Stealing to Self-Soothe

Today, on the Facebook page:  Challenging Children, I published a question put to me by a parent who son has been in and out of residential placement for the past 6 plus years.  She was asking why her 17 year old son, Jake would take the family Wii and deny taking it.  (Note: no one saw him take it).  Stealing is an external manifestation of internal turmoil...Jake was in a state of stress presumably for several days prior.  He was not thinking when he "stole" the Wii; he was stressed to his very core (oftentimes, he has been sent away to placement when he has had an incident at school that was aggression toward a staff member and indeed he had been removed from an alternative school placement before the end of the school year.  And this was the first time it would have been heard by the court).  And we know, from brain research,  that when we are in a state of stress, short term memory is suppressed.  Stealing can become an addictive behavior because it produces a high that calms the system down.  Of course, it is an unacceptable means of regulating stress and causes more problems in the long run.  But remember, Jake was STRESSED and unable to think through his behavior.

How should his parents respond?  Obviously, they were in a state of stress believing that Jake had stolen from his own family, once again (this was a previous pattern) and they have worked so hard to be able to help him heal from past trauma.  And they feel they have come so far in being able to regulate themselves and be responsive to him.  And now he seems to just be resorting to old behaviors.
What will be most helpful to Jake is if his parents can sit down with him and let him know that at first they were very angry...and could feel in the pit of their stomachs or the tension in their neck the anger.  They have talked about it together and realize that they should have picked up on how much stress he was feeling about Court.  And they should have talked with him and let him know that it really was going to be okay because there was now a plan for next school year and they would let the judge know that they want him to stay at home.  They should tell him they love him and want to work very hard to help him and they want him to know that when he is feeling stressed, he can come to them and they will listen.  They will try very hard not to talk...not to tell him that he should see things such and such a way, but rather they will just listen.  And if he doesn't want to talk, but just wants to hang out...they will be there.  And let him know that they are sorry, they didn't get it and that he felt like he couldn't talk to them.  They realize that he sometimes acts without thinking to make himself feel better...

Tip of the Iceberg or What Do Consequences Have To Do With It?

Imagine an enormous iceberg, what you see on the surface is only a tiny percentage compared to what is underneath. To continue to focus on behavior is like chipping away at all of the ice that is visible. Just as you get one chunk of ice removed, more just bobs up from what is below the surface. We cannot reach the bottom by chipping away at the top. If we chip away at behavior by using consequences and control without addressing the emotions under the surface...all we're going to get is more negative behaviors bobbing up. And if we keep doing what we've always done, we will keep getting what we've always gotten.

Limits

"What do we do when our child who has had a history of separation and loss, perhaps neglect, perhaps abuse, cries and tantrums when she doesn't get her way? She tells me that I'm not her boss and I can't tell her what to do and I can't yell at her. She will kick me and scream at me whether we are at home or out at a store or a park or wherever." This question from a very well meaning parent screams to me...I feel guilty and I am so exhausted. This parent goes on to tell me that she will give in to her child so that the child will calm down and then says to me...I know I'm not suppose to consequent her because she will feel threatened, and I am only trying to control her. At this point I say to this mom, stop and breathe. Yes, your child has had awful things happen to her, some unimaginable to us...she feels like she has no control and is not safe. You as the parent, will not help this if you let her have her way. You can help her without taking away privileges, without giving her time out, without depriving her of anything. And you need to in order for her to ever get regulated, in order for her to ever feel safe. Let her know that no, she can't go outside, she can't have more candy, she can't watch another DVD...let her know the limits. And then accept her rage...don't feel guilty about all she's been through. Let her know that she will be able to go outside again, when it isn't raining or when you can keep an eye on her. Let her know there will be more candy another time. But...not now and it is okay for her to be disappointed, it is okay for her to express her disappointment. Hold her if she will let you...walk away if you need to...wrestle her playfully to the ground if she'll let you and tell her it is okay...she is okay.

