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Supporting Teen Mental Health and Positive Risk Taking

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Cover photo by kat wilcox from Pexels

Written by Aubrey-Dawn Palmer
Mental health among adolescents is a serious concern to many parents and professionals. Many of those who are now raising and training teenagers had a very different experience in their own adolescence. With social media, texting, school, and extracurriculars, today’s teens are never really “off”. The pressure to be seen as good enough, as belonging, but also as a distinct individual, is strong. How are we supposed to help teens balance all of this? 
Photo by Trinity Kubassek from Pexels
Photo by Trinity Kubassek from Pexels

How prevalent is mental illness and risk-taking among teens?

We know that 50% of mental illness sets in by age 14, and 75% sets in by age 24. 40% of teens have had sex. We also know that about 10% of high school females report being coerced into having sex, and about 43% of sexually active teens report that they did not use a condom last time they had sex, and 1 in 4 female teens is infected with an STD, but most don’t even know it. Over 20% of teens report having binge drunk (having 5+ alcoholic beverages within a 2-hour span), and about the same number report having been passengers of an intoxicated driver. 10% report that they have driven under the influence. A third of freshmen report that they have tried marijuana, and we know that 90% of those using marijuana used alcohol and/or nicotine first. And here’s the really scary part: 20% of high schoolers say they have seriously considered a suicide attempt, 1 in 7 has developed an actual plan to end their lives, and 1 in 12 teens has attempted suicide.
With all of these terrifying statistics, how do we keep teens physically and mentally safe and healthy?
We know those fear tactics don’t work. We know this from plenty of research. They. Just. Don’t. Work. So what do we do?

Why do teens take risks?

The teenage brain is wired to take risks and to seek social acceptance and belonging. The need to be accepted by their peers is more than just “being a follower”. The teenage brain processes being socially adept and accepted as a survival skill. And when teens feel excluded or ostracized, their brains literally perceive that as a life or death situation. That’s why your teen absolutely freaks out if you take their phone away – you’re igniting their survival system. I’m not saying phone use should not be regulated – addiction to phones and social media is a very real thing, and we know that the more time people spend on social media apps, the more likely they are to experience low self-esteem, symptoms of depression, and to feel inferior to their peers. But when we are aware of how significant this disconnection is to the teenage brain, it helps us respond with more empathy, explaining the “why” and giving our kids other opportunities for connection.
Understand too that these risks are a part of why teens engage in risky behaviors. The need for peer approval is a survival need. When we help our teens surround themselves with peers that are good influences, and cultivate good relationships with parents, teachers, coaches, and other trustworthy people, we foster positive connections, fulfill that survival need, and mitigate the necessity to take risks. 
Photo by Jacub Gomez from Pexels
Photo by Jacub Gomez from Pexels

We can help teens take healthy risks!

The reward system in teenage brains is also more sensitive – everything literally feels better to them: fries taste better, roller coasters are more thrilling, and winning feels even better. This is because the teenage brain releases more dopamine than the adult brain. Rewards – good things – just feel better! This is another part of why teens are driven to take risks. Surges of adrenaline and dopamine feel so good to the teenage brain. If we can help kids find positive ways to get these hormone surges, we again mitigate risk. Trying new things, developing talents, sports, dancing, performing, amusement parks, hiking, etc. When we find positive ways to trigger the reward center, we limit the need for risk-taking behaviors.
Teens with mental illnesses and traumatic experiences are more likely to take risks. Our awareness of these needs can help them participate in activities that will not only allow them to get these dopamine surges in other ways, but that will also teach them skills, boost their confidence, help them connect with good people, and encourage things like responsibility, work ethic, motivation, self-efficacy, sportsmanship, and emotional regulation. Activities like sports teams, dance, theatre, or a part-time job are just some examples. If you want more information on adolescent risk-taking, read Born to Be Wild: Why Teens Take Risks, and How We Can Help Keep Them Safe by Jess P. Shatkin.

Our teens need to get enough sleep!

