so much difficulty getting their kids to transition into adulthood? How is it that many parents find that their kids are seemingly incapable of becoming independent adults?

The simplest answer seems to be that our views and values on family life have changed. I believe much of this has to do with the way family life is depicted in the media: we do so much for our kids that it prevents them from doing for themselves and, as a result, prevents them from learning how to be independent. Many parents find themselves frustrated about the fact they have adult children still living at home, with a burgeoning sense of entitlement, because they supposedly can’t make it on their own.

If we go back 40 years or so, we see a time when kids typically learned the natural and logical consequences of the choices they made. If they did not do their homework, their grades reflected that. Kids performed chores without the expectation of an allowance. Kids were uncomfortable enough with their parents’ rules that they often looked forward to moving out once they were old enough so they could make their own rules and choices. Childhood and adolescence was a training ground to provide the opportunity for kids to learn the skills they needed to one day function as independent adults.

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Fast forward to the present. Technology has exploded. So has the experience of and demand for instant gratification. There is less reason and opportunity for kids to experience the discomfort that often comes with the necessity to problem-solve or use their imaginations. And as parents, we have evolved to the point where many of us don’t want to see our kids be uncomfortable at all. It seems that every parent’s goal is to see his or her kids “happy.” While that’s not unreasonable as an ultimate hope, we have taken the idea of removing discomfort from our kids’ lives to the extreme.

As parents, we have evolved to the point where many of us don’t want to see our kids be uncomfortable at all.

We have confused the ideas of caring for our kids and caretaking. Caretaking is anything we do for our kids that they can do for themselves. Caretaking stunts our children’s growth because they are deprived of the chance to learn the skills needed to entertain themselves, solve problems, resolve conflict with peers, and to take responsibility for themselves and be accountable. Life skills that should be learned in childhood and adolescence are often postponed until kids are in their twenties and thirties, and sometimes, learning the life skills needed to function as independent adults are delayed indefinitely.

While caretaking typically comes from a spirit of caring, love, and the desire to see our kids to be happy and healthy, it can become unhealthy and a cycle can develop that looks a lot like this: kids find themselves dealing with stress and/or struggling, so they immediately go to their parents. Problem solved. Except not—not really. As the cycle continues, kids learn to look outside themselves for ways to cope. Over time, the cycle carries into adulthood.

So how can we break this cycle? The solution is to help kids foster internal coping skills, develop confidence, self-esteem, and self-efficacy, and allow them to experience discomfort in order to learn that they have the survival skills they need and can be successful at facing challenges and obstacles.

Some Dos and Don’ts for Helping Kids Transition into Adulthood

All of this is not to say parents should give up; it is to say, rather, that parents need to allow kids to have control over their lives as they enter adulthood. While parents need to avoid always rescuing kids when they mess up, kids launching into adulthood need to know that their parents have their back. Be sure to show plenty of compassion and empathy, while at the same time holding kids transitioning into adulthood accountable.

Father and son sitting on a park bench
Father and son sitting on a park bench

As parents, we frequently focus on learning how best to “discipline” our children. Yet I find the greatest challenge in learning how to be, as a parent, disciplined.

Parents must become savvy in the implementation of effective disciplinary strategies that are clear, reasonable, and enforceable, but—more importantly—parents first must test their own discipline as people. Disciplined parenting calls for heightened self-awareness.

Much of the research on parenting styles has studied the ways in which parents are responsive as well as demanding. Responsiveness is about understanding and meeting needs, while demanding-ness is about establishing and enforcing expectations. Skillful parenting in these ways undergirds two fundamental, equally necessary forces in human development: attachment and autonomy.

To the extent we are securely attached, we experience trust and emotional connection which are critical to enhancing our capacity for relating well to others. To the extent we are responsibly autonomous, we are able to self-soothe and engage in independent tasks which are critical to living well in society.

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Parenting challenges such as attention-seeking behaviors and power struggles are nearly always expressions of underlying and unresolved needs functioning toward a child’s development. As parents, we must recognize in facing such behavior that we stand at a crossroads—externally control our children’s behavior or positively influence their intrinsic development?

The American theologian Reinhold Niebuhr became famous for a prayer he often repeated in one form or another: “Lord, grant me the courage to change the things that I can, peace to accept what I cannot, and the wisdom to know the difference.” In the context of parenting, at least, change is about control.

We must learn there are limits to the effectiveness of external control in cultivating the development of our children’s character and resiliency, yet we can provide a great amount of powerful influence.