To Medicate or Not to Medicate...

that is a question that many parents and professionals struggle with when working with children who have challenging behaviors, their families and, let's face it, the many systems they come in contact with. I realize that for many, it is not an easy question to answer. Unfortunately, mental health practitioners and even the courts (in cases where children are a part of the social services system), are almost backed into a corner to say yes, let's at least try medication. And the age of children who are put on medication is younger and younger. And this is probably particularly true for children who are in "the system". A young child, age 4 who is "all over the place" in preschool, has difficulty keeping her hands to herself and at times has been know to be aggressive with other children, will be put on medication to help her be "more manageable" for a foster parent and the preschool. A nine year old boy, also in "the system" was said by the evaluating psychologist: that his behavior can is now able to be managed thanks to several medications that appear to keep him in a drowsy state all day and thereby dull his behavioral and emotional responsiveness to the extent that he is not able to act out even if he wanted to...in time, however, the evaluator states "these medications will require adjustments in his pre-teen years or earlier"...and then "he may not be as pliable as he is now."

Unconditional Positive Regard

Unconditional positive regard, a phrase and philosophy of relationship termed by Carl Rogers, is the "basic acceptance and support of a person regardless of what the person says or does." On my facebook page, Challenging Children, today I mention a book entitled: "Mommy, I Wish I Could Tell You What They Did To Me In School Today". And it is subtitled: "Everyday Atrocities Faced by Special Needs Children". The book is about, the real life tales of physically handicapped, special needs students. My particular experiences with challenging children in schools have been with those who are determined to have an "emotional disability" or even a "behaivor disorder". Those of you who follow this blog know that I've written in the past about both unconditional positive regard and Special Education. I have not particularly dealt with the two together. Unconditional positive regard was written about primarily in relationship to parenting. Today, I want to talk about it in relationship to schools and teaching challenging children.

It is an everyday occurrence to hear teachers yelling at students in school, to hear security officers yelling at students, to hear principals yelling at students. For the student who is "well put together" and from fairly normal life circumstances, the response will be for that student to "shape up" and stop doing whatever she/he was doing to provoke the ire of the adults in the school setting. And most likely the teacher will also respond in the next moment when the student 'shapes up" in a calm manner. Rewind the scenario and yell at a student who comes from less than ideal circumstances...perhaps even a student labeled as "special" because of an emotionally handicapped label...and the student blares back at the teacher and perhaps even uses an expletive not deleted. The teacher reacts...note reacts and does not respond...there is more yelling back and forth, the student is marched to the office or perhaps the office is called and someone of more authority comes for the student...any of you who has spent time in school recently can describe, most likely, the "rest of the story".

Now, had the teacher responded to the errant behavior of the student rather than reacted, the story would not have ended with the student being taken to the office and further punitive measures no doubt taken. Had the teacher accepted and supported his student, rather than reacted from a place of stress (and yes, fear), that teacher would have used an intervention that was quite different. And that intervention could have been to go to the student, try to find out why the student was having difficulty with a school policy/rule whatever...the teacher would have done this by listening to the student and learning what was going on. And the "incident" would have had a much different ending.

Unconditional Love and Unacceptable Behavior

I was going to write on this today and when I went to the blog, saw that I had written on unconditional love in February...it must be a recurring theme in my work. Here is what Bryan Post had to say this morning: "Acceptance between parents and children is the unspoken agreement that within their relationship all is okay for now and forever. Acceptance does not imply that what you have done is okay but rather who you are. I accept you. There are things you may do or ways in which you behave that I disagree but underneath it all I accept you. You are my child. We will make it through. Once you accept, then you can truly love. Remember that unconditional love is love such that there is nothing that a child can do to earn it, nor is there anything a child can do to loose it."