Our teens also need more sleep. Studies show that schools that delay their start time by sixty, or even thirty minutes, have students with lower rates of depression, better grades, and better decision-making. Their students also get in fewer accidents. Teens also often fall asleep to blue light – their phones, TVs, laptops, or tablets. Viewing blue light less than sixty minutes before falling asleep disrupts REM sleep, leaving people feeling less well-rested. 
Photo by Artem Beliaikin from Pexels
Photo by Artem Beliaikin from Pexels

We need to be emotion coaches for our kids.

One of the most important parts of supporting our teens is through being an emotion coach. While most often we think about emotion coaches within the context of effective parenting, teachers, coaches, and other adults who work with youth can also be emotion coaches. Emotion coaching is essentially setting aside our own agendas to help children identify, understand, and process their emotions in a way that will improve their decision-making, relationships, and resilience. Emotion coaching does not mean we remove boundaries or discipline, but it does mean that our priorities shift from behavior correction to helping kids understand how their emotions and behaviors coincide, and how they can use their emotions as tools. Emotion coaching parents empower their kids and help them take ownership over their emotions and experiences, without dismissing or shaming them. Kids who are emotion coached have better social skills, are more resilient, are better at making and keeping friends, participate in less risky behaviors, have better mental and physical health, better immune systems, better relationships with their parents, are better able to resolve conflict, and are more successful academically. You can check out a few of our articles on emotion coaching and emotional intelligence here and here, but I would also recommend Raising an Emotionally Intelligent Child by John Gottman.
Photo by cottonbro from Pexels
Photo by cottonbro from Pexels

Don’t delay getting professional help.

At the end of the day, if you think your teen needs clinical/professional intervention, don’t wait. A good therapist or behavior coach can go a long way. Some teens require more intensive treatment programs, even residential treatment. This does not mean that you have failed as a parent – sometimes our kids have clinical mental illnesses or traumatic experiences that are beyond our control. Whatever the issue, if you think your child may need intervention, don’t wait. Teenagers are so close to being adults – and if they don’t resolve some of these issues before reaching adulthood, it can mean lasting problems with their adult relationships, higher education, and/or career pursuits. When we delay in helping our kids manage their mental health, they take scripts into their adulthood of maladaptive ways to manage or not to manage that health. Taking further steps may sound intense, but it gives our teens a better chance as adults. We all know that it can be so much harder to manage our trauma, mental illness, ticks, and struggles as adults, now that the expectations and stakes are so much higher. Normalize conversations about mental health in your home. It matters! Normalizing these kinds of conversations can help our kids feel less shame about their struggles, feel supported, and take more ownership over their own mental health.
1. Have a non-judgmental conversation with your teen about their mental health. Practice listening, and avoid lecturing.
2. Find a way to engage in a positive risk-taking behavior with your teen. (In other words, get their dopamine and adrenaline up!)

References

Gottman, J. M., Declaire, J., & Goleman, D. (2015). Raising an emotionally intelligent child. New York, N.Y: Simon & Schuster Paperbacks.
Sellers, C. M., Díaz-Valdés, A., Porter, A. C., Glenn, C. R., Miller, A. B., Battalen, A. W., & O’Brien, K. H. M. (2021). Nonsuicidal self-injury, suicide planning, and suicide attempts among high-risk adolescents prior to psychiatric hospitalization. Research on Child and Adolescent Psychopathology, 49(11), 1503–1511. https://doi-org.erl.lib.byu.edu/10.1007/s10802-021-00830-z
Shatkin, J. P., (2018). Born to be Wild: Why teens take risks, and how we can help keep them safe. PENGUIN Books.
Stevenson, S. (2016). Sleep smarter: 21 essential strategies to sleep your way to a better body, better health, and bigger success. New York, NY: Rodale Books.