When kids misbehave, wise parents respond in ways that guide the development of the person hidden underneath the monstrous mood and the impulsive behavior. In other words, we can change the way we respond to our children’s behavior in positive ways that demonstrate greater insight, courage, and skill.

We must understand, for instance, that we cannot purely control our children’s disobedient behavior, refusal to do chores, sneakiness, shyness, moodiness, tantrums, demands, overreactions, unresponsiveness to affections or praise, or unwillingness to participate or connect.

What we can control, however, are the ways in which we establish rules and set limits, link privileges to responsibility, allow space and privacy, show interest and inquire into their lives, provide regular choices, use a calm yet firm voice, give our affections and praise, and plan and spend quality time together.

When kids misbehave, wise parents respond in ways that guide the development of the person hidden underneath the monstrous mood and the impulsive behavior. In other words, we can change the way we respond to our children’s behavior in positive ways that demonstrate greater insight, courage, and skill.

The Couch Potato

Some parents are disengaged from their children’s lives and tend to be emotionally detached, practically uninvolved, and negligent in establishing expectations and guidance. I call these parents “couch potatoes.” They are characterized by unresponsiveness to needs, few demands, and little communication.

There are several ways to traumatize with neglect. Provide food and shelter, if that, but little else. Remain emotionally distant. Be selfish and uncaring. Do not enforce any standards of any kind. Uninvolved parenting practically ensures that a child will fear and sabotage close relationships, experience heightened anxiety, and have significant deficiencies in his or her capacity for empathy and even ethical decision-making.

The Dictator

Some parents are highly demanding of their children but not responsive to their emotional needs. I call them “dictatorial” parents. These parents are generally characterized as more rigid, harsh, and demanding and tend to engage in provocative and punitive forms of discipline.

There are several ways we can make children behave—force, fear, and punishment. Dictatorial tactics serve to overpower a child. These methods may result in the restoration of order and compliance, yet far from nurturing unmet developmental needs, they simply make a child angry, resentful, fearful, and dependent upon force.

The Peer

Some parents are highly responsive to their children’s perceived emotional needs but not very demanding. They are overly responsive to a child’s wants and seldom establish or enforce consistent rules or limits. I call them “peer” parents. Others may characterize them as soft or pathetic in their approach to discipline.

There are several ways we can get children off our backs—whine, appease, avoid. Permissive parents are warm and nurturing with their children, yet may fail to engage in effective guidance. By overvaluing friendliness and undervaluing other aspects and principles, parents may inadvertently reward or reinforce immature or deviant behavior.

The Disciplined Parent

Parents who are highly attuned and responsive to their children’s needs and are also highly demanding of them in guiding them toward maturity and independence are, by necessity, disciplined in their parenting. Disciplined parents are firm but not rigid; they are willing to make an exception when the situation warrants.

Disciplined parenting engages in responsive and restorative discipline that focuses on instilling key values and skills, including self-soothing, delaying gratification, constructive communication, fairness, and citizenship. Disciplined parenting serves to empower a child, focusing on responding to developmental needs (the responsive aspect) and teaching how to make things right after they’ve gone wrong (the restorative aspect).

How would you describe your own approach to parenting and discipline?

GoodTherapy | How Much Freedom Should Parents Allow Teens to Have?Sometimes, though, being too protective and/or rigid can backfire and the teen will rebel. The key is to create a balance between dependence and independence as the adolescent slowly transitions to adulthood, typically between the ages of 10 and 25.

While many parents underestimate their teen’s readiness for certain privileges and freedoms, most teens overestimate their readiness to take on certain privileges and responsibilities. I typically tell teens that “freedom equals responsibility,” meaning that one needs to demonstrate responsible behavior before expecting to have certain freedoms. For example, if I am to have the freedom of driving a car, I need to demonstrate that I am responsible enough to follow traffic laws, have my driver’s license, car insurance, etc.

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Parents and teens often experience a push/pull in their relationships when deciding what freedoms are appropriate for the teens to have, which can create a lot of stress within the family system. The fact a teen is motivated to push for more freedom and independence and the parent’s task is to guide and protect the teen means there is often discord. This is a normal part of the process of transitioning from adolescence to adulthood. The transition is a period of regular readjustment and can intensify conflict between parents and teens.

Parents are responsible for instilling values in their children about what is right and what is wrong. Given that teens often feel a sense of entitlement to make their own decisions about issues that impact their lives, it is important for parents to have clarity about the contexts in which they will exercise their authority and in which contexts they will allow more freedom. While teens undoubtedly will make mistakes, parents need to trust them to make some of their own decisions and to learn from their missteps.