How very powerful is this definition of unconditional love...there is nothing, nothing you, my child can do that will change my love for you. No matter how many mistakes you make, no matter how others look upon your behavior (whether that be your teachers, your grandparents, the neighbors and yes...even the authorities) I will love you and together we will get through whatever it is that is facing us. We say to our children what you are doing is not acceptable and I will help you to find another way of expressing yourself, another way of interacting, another way of communicating. Yes, I will teach you more acceptable ways...and I will do that in a loving, caring, accepting way.

Unconditional Love

I use the following quote from Heather Forbes as a jump off point for this blog entry: When you learn how to put unconditional love into action, you have the power to change any family situation. Parenting through power and authority over our children comes from fear and ultimately undermines a child's ability to trust and relate to both themselves and others. Conversely, parenting through unconditional love and relationship equips our children to develop their own internal sense of control and empowers them to enter the world with a strong sense of self, well-developed love for self, and an ability to relate to others through tolerance, patience, and understanding. It simply starts by asking the right question, "What is driving my child's behavior?"

Unconditional love and unconditional positive regard are not easy things to give to our children. We think it is because afterall they are our children and we "love" them in spite of what they do. But...do we really show them love or do we try to control them and change their unacceptable behaviors. I believe that most parents, teachers, caregiver try to change behaviors through exercising authority and control. And most of us do this because of our own fears and stress...the fear of what if , what if we don't nip this behavior in the bud by letting our child/children know that this is unacceptable behavior. And we do this through using our authority to threaten in one way or another so they will see the error of their ways...OR ELSE. Or else what??? Or else we really will show them who is boss and will remove something from them...their toys, their privileges, our attention...

2012

Welcome 2012!!! And Happy New Year to all who come regularly to this blog or even sometimes. And in this day of making oh so many resolutions that we have seemingly made before and some we've kept and they bear repeating and some are still on a "to do" list somewhere, I am resolving to communicate more often with all of you. I resolve to communicate only what seems relevant to me and to do it from a place of loving responsibility. I know that I often react to something that I have seen or read or heard about and do it from a place of judgment which is just another one of those words that are based in fear. The rantings that one makes (okay that I make) come from a place of fear...fear that it is imperative that everyone "get it", everyone understand how reacting to children and to one another from a place of fear only gets a defensive reaction...fear-based. I resolve to first of all understand where adults behaviors are coming from...and respond from that understanding; validate that the reactions of adults come from some previous experience and that the best way to interrupt cycles is to teach...not to preach.

Special Education Setting

I commented today, on my facebook page: Challenging Children, about the special educational settings for emotionally challenged children. It occurred to me that what one witnesses all too often in these settings is a lot of chaos, a lot of disruptive behavior. And what happens more often than not is that it sets off dysregulation in everyone including the teacher and the paraprofessionals in the classroom. These classes are always small because Article VII of the Special Education Law specifies the class size. However, it does not take more than one dyregulated student to set off other students. Students in these classes have very small windows of stress tolerance and once the window is exceeded, my experience has been, that little to no learning takes place and threats and consequences get multiplied. And make no mistake, these are not easy settings to work in...one has to have a very large window of tolerance herself and has to be ever watchful of the students to know when and how to intervene. If one watches closely they know the minute their students walk in the door of the classroom which child/children will be set off before very long. This is the time for intervention...this is the time when relationship overrides everything else in importance. If the teacher, or the para can connect with the student who seems dysregulated, everyone's day will be better. And connecting in relationship is not reminding the students that they have so many points or stars or whatever the particular incentive is that students are suppose to be working toward. It is talking with that child about him, about how he's doing...what he needs that day. Unfortunately, most programs will begin with a review of points, or other incentives or penalties and that will be viewed as a threat to those students and those "consequences" will be the trigger for reactivity instead of the carrot that the students will go after in order to be able to work themselves back to a regular school setting. Students respond best to positive connection, to genuine interest, to attunement (being in sync with)... they respond to respect.. They do know what they need to do to get to the preferred school setting, and they would do it if they could, but they can't. It is the job of the teacher and the teacher aide, and the other adults in the building to help them...they don't need more props, they don't need more incentives...they need to be heard, to be understood, to be validated. When this happens, learning will follow.