 

Aubrey-Dawn Palmer was born and raised in Farmington, New Mexico, and she has a bachelor’s degree in family studies from Brigham Young University. She has two younger brothers and is married to her best friend, Richard. In addition to her research on relationships, human attachment, and healthy sexuality, Aubrey-Dawn volunteers with her husband as a teacher for the Strengthening Families Program, is a research director for a counseling center, and works as a home counselor at a residential treatment center.
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How to Be An Emotion Coach For Your Child

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Cover photo by Jordan Whitt on Unsplash

Written by Aubrey-Dawn Palmer
This year especially, all of us have experienced a range of emotions, perhaps including but not limited to: anger, nervousness, fear, confusion, anxiety, discouragement, loneliness, and depression. If we as adults are experiencing these things, imagine what our children are experiencing.
Most children have some kind of normal routine. Last year they went to school every weekday. They had never been to a grocery store to find it bare, their neighborhoods and cities had not been vandalized, they had not been forced to stay inside and told they couldn’t visit beloved family members. Children who have been victims of domestic abuse and neglect no longer have the safety and solace that school provides. 
Children are being taught a different message than they were a year before: “It’s not safe.” And this is scary when we consider that children need to feel safe in order to develop secure attachment (among many other things). Many parents do the best they can to frame the events and information of the day as, “I love you, and so I’m going to keep you safe,” and therefore are able to be a secure base for their children, maintaining a healthy sense of security and warmth. This is wonderful!
No matter how we frame information, children are internalizing messages from parents, media, and the drastic changes in their lives. This year children have undergone major disruptions and changes, and while research shows us that children are incredibly resilient, we don’t know how these changes will affect the mental health and development of children long-term. 
I don’t want to scare you. But what I do want to point out is that, like us, children experience emotions. And those emotions, even if “negative” emotions, are good and important. Just like us, children experience anxiety, depression, fear, anger, confusion, loneliness, and so on. It is of critical importance that we respond to their feelings appropriately and coach them through these tough emotions.
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Photo by August de Richelieu from Pexels
John Gottman wrote a great book called, “Raising an Emotionally Intelligent Child”, and I want to share a few tidbits of that book with you to help you be an Emotion Coach for your child – or, in other words, to help your child become emotionally intelligent. 

Emotional Intelligence

First, it’s important to understand what emotional intelligence is. Emotional intelligence is essentially the ability to identify, understand, and process your emotions in a way that makes you more resilient on the other side. Emotional intelligence is NOT pushing through your emotions quickly or dissociating from them. It’s about understanding your experience, embracing it, and working through it effectively, and with a growth mindset. “Even more than IQ, your emotional awareness and ability to handle feelings will determine your success and happiness in all walks of life including family relationships.”
Emotionally intelligent children are better able to control their impulses, delay gratification, motivate themselves, read other social cues accurately, and cope with life’s ups and downs. Additionally, children whose parents are emotion coaches have better physical health, higher academic scores, get along with their friends better, and are able to self-soothe.
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Photo by Eye for Ebony on Unsplash