There is no way for parents to know for certain if their teen is going to make the wrong choices. The chances of a teen making the right choice are increased when parents believe in the teen’s ability to do so. That said, trust must be earned—and in order to earn trust, teens must act responsibly. In order for teens to grow up, they need to have the opportunity to experience the freedom of making their own decisions (age appropriate) and the opportunity to learn from mistakes. When parents place a certain level of trust in their teen, the teen will be more likely to respect the parents as well as their rules.

mother hugging her daughterAs parents, we hear the word “resilience” all the time these days: “Children are resilient.” “We must help our children be resilient.” Most of us have a vague sense of what resilience means and why it is important, but few really have a handle on what, exactly, we are supposed to do to help our children be resilient. In this article, I will give you some tools for doing just that, but first the basics.

What Is Resilience?

Merriam-Webster defines resilience as “the ability to become strong, healthy, or successful again after something bad happens.” According to Google, resilience is “the capacity to recover quickly from difficulties; toughness.”

Underlying both of these definitions is an assumption that (1) bad stuff inevitably happens in life and (2) we all have the capacity to handle it. In some ways, this seems pretty obvious. However, as parents we tend to worry about our children’s ability to handle the bad stuff and want to protect our children from it. To some extent, especially when our children are very young, this makes absolute sense. The problem is that we won’t be in our children’s lives forever and, even while we are, we simply can’t protect them from all the slings and arrows that life sends their way.

Given these cold, hard facts, our job as parents is to help our children learn to cope with our difficult, imperfect world so that, eventually, they can take care of themselves—emotionally, physically, financially, etc.—if not completely on their own (no one can, nor should, handle life completely on their own), then at least somewhat on their own.

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Now that we’ve established what resilience is and why it is important, let’s look at how we can foster resilience in our children. I believe there are five basic steps to helping build resilience in our children: empathizing, making meaning, problem solving, tolerating uncertainty, and modeling resilience.

1. Empathizing

When your child is struggling, or when something negative has happened to him or her, the first thing the child needs to know is that you understand his or her feelings. Rather than, “Oh, my god, that’s terrible! What are we going to do?” it is more helpful to say something like, “That sounds really painful/difficult/scary.” Even if your child did something wrong or made a mistake, he or she needs your empathy, at least at first. To say you empathize with your child does not necessarily mean you condone his or her behavior, but before you discuss the behavior, it can really help if you say something like, “It feels horrible to hurt a friend’s feelings,” or, “You seem furious at Jane.” In validating your child’s feelings, you are letting him or her know that you accept and can handle his/her feelings, that the feelings are not too upsetting, scary, or infuriating for you. Your child will eventually internalize this message—whatever I feel has validity—which will help build self-esteem and emotional resilience.

2. Meaning Making

If/when your child is able to discuss the situation further, going over what happened and helping your child make sense of it will help him or her feel less frightened, upset, and/or overwhelmed. Making meaning of what happened and why also gives your child a better understanding of the world and some sense of control. Sometimes how we do this is pretty straightforward, such as, “It sounds like it was slippery and you were running too fast and that’s why you fell,” or, “Do you think maybe you didn’t study enough for the test and that’s why you did badly?” Other times, it may require a more subtle approach, such as, “I wonder why Sam was so mad at you?” How you help your child make meaning will obviously depend on the situation and the age of your child. In general, though, the more questions you ask and the fewer answers or opinions you give, the better. When children feel that they are in charge of making sense of their world, the more in control and confident they feel, which only adds to their resilience.

3. Problem Solving

One of the “benefits” of difficult situations is that they give us an opportunity to learn from our mistakes or, even if we didn’t make a mistake, learn what we might do differently in the future. This is no easy task. One of our jobs as parents, therefore, is to teach our children how to learn from their mistakes and to handle the difficult situations they may encounter. Sometimes this involves little more than conveying information, such as, “Ice is slippery. If you run on an icy sidewalk, you will probably fall.” More often than not, however, what our children need to learn is the process by which a good decision gets made or a thorny problem solved. Some basic techniques that you can use to teach your child how to problem solve are brainstorming, role playing, and speculating.

For example, let’s say your daughter complains that her friend was very mean to her, and let’s say that after you have empathized with your daughter and helped her make sense of what happened, she asks you to help her figure out what to do. Although it will probably be tempting to give advice or state your opinion—”If she’s going to treat you like that, there’s no point in you being friends with her!”—your daughter is going to benefit a lot more if you help her problem-solve the situation. One way to do this is to brainstorm her options with her—stop spending time with her friend, be more guarded with her friend, confront her friend in person, call her, etc. After you and your daughter have come up with a few ideas, you might role play the ideas to see how they feel and how they turn out (some kids find role plays very helpful) or have a discussion around what each option might feel like: “What would it feel like if you said/did this?” “What do you think her response would be if you did that?”