School Opens

"we cannot give up on our children because we do not know what the child's been through" (Freeman Hrabowski III; President of University of Maryland-Baltimore County in speech to Gary Indiana teachers). So many times teachers and administrators give up on children with severe behaviors. First they are evaluated for Special Education, and often even after placement they are suspended for acting up, eventually moved to a more restrictive setting in the school and then our of the school. So "what"...you may ask "do they need?" They need you, as teacher, to understand that at any given time they are doing the best that they can. They are reacting from a place of stress...stress at what they left at home that morning or stress of living with an alcoholic or abusive parent...perhaps the stress of a friend being murdered the night before or even the year before. Meet them in that place and you will get much less resistance than if you try to control their behavior. Step back from your fear that this chid, or these children, are going to cause you to lose control of your own classroom. Meet the child in a place of love...not fear!

Threat=Stress=Fear

What do threat, stress and fear have to do with parenting children with difficult behavior? Only EVERYTHING! When you are preparing to go on a summer outing or vacation trip and your often out of sorts 12 year old is whining about having to sit in the car for a long time on a hot day...you jump to how awful the whole day or week is going to be. Your stress gauge begins it's climb. You try to be light hearted and tell everyone what a fun time it is going to be and how the family is going to get to do this and that and see lots of new things. Your 9 year old hits his 6 year old sister with his backpack as he drags it to the car...she screams and he tears a whole in the pack scattering his belongings...you ask him what he did to his sister, he says nothing, you start yelling and giving consequences for his unkind AND lying behavior, he mumbles under his breath and you give him another consequence for his behavior. Everyone gets in the car, your son is relegated to the very back seat with the luggage and he turns up the volume on his CD player on which he has the latest of obscene music, you and your spouse both begin to yell at him...You are now sure that this trip is going to be awful and that you really should have had your mother have him for this trip. You see clearly how embarrassed he will make you feel, how people will be staring at this 12 year old who seems to be the devil incarnate. What were you thinking? And from this moment forward, your son will be displaying negative behavior in reaction to your negative reactions to his behavior triggering only more negative reaction (e.g. more consequences, threats). How much worse can this scenario get? Plenty worse!

SOLUTION:

Rewind the scene...your son begins to whine like a 3 or 4 year old...BREATHE...let him know that you understand that he might think that he is going to be cooped up in the car all day. Tell him what the day is going to look like...i.e. how long you will be in the car that you plan on stopping often to get out of the car, have bathroom breaks, get cold drinks and that it won't be a really long day in the car (and if at all possible, you have made sure that it won't because you have a kid or kids who don't transition well from home to the unknown, at least the unknown for that day). Ask him what music he would like to download for his player (if you haven't already done that)...go to the computer with him and get him his songs (15 minutes now will save you hours of grief later). My guess...he will have dial down the whining and will be more calmed. and you will be responding to his behavior instead of reacting and he in turn will respond rather than react to your parental dictates.

Parents, Teachers, Caretakers, Mentors...