How To Be An Emotion Coach

Emotion coaches don’t object to a child’s display of anger, sadness or fear, nor do they ignore them. Instead, they accept negative emotions as a fact of life. They use emotional moments as opportunities for teaching children important life lessons and building closer relationships with them. 
Parents who invalidate and/or discount children’s feelings can cause children to doubt themselves and not trust their instincts. Emotional coaching requires empathy, good listening skills, selflessness, and the ability to put oneself in the child’s shoes. Emotional coaching parents serve as their children’s guides through the world of emotion. They go beyond acceptance to set limits on inappropriate behavior and teach their kids how to regulate their feelings, find appropriate outlets, and solve problems….emotional coaching parents have a strong awareness of their own emotions and those of their loved ones. In addition, they recognize that all emotions, even those we generally consider negative, such as sadness, anger, and fear can serve useful purposes in our lives.”
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Photo by Ba Phi from Pexels
Emotion coaches do five things:
1. Become aware of your child’s emotions.
Emotional awareness simply means that you are able to recognize emotions in yourself and in those around you. To recognize emotions in your children, you must recognize emotions in yourself. When we observe our children experiencing emotions, even negative emotions, we do not dismiss those emotions or respond with disapproval. Emotional awareness leads to empathy and our next step.
2. Recognize emotion as an opportunity for teaching and intimacy
When we recognize that emotional expression gives way to the opportunity for connection and learning, we deepen our relationship. Talking to children about what they are feeling gives us the opportunity to teach them to understand their own emotions, teach them about the world around them, and build trust.
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Photo by Elly Fairytale from Pexels
3. Listen, empathize and validate
We all need people who are willing to listen, empathize, and validate – our children are no different. One of the hard things around this one is refraining from dismissing, disapproving, or even trying to rescue our kids from their problems.
4. Help children learn to label emotions
As children talk about their experiences and express needs, we can help them identify what they are feeling. It is important to help them label their experiences, instead of labeling their emotions for them. This is not a time to rescue our children from their emotions. There is nothing wrong with feeling angry, hurt, nervous, discouraged, confused, etc. Accepting that these negative experiences are a natural part of life actually helps our children build resilience and confidence. Dismissing or disapproving of negative emotions can, even unintentionally, teach our children that they are alone in their emotions, bad for having those feelings, that they cannot trust their instincts, or that something is wrong with them. But labeling their emotions helps them eventually process how to work through them.
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Photo by Josh Willink from Pexels
5. Set limits while exploring strategies
Boundaries and discipline are still an important part of parenting, even for emotional coaches. For example, we absolutely have the right to be angry, but we don’t have the right to throw our toys at people. Here’s where we really get to connect and teach our children. We take it a step further by helping our children explore solutions to their problems. Again, we do not rescue children. We hold them accountable for their mistakes, and empower them to find solutions. We act as their coach in this growth process. “When we seek to understand our children’s experience, they feel supported. They know we’re on their side. When we refrain from criticizing them, discounting their feelings, or trying to distract them from their goals, they let us into their world. They tell us how they feel. They offer their opinions. Their motivations feel less mysterious which in turn leads to further understanding. Our children begin to trust us. Then when conflicts crop up we’ve got some common ground for solving problems together. Our kids may even risk brainstorming solutions with us. Indeed the day may come when they are actually willing to hear our suggestions.”
While important, understand that emotion coaching is not a cure-all. Conflict is normal and discipline is important. Emotional coaching is about closeness, capability, and engagement, not removing conflict or the need for boundaries. 
Personal Practice 1
This week, take advantage of opportunities to practice being an emotion coach for your child(ren).

References

Esmaeelzadehazad, S., Valadi, S., & Gabbard, C. (2021). The impact of maternal emotional intelligence on young children’s motor development. European Journal of Developmental Psychology. https://doi-org.erl.lib.byu.edu/10.1080/17405629.2021.1918094
Gottman, J. M., Declaire, J., & Goleman, D. (2015). Raising an emotionally intelligent child. New York, NY: Simon & Schuster Paperbacks.
Li, D., & Shi, J. (2021). Fluid intelligence, trait emotional intelligence and academic performance in children with different intellectual levels. High Ability Studies, 32(1), 51–69. https://doi-org.erl.lib.byu.edu/10.1080/13598139.2019.1694493
Persich, M. R., Smith, R., Cloonan, S. A., Woods, L. R., Strong, M., & Killgore, W. D. S. (2021). Emotional intelligence training as a protective factor for mental health during the COVID‐19 pandemic. Depression and Anxiety, 38(10), 1018–1025. https://doi-org.erl.lib.byu.edu/10.1002/da.23202

 

 

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Aubrey-Dawn Palmer was born and raised in Farmington, New Mexico, and she has a bachelor’s degree in family studies from Brigham Young University. She has two younger brothers and is married to her best friend, Richard. In addition to her research on relationships, human attachment, and healthy sexuality, Aubrey-Dawn volunteers with her husband as a teacher for the Strengthening Families Program, is a research director for a counseling center, and works as a home counselor at a residential treatment center.
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Considering Adoption: Reasons to and Not to Adopt

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Written by Aubrey-Dawn Palmer
Adoption is of course a huge decision – it is the forming of a triadic relationship between a birth mother, adoptee, and adoptive family. I believe this relationship to be sacred and beautiful. But it is also complicated and difficult. Now working for an adoption agency, I have seen first-hand the courage that birth mothers have and the patience of waiting adoptive families. Both have tremendous love and are in a state of crisis, worry, and hope. 
Those considering adoption have many questions to answer. First, why adopt in the first place? Then, can I afford adoption? What kind of adoption do I want? Should I use a consultant or agency? Am I prepared to answer a child’s questions about their adoption and birth family? And this is only the beginning. Choosing to adopt is a significant commitment with its own beauties and challenges. My hope is to give you a sense of the significance of adoption in this article, and if you are considering adoption, give you some things to think about to give you a better sense of direction and self-awareness.