4. Tolerating Uncertainty

Sometimes things happen that are completely out of your child’s control and that no amount of problem solving will fix. Illness, death, and natural disasters are but a few examples. In these instances, empathizing (“It is scary not knowing what’s going to happen”) and making meaning (“Sometimes things happen that we can’t control”) with your child are important in terms of helping your child feel less scared and alone. Also, by sticking with your child’s feelings, whatever they may be, and sticking with the truth about life’s uncertainty, you give your child the message that, as scary and uncertain as life can be, you are confident that he or she can tolerate not knowing sometimes.

Of course, whenever possible, it is helpful to reassure your child that (certain) bad things happen very rarely or that it is unlikely that they will happen to him or her—”Aunt Mary has an illness that only adults get”—or that there is hope even amidst the uncertainty: “The doctors are doing everything they can to help her get better.” Obviously, the more your child can feel safe and hopeful, the better.

5. Modeling Resilience

One of the hardest parts about helping our children develop resilience is that we don’t always feel so resilient ourselves. Developing an awareness of our own feelings around difficulty, failure, loss, and uncertainty is therefore very important. You might want to ask yourself: when I struggle with something or make a mistake, how do I feel about myself? How well am I able to work through or problem-solve a tough situation? How well do I tolerate uncertainty and loss? How confident am I in my ability to handle life’s misfortunes? If you are able to feel somewhat confident about at least some of the areas above (hey, no one ever feels completely self-accepting or anxiety-free), then you are modeling resilience for your child in a very powerful way.

Fortunately, even if we don’t feel so resilient all the time, having an awareness of our own vulnerabilities and insecurities can help us deal with our child’s. For example, in the situation where the friend is mean to your daughter, you may find yourself feeling very anxious: “Oh, my poor baby, this is going to be devastating to her!” “What if my daughter doesn’t know how to keep friends?” In these moments, it is helpful to stop and ask yourself, “Why am I feeling so worried? Who is my anxiety really about—me or her?” Much of the time, our own insecurities and past experiences color our perception of our children’s experience. To the degree to which we can, it really helps if we put aside our own experiences and self-doubts and focus on our child’s feelings and experience.

Temperament and Resilience

Although all children have the capacity for resilience, it seems that some children struggle more than others with life’s stressors. For example, there are children who are especially hard on themselves, children who are particularly sensitive to changes in their environment, children for whom uncertainty is extremely anxiety-producing, etc. However, although they may struggle more than other children in some areas, in the process of struggling, these children often develop greater self-awareness (about their needs, their limitations, their strengths, etc.) and an even larger toolbox of problem-solving skills, all of which greatly serves them as they go through life.

All children have the capacity for resilience. Our job as parents is “simply” to nurture this innate capacity. Following the above steps of empathizing, making meaning, problem solving, tolerating uncertainty, and modeling resilience, you can achieve just this. Even if you miss a step or two, if you are able more often than not to convey an attitude of acceptance (that life can be difficult and uncertain) and confidence (that he or she can handle life’s difficulties and uncertainties) to your child, you will be going a long way toward helping your child build resilience and succeed in life.

GoodTherapy | 7 Principles for Responsive ParentingI have 5-year-old twin daughters. For the sake of privacy, I’ll call them Mary and Martha. Mary is sensitive, nurturing, deeply compassionate, and easily distracted. Martha is industrious and won’t stop until the job is done. She is brave and matter-of-fact. I love my girls to the moon. And they often drive me nuts.

They are both very bold with their Daddy when he is impatient and impertinent. Mary delivers an emotional appeal—“Daddy, you hurt my feelings”—with wobbly intonation. Martha pronounces a directive—“Daddy, you should not talk rough to me!”—with assertive decree.

In moments of irritability, I react impulsively and act at the whim of my own anxiety. I still have a long way to grow. As parents, we must remember that the most effective discipline is disciplined parenting.

The Harvard Family Research Project defines responsive parenting as “the use of warm and accepting behaviors to respond to children’s needs and signals” (2012). Becoming increasingly responsive as a parent requires not only an incredible dose of humility but a fullness of perspective.

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Responsive parenting requires attunement to your unique child. Yet here I propose seven general principles which I believe are consistently applicable to children of any age or temperament.