What emotion do you bring to an interaction with a child with severe behaviors? Are you able to park judgment at the door? Most importantly are you able to park fear at the door and approach that child/children from a place of love? This really is not an idle question as I have witnessed parents and professionals in the last week or so approach several different children from these various perspectives. I don't believe that we, as adults, all the time understand that when we bring judgment, punitive consequences, and criticism into our interactions with children, the basis is fear. As parents, we are afraid that others will judge us for our child's behaviors. As teachers, we fear that our peers, and those in authority over us will judge our teaching methods and our abilities. As CASA's, line staff in residential facilities, as therapists, we fear that we will lose control if we do not take a hard line with the children for whom we have responsibility. And each of these fear based perspectives translate into interactions that present ultimatums, interactions that put the burden of change on the child, interactions that breed fear in the child. If however, we could exit from that place where challenging/severe behavior begets hard nosed, controlling response and enter, instead, a place where we look at behavior as indicative of having meaning...a child communicating something that is happening internally, through their behavior. And most often they could not tell an adult in words what that behavior means. These children with severe behaviors are reacting from a state of stress and fear. They have been triggered in a place in their brain that cannot access reason...they are in a state of freeze, fight or flight. It has no rationale at least in terms of explanation. Their behavior has explained that they are completely dysregulated...meeting that child in a place of calm and understanding (you may not understand what has triggered that child, but you know he/she is not okay)means to respond to that child's needs and not choose those times as times to lay down the law, make the "or else" statements...just let it be a time to show compassion, empathy, understanding, flexibility...in other words, show love.

trauma=Trauma=TRAUMA

I was talking with an acquaintance a few days ago and she told me about a relative who has adopted or taken guardianship of 2 children ages 3 and 5. The 3 year old is a girl and the 5 year old is a boy and they had been adopted by another relative (single mother) who contracted terminal cancer and died last year. It was the wish of the dying mother that her cousin and husband should adopt the children and the children began visits with this cousin. By the time, the mother was on her "deathbed" the husband of the designated relative also was diagnosed with Stage 4 cancer. The dying mother of the children, was convinced by her brother and his wife to sign papers allowing them to become the guardians of the children over the cousin because the husband was terminally ill as well and the "poor, unfortunate" children would have to again lose a parent. The children had already become very attached to the cousin and her family and actually did live with them for several months until the death of their mother. When their mother died, these two very young children were removed from the cousins home and taken to the home of their aunt.

These two children suffered trauma when they were removed from their bio mother at birth (who by the way was addicted to cocaine and cannabis). Please read this as in utero trauma! They were placed in a home of a single mother as foster children, pre-adoption and were adopted by their foster mother. Please read this as Trauma at birth (separation from bio mother)! Their foster mother adopted them and I'm sure they were becoming attached to her and she of course was bonded to them...she was diagnosed with cancer and they began to form a relationship with their cousin and her family who would adopt them if their adopted mother died. They lived with the cousin for many months prior to the death of their adopted mother...and began to form a relationship...their adopted mother died and they were taken from the person that had provided regulation for them during the period of their adopted mother's illness...they were taken because the cousins husband (who they also had a relationship with) was diagnosed with Stage 4 cancer...TRAUMA!!!!!!!!!!!!!!1

These children, particularly the oldest child has been diagnosed as ADHD, Bi-Polar, and possibly Schizoid Affective...WOW!!!!! labels, labels, labels and it is all about trauma, Trauma, TRAUMA! They are of course on medication and the "new parents" are attempting all kind of behavior modification in order to deal with challenging behaviors.

Anger Management or Unhealed Trauma

I am posting from a column by Bryan Post. The scenario posed by parent and answered by Bryan so speaks to the unhealed effects of early trauma and the misconstruction of the reasons for anger/rage and yes oppositional defiant behavior...



Q: Dear Bryan, Our adopted daughter is 15-and-a-half years old and only been with us since age 7.5 years. She is from a family of 6 (we adopted her older brother too), all removed from birth parents due to severe abuse and chronic neglect.
She has a hatred of mother figures (so that's me!) and also a learning disability (unable to follow/understand written and verbal instructions) and is a very visual learner.

She's at an EBD (emotional and behavioural difficulties) school in the UK and runs away from lessons; has learnt to smoke at the school, has run away from home and we had to call the police; lies all the time.