Why adopt?

You may consider adoption because you want to grow your family, and this is wonderful. It is true that some consider adoption because of infertility, but there are many other reasons to consider adoption. Women who have had high-risk pregnancies in the past may consider adoption. Individuals not wishing to pass on genetic traits and hereditary diseases may also choose adoption instead of procreating. Some families simply want to adopt – they see a need in the world and want to offer birth mothers and adoptees an opportunity to thrive. Individuals may wish to raise a child or children without being in a significant relationship, and for LGBT+ couples looking to become parents, adoption is a great option. Some may also choose to adopt older children because they don’t want to raise an infant. Some feel a strong connection to adoption because they themselves were adopted. Everyone’s adoptive family’s path to adoption will look a little different. It is a big commitment and decision with a hefty emotional, financial, and relational burden.  
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Photo by Humphrey Muleba on Unsplash

What are some poor reasons to adopt?

My husband and I, who are very open about our infertility, have often been told something like this: “Well, if you can’t have your own kids, you can just adopt.” As if the adopted child is some kind of second-best or consolation prize. Though that comment may be well-intended, it highlights an unawareness regarding adoption and a mistaken belief that adoption replaces infertility grief. That is far too large an expectation to place on a child. (If you want to ask this question, instead consider validating a couple’s infertility and then say something like, “If for some reason your current plan doesn’t work out, will you consider other ways to parent or have children?”) Couples who decide to adopt often begin this journey because of infertility, but those who are most successful are those who are able to separate infertility grief and loss from the anxieties that come with the decision to adopt.
And with that being said, peer pressure is also not a reason to adopt. And it happens! People pressure their loved ones to adopt because they feel it will be so good for them. But that’s not a good reason to make any big decision, especially when adoption is concerned.
Do not adopt because you want to rescue someone. This perspective, though it comes from a good place of wanting to help, is a little off-base. The belief that you are rescuing a child can bring with it an unfair expectation that the child will be grateful to you – after all, you saved them, right? Wrong. While you are helping a mother and her child, you are not a savior to them. This perspective can create a sense of entitlement in your relationship with the child (especially in adolescence), as well as with the birth mother, and even your case manager. Really though, it’s just a terrible perspective, and I could write an entire piece on why.
And if your family isn’t on board, it really isn’t time. If your partner is “just going along with it” and isn’t really committed, don’t adopt. The process can be very difficult and emotional – your family unit really needs to be on board. And with that said, I also recommend having a good support system.
Adoption is also not a way to “fix” a relationship. Bringing a child into a family in any way with the intention that their presence will cure relationship problems is terribly unfair to the child, not to mention unrealistic. The adoption process can make relationships harder – it doesn’t make them easier. 
While there are other reasons, those are big reasons not to adopt. I do not want to persuade anyone away from adoption, but I do want people to be aware of why they want to adopt, and be sure that they are grounded and pursuing adoption for the right reasons.
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Photo by Andrew Seaman on Unsplash

What are some things I should consider when thinking about adoption?