1. Show Love, Without Condition

First things first—make sure, without a shadow of a doubt, that your children know that you love them unconditionally, that no matter what they do or how circumstances change, you love them. Providing unconditional love is a prerequisite to the success of rules, expectations, and all the rest.

I am grateful to Dr. Gary Chapman for the simple profundity of his “five love languages.” There are five basic ways we give and receive affection: time, touch, words, acts, and gifts; we are each wired more or less in ways that affect which of these modes of affection mean the most to us.

I find there is always fantastic nuance in the linguistics of love. My daughter Mary feels highly connected to me when I give her nurturing massage. Martha feels highly connected to me when I block her karate chop, swipe her legs out from under her, and tackle her to the ground.

When we show love in our child’s unique language, we maximize the impact of our affections and fortify a secure base. Be a scientist, and experiment to learn what fills your child’s bucket. Then multiply to infinity.

2. Order Up Expectations, Sans the Egotism

Share your convictions firmly but without unnecessary rigidity. Remain open-minded, and share your thought process, even aspects of your own ambivalence. Your children will come to respect your authenticity and gain in cognitive and emotional depth. When you do choose to pick a battle, the credibility you may have gained in the process of compromising on nonessentials may be leveraged against a non-negotiable.

3. More Carrot, Less Stick

Catch your children doing the right thing, and do not miss opportunities to affirm a child’s acts of love, joy, peace, patience, goodness, kindness, gentleness, faithfulness, and self-control. Cultivate virtue by feeding, watering, and lighting the growth of character and integrity.

Also, work hard to nurture your bond with them, and you may find yourself less on the proverbial parenting soap box and less engaged in punitive discipline.

Mary and Martha love when I read them stories. We’re currently halfway through The Horse and His Boy on a quest to finish all seven books of The Chronicles of Narnia this summer. They know that if they have any chance for an extra chapter or two tonight, most of their toys must be neatly stored by bedtime hour.

4. Feed Connection, Starve Reaction

Your children want to know and to be connected with you, to know that you know them and want to be connected with them. It’s easy to miss this simple yet weighty truth as we grind out the day-to-day. Pour out affirmation and interest, and slow down reaction to mistakes and misbehavior.

Confront your children about issues for which you find yourself curious or concerned. Have direct and open conversations. Prioritize relationship over reaction, connection over compliance.

Do not present yourself as aggressive or unmovable. Observe and respond to your children’s perceptions and perspective. Do not just listen to yourself think and talk. Listen to them. Then, if necessary, remain resolute in clarifying limits and reassert your love.

5. Be Playful, Ditch the Digital

Let’s face it: we live in the digital age. And, whatever its virtues, it has waned our capacity for responsive attunement to our children’s tireless energies and budding desires. It is undeniable that learning as well as bonding best occurs when there is a significant component of play and reciprocal interaction.

A few weeks ago, my daughters were restless for fun, so I turned a couple of couches on their side and engineered a magnificent tent with an assortment of rods, a ladder, blankets, pillows, and a string of lights. That tent stayed up for weeks and prompted our adventure into Narnia. They will remember this forever.

6. Foster Wonder, Deter Gloom

We must teach our children how to think and feel, connect and create, and incite their wonder. We must find the time to attempt real answers to their insatiable questions and pose our own in return. Let us fearlessly lead our children in conversations of beauty and purpose and death. Life itself is the essence of wonder.

We don’t teach our children how to play. Rather, an innate curiosity and creativity drives their wildly imaginative masquerades into make-believe. Such creativity is a catalyst for competency. It deters boredom and gloom and promotes resilience. Yet many of us inhibit our children’s play, to their detriment.

7. Reward Competence, Discourage Vanity

Your children want to be awesome, just like you. Teach them everything you can about the world so that they will gain insight, and teach them everything you can about how the world works so that they will gain skill. Insight and skill are precursors to self-worth. Baseless praise is not. Neither is praise of outer appearance.

For instance, that Mary and Martha are pretty girls is a distraction from Mary’s early promotion in swim class and Martha’s success in cooking up scrambled eggs all by herself. Praise of externals risks an infusion of vanity. When I praise what they have genuinely done well, I excite self-worth and stir courage for more.

Reference:
Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., and Solari, E. F. (2012, March 15). The effects of a responsive parenting intervention on parent–child interactions during shared book reading. Developmental Psychology. Advance online publication. doi: 10.1037/a0026400. Retrieved from http://www.hfrp.org/family-involvement/publications-resources/the-effects-of-a-responsive-parenting-intervention-on-parent-child-interactions-during-shared-book-reading

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