Due to all this and her extreme anger, a psychiatrist wanted to analyse her for possible epilepsy, finally had all the test results in and she does not have epilepsy. The psychiatrist says she has no recognised mental health needs; but both my husband and I, and our old Post Adoption Social Worker all believe she is developmentally delayed and is still traumatised by her past. The psychiatrist is signing her off as there is nothing more she can do for our daughter and suggests she visits a youth charity that helps with the usual teenage angst issues. We feel it's far deeper than this and we don't know how to help our daughter. Please can you advise?
Thank you.

Bryan writes: Oh dear, I’ve heard some crazy things before but for a psychiatrist to tell parents that a child adopted at age 7, from a background of abuse and neglect, has no mental health needs, is among one of the craziest! Yes your daughter is developmentally/emotionally delayed and this is also intensified by her learning disability which is also most likely trauma based.

First of all, instead of seeing her as an adolescent that hates mother figures, do your best to begin seeing her as a five year old little girl, who’s been abused and neglected, and is terrified of mother figures because in her experience she’s never been good enough! Your daughter doesn’t hate you, she feels like you hate her and the challenge…it has nothing to do with anything you’ve done to her. She is challenged by some very old memories that get easily triggered when she is stressed, which sadly happens to be ALL of the time! Start trying to see her as stressed out and scared. Forget psychiatrists, find a counselor that is relationship based and is willing to help you all as a family sort through the challenges but first by seeing your daughter where she is emotionally not chronologically. This will at least get you on the right-track to being able to get behind her wall of shame and defensiveness. She’s seeking to be loved, she just doesn’t know how to let it in. She’s too afraid of being hurt!

Sensory Processing Disorder and the Classroom

I began to write about SPD or Sensory Processing Disorder on my facebook page: Challenging Children. Many children in the classroom have difficulty with processing information that comes through the senses. The sensory difficulties which are truly neurological disabilities. The processing problems may be difficulty reading verbal or nonverbal cues. An inability to understand an auditory message. Sensory processing difficulties are the result of a disorganized brain...a child may have difficulty modulating his/her responses and is overly responsive or under resposive. A child may have sensory discrimination problems and misreads touch. Such a child may lash out at anyone who brushes up against him. And so what is a teacher to do about such a child even if the child has been identified. And realize, please that many children with SPD have not been identified. These children need understanding and support and what follows is a list of strategies for the classroom to help such children. And the very good news about these strategies is that they also help every child in your classroom. Children need a safe, calm environment that is free from distraction. Every child needs frequent breaks in the work period to move and to stretch. Every child wishes to know that someone is paying attention. Paying attention to her needs, her strengths and weaknesses, ups and downs and likes and dislikes. Every child needs to feel valued in order to be successful. Children need to know this regardless of their abilities in relation to others. A child needs to know that his ideas are of value and he if valued. And as you can see, if this is how you run your classroom all children can thrive regardless of whether or not they have a sensory processing challenge.

P.E.A.C.E.F.U.L. Parenting

This week 2 of the families/children that I work with have been in some kind of crisis. One foster mother told me that she didn't know if she could continue to foster her daughter because she really didn't feel connected to her and the young girl is disrespectful and oppositional. Later that night the girl wrote a suicide note and said she had anger issues and either needed to die or go back to residential placement. Foster Mom sent child off to school in the morning and later that afternoon, told her that she was going to go to respite care. The girl locked herself in the bathroom and sliced at her wrists with a hair shears and said it was all her fault that the placement wasn't working she had anger issues. The second foster mother asked for her young foster son to be taken somewhere that he could get some help because she feared for the well-being of her family which included her other 3 foster children who are siblings to the boy. He had taken a steak knife to attack his foster sister (bio child of foster mom)because she was annoying him by tapping him in order to get him off the computer for her turn. She fortunately held a pillow up which he proceeded to slash...not poke, but slash. The foster mother wanted him to get help that she felt they were unable (i.e. unequipped) to give to him. She stated that she would have asked for this even if he had been her bio child and also if he had attacked his siblings. Her message was clear...this boy needs help; please get him some help. We are here for him, but right now he can't stay here.