Consider the type of adoption you want – finding a situation you are comfortable with is important. International, state, and private adoption are all good options but are unique and one may be better than another for a given family.
Families may also consider if an open, semi-open, or closed adoption is best for their family. Semi-open and open adoptions have the best outcomes for adoptees, and these benefits allude to a more healthy and secure sense of identity, better mental health, and more secure attachment. Families should consider what kind of and amount of communication they would like with a birth mother. 
Families should also consider their finances. Private adoptions often offer the most support and give families the most options for finding a situation that they connect with, but are often the most expensive. All adoptions also require home study, adoption education and training, legal fees, and some include medical fees and travel costs as well. In addition to saving for adoption, families can consider grants and subsidies for adoption. State adoptions are often the cheapest adoptions, and may be better suited to some families.
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Photo from pexels.com
Additionally, those considering adoption must also think about the specifics of adoption situations they are willing to consider: degree of openness, a race/ethnicity different from their own, prenatal drug/alcohol use, etc. All can impact their decisions. The more open a family is to a variety of situations, the less time they will have to wait to accept a child into their home. The more selective they are, the less frequently a potential match will present itself. You should only accept a situation you are comfortable with, but you need to be aware of the limitations and comforts of each choice you make.
For me, the biggest question is this: Are you willing and able to give up control? By moving forward with adoption, you are allowing someone else to have control of your family planning. Some families are presented to many birth mothers before anyone says yes. They willingly face rejection many times before they are told “You have been picked to adopt this child.”
Those using an agency and adopting from infancy meet the mother in the hospital and navigate the grief, anxiety and fear that comes with that moment, because at the last moment, the birth mother may decide to parent, and is of course well within her right to do so. As the child grows, they respond to their child’s complicated questions about their identity in their adoptive family and birth family. Some take out second mortgages and save for years. Adoptive parents willingly put themselves in vulnerable position after vulnerable position, hoping that someday a beautiful little child will call them “mom” or dad”.
Those wanting to adopt have many things to consider, and the task can feel daunting. Adoption is a long, emotional process, but it is beautiful and wonderful. One of my favorite things about my job is calling an adoptive family to tell them that a birth mother has chosen them to parent her child. They shed tears of joy, relief, shock, gratitude. It is a moment that changes their lives forever.
Personal Practice 1Reach out to someone you know who is going through the adoption process, as a birth mother or adoptive family, and offer emotional (and if you can) financial support.
If you are considering adoption, learn more and contemplate adoptions that you connect with.

References

Prestwich, V. (2020, March 24). A List of When NOT to Adopt • Heart to Heart Adoptions: Nationwide Adoption Agency. Retrieved May 1, 2020, from https://hearttoheartadopt.com/a-list-of-when-not-to-adopt/
Reihm, T. (2017). 5 Reasons NOT TO Adopt. Retrieved May 30, 2020, from https://adopttogether.org/5-reasons-not-to-adopt/
Slauson-Blevins, K., & Park, N. K. (2015). Deciding Not to Adopt: The Role of Normative Family Ideologies in Adoption Consideration. Adoption Quarterly, 19(4), 237-260. https://doi.org/10.1080/10926755.2015.1121185
Malm, K., & Welti, K. (2010). Exploring Motivations to Adopt. Adoption Quarterly, 13(3-4), 185-208. https://doi.org/10.1080/10926755.2010.524872
Zhang, Y., Harris, V.W., Diehl, D.L., King, S.M., & Speegle, K.C. (2018). Life-Changing Decisions: Exploring Proximal and Distal Motivations behind why American Parents Adopt Domestically or Internationally.

 

 

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Aubrey-Dawn Palmer was born and raised in Farmington, New Mexico, and she has a bachelor’s degree in family studies from Brigham Young University. She has two younger brothers and is married to her best friend, Richard. In addition to her research on relationships, human attachment, and healthy sexuality, Aubrey-Dawn volunteers with her husband as a teacher for the Strengthening Families Program, is a research director for a counseling center, and works as a home counselor at a residential treatment center.
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Chatting With Children 101

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Written by Shirley Anderson
For some, chatting with children comes very naturally. But for many, it can feel uncomfortable and awkward. As we age, we tend to understand children less and less. The way they think, communicate and view the world becomes foreign to us, even though we too were once children. 
Think of the last conversation you had with a young child. It probably felt a little one-sided! They probably didn’t get the punch line to your joke or answer the question you asked in the first place. The fact of the matter is, kids speak differently than adults, and if we hope to foster intelligence and success in our children, we need to do a better job of meeting them where they are at developmentally. 
Here are the basic tenets of speaking children-ese. Mastering these basics will help you feel more confident in conversing and connecting with the children in your life. 
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Photo from pexels.com

Speaking to children is just as much a physical activity as it is verbal.

The physical act of getting down to a child’s level cannot be underestimated. This communicates to the child, “I’m here. What you have to say is important. And I’m ready to give you my full attention.” When we talk about getting down to a child’s level, we mean quite literally, get down to a child’s level! Once you’re down, look them in the eyes. Eye contact communicates to the child that they can expect to be taught something and engages their focus (Csibra & Gergely, 2009). Literally reaching out and gently touching the child then lays the groundwork for verbal communication as it instills a sense of security and affection (Gordon et al., 2010). 

When it comes to words, less is more.

Kids are very literal. Metaphors and sarcasm are often lost on them unless concisely explained. Similarly, our society is filled with cultural norms and niceties that confuse children. Common phrases like “I’d prefer it if you…” or “I’d feel more comfortable if…” send a complicated message by giving children a sense of choice when in reality, there is none. “Please stop” and “This will keep you safe” have much more meaning to a child and leave no room for interpretation. 
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Photo from pexels.com
As adults, we tend to constantly be thinking of the future and what’s next on our to-do list while children tend to focus on the here and now. They are masters at living in the moment because developmentally, children cannot conceptualize the future well. Phrases like “we’re leaving soon” or “it’s almost time for school” are much less effective than, “you have time to read one more book before we go” or, “it’s time for school, please put your shoes on.” Verbal communication with children must be guided by two principles: be direct, be concise.  

What we can learn from children.

Although we as adults are thought to be the teachers of communication, we can learn so much from children! We can follow their example by giving less thought to the future and slowing down and living in the moment. As well as by using direct and concise language to express ourselves.
The next time you talk with someone, practice communicating like a child by giving them your full attention, being direct and concise and perhaps most importantly, being present. Implementing these practices will be invaluable to your relationships! 
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Photo by Patryk Sobczak on Unsplash

To sum things up.

The challenge of speaking children-ese is not so much that it is a foreign language, rather it is that it requires our full attention. As adults, we have to re-learn how to communicate simply and directly and cut out physical distraction and verbal fluff. The more we master these basics, the stronger and more meaningful our connections will be with the children in our lives. 
Personal Practice 1The next time you chat with a child in your life, implement these practices: 
Physical
Get down on their level
Look them in the eye
Reach out and touch them
Verbal
Practice speaking literally
Live in the moment
Be direct and concise

References

Csibra G, Gergely G. (2009). Natural pedagogy. Trends Cogn Sci. Apr; 13(4):148-53. 
Gordon I., Zagoory-Sharon O., Leckman JF., Feldman R. (2010). Oxytocin and the development of parenting in humans. Biol Psychiatry 68: 377-382. 
Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018). Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Brain Function. Psychological Science, 29(5), 700–710.
Tompkins, V., Montgomery, D. E., & Blosser, M. K. (2021). Mother‐child talk about mental states: The what, who, and how of conversations about the mind. Social Development. https://doi-org.erl.lib.byu.edu/10.1111/sode.12551

 

 

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Shirley Anderson is a Utah native and the youngest of five children. She has been married to her sweetheart for three years, and together they have recently begun the journey of parenthood to a darling little girl and are currently living in Stuttgart, Germany. Shirley graduated from Brigham Young University with a Bachelor of Science in Family Life and Human Development.
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6 Ways to Help Teens Become Successful Adults

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Written by Aubrey-Dawn Palmer
I work with teenagers – and I love it. Teenagers are my absolute favorite people. And I work with tough teenagers – the teens with drug problems, crippling depression and anxiety, the teens who are defiant and disrespectful and refuse to go to school. I work with aggressive kids. I have been called every name in the book. And yet, teenagers are my favorite. Seriously – they’re the best. 
So how do we help these young people become functional, contributing members of society, capable of maintaining relationships beyond a one night stand or sext? How do we help these young people be employable, gracious, respectful, and driven? It is no easy task, let me tell you. But here’s the reality – we aren’t just raising teens. We are raising men and women – we are teaching people how to become adults. Here are a few things I do to connect with my teens and help them manage their mental health, increase self-efficacy, and develop real-life skills.