I have been trying to sort out the meaning of these incidences because though both foster parents were asking for "removal" the message from each seemed quite different. The first foster mother is done because she doesn't feel that this young girl is attached to her and she is not connected to the girl. The second foster mother also asked for removal of the child who is clearly a danger to others and to himself. And while sorting all of this out, it became clear that the difference is a love based response as opposed to a fear based reaction. Bryan Post talks about P.E.A.C.E.F.U.L. Parenting and this is parenting that shows Patience, connects through Empathy by providing Acceptance, approaches with Compassion, offers Encouragement, showers with Forgiveness, and seeks to truly Understand; and the thread that runs through it all is Love.

Parental Reaction

And here is another thing that happens when, as parents, we cannot look at what is beneath a child's misbehavior. Yes, it leads us to fear and also to guilt, blame or sometimes, shame. The misbehavior ignites all the negative feelings that a parent is experiencing when their child acts out. And to soothe our own feelings we have to extinguish this misbehavior. And one can get to a place of responding rather than reacting to our children's behaviors if we are mindful or our own reactions. And from this place of mindfulness, we can become response-able rather than reactive. We can parent from a place of love and be with our child in the moment.

Parental Reaction to Negative Behavior

In observing parents' behavior in reaction to their children acting out,I have tried to determine what drives the parental reaction of yelling, threatening and demeaning their children. It does not appear to matter the age of the child. Parental expectation is that children, who are being raised by well-intentioned, loving parents will behave properly. Parents seem to believe that even if children are thwarted in achieving a desired outcome, they will accept the "no" response of their parent. It is as though, the adults do not realize that even grown ups do not just accept not being able to get what they want.

I believe that parental acting out comes from a place of fear. It is the fear that they will be judged as inadequate parents. Inadequate to properly supervise, inadequate to "make" their child behave, inadequate to "make" their child respectful, and inadequate to "make" their child tell the truth. And in this space of fear, parents rear, the not so pretty, head of adult power and control. And if we think about it, we can see that using power and control is too often like wielding a club.

For Teachers: Where is the Joy?

Remember the joy of teaching?

(this tip comes from Tom Daly of adhdsolutions.com)

It is impossible to instill a joy of learning in our kids when we
are not feeling joy in our work.

Joy flows downhill. When joy wells up inside us, it impacts our
students! It is contagious!

But, when we are beaten down, and staring at our shoes, our
students are left to emotionally fend for themselves. And, even for
our most resilient kids, being left to emotionally fend for
themselves is a horrible plan that will only make things worse.

Imagine that you are sitting in a big room. Just you. Then, one by
one, every student you have taught or counseled comes in with a
card in their hand. A card they made just for you, straight from
the heart, reminding you of how you changed their lives. Take a
moment to close your eyes and picture those names and faces.

So today, my encouragement is to do these three things:

Focus on those kids.

Focus on those kids.

Focus on those kids.

Forget all the public rhetoric and criticism, and the unfair focus
on test scores as the sole measurement of your worth.

If we focus on how we have impacted our students, it will shield us
from the criticism of what we do each day, and it will keep at bay
all those issues that cloud us from seeing clearly our true
mission: reaching out and saving students around us.

"I wish my sister would go away...forever"

Do you have sibling children who seem to always be in competition for your attention?
Sibling rivalry is very common and so are the many theories of how to handle it. Children who feel love, children who feel seen, children who feel nurtured will allow the same for their sibling. The child who tries to get his /her sibling in trouble, the child who fights to get your attention is the child who NEEDS attention, positive attention. The Beyond Consequences model of parenting has a formula: 10-20-10. Give each child 10 minutes of your undivided attention in the morning, 20 minutes in the afternoon, and 10 minutes in the evening. Do this every day; some days you may only be able to do 5-10-5. The concept is that each of our children need their own time with us. Heather Forbes says that sibling rivalry is an issue between parent and child not child and child.