1. Get on their level.

Yes, our teens are going to be adults before we know it. But that doesn’t mean they are adults yet. These kids are wedged in a terrible spot – their brains aren’t fully developed, they are growing up in a media-addicted, highly promiscuous world, they are ready to make all of these big decisions, but they’re not, puberty is a bear all its own, and then we adults come in and say “no” at every turn. It really isn’t a great place to be. So work on understanding.
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Photo from pexels.com
Make Urban Dictionary your friend. Urban Dictionary is a great tool for looking up all the weird new jargon your kids use. I use it any time I have no idea what one of my boys just said – then I can call them out if they’re being inappropriate, or I can respond appropriately. You don’t have to use the terms – by all means, be an articulate adult – but at least you’ll understand what they’re saying.
Do things that they like. Play video games, shoot the basketball, sit and watch movies, and just hang out with your kid. Sometimes teens are going to push you away, but it goes a long way when you can say, “Hey, you’re really good at this, and it seems really important to you. Tell me more about it/can you teach me how?”

2. Hold boundaries – and explain WHY. But don’t power struggle.

Holding consistent boundaries is essential. But when your angry teenager asks “why” you are enforcing a rule, saying, “Because I said so” or “Because I’m the mom” is NOT going to help. At all. Don’t even think about it. Seriously. Stop. “We had a conversation, and I told you that if you couldn’t be home on time, you wouldn’t be able to go out this weekend. You chose to come home late, and so you won’t be able to go out. Let’s try again next week. I need to know that you’re safe, and having you home on time helps you stay safe, and helps you and I build trust.” Your teen might whine and cry and tell you you’re the worst person in the world, and that’s okay. Because it’s not your job to be their friend. It’s your JOB to keep your kids safe and help them become thriving, accountable, trustworthy adults. “Peter, I know you disagree with me. That’s okay. You don’t have to agree. You made a choice, and I need to enforce the consequences. I love you. I’ll give you some time to take some space, and later I’d like to check in with you again.”
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Photo by Jeswin Thomas on Unsplash
We all want to power struggle sometimes. Power struggling is turning the problem into you vs. me – it is forcing your perspective onto someone else. It’s guaranteed to fail. But don’t feel like a failure – we have all done it. It takes practice to identify when you’re power struggling and when you’re engaging in healthy conflict. But it’s so important. Be willing to put down the rope. Remember that even when your teen is absolutely pissing you off, it has to be you AND your teen vs. the problem. “Katie, I love you, and I have to keep you safe. That’s why you can’t be sending photos like that to boys, and that’s why I’m going to take your phone away for a little while. When you’re ready, I want to talk to you about this, but you seem too mad right now, and that’s okay.” Then you go calm down, scream in your closet, freak out, and self-care. Then go back and talk to your daughter about sexual safety, cyber safety, self-respect, and all the other really important things your kid needs to learn. 

3. Require your teens to pull their own weight.

Being a member of a family means that you pull your own weight. As a member of their family, your kids need to contribute. Doing dishes, doing their own laundry, helping prepare meals, sweeping the floor and making their beds are basic life skills. You have no idea how many 16-year-olds I have taught to sweep a floor, dice an onion, fold a pair of socks, and even make their beds. These are all things they will have to do when they live on their own. And it’s work before play. Require these things consistently – and if the jobs aren’t done, they don’t get to play video games, go out with friends, etc. “Andy, I need help with dinner. You can go out with the guys after dinner.” And if they’re friends are already there, put them to work too. “Hey boys, if you’re going to stay and hang out, I need one of you to set the table and one of you to help Andy chop veggies.” Super simple. And if they want to be defiant, kick the friends out. They can try to come back tomorrow. Teaching kids to work is healthy. It also teaches them vital self-efficacy which increases their self-esteem and decreases their depression and anxiety. Because when kids can DO things, they feel like more capable, successful, independent people.
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Photo from pexels.com

4. Spend quality 1-1 time with your kid.

Even if they don’t say it, teens still want and need connection with their parents and other authority figures. Life is hard and they need someone to confide in. Make sure you regularly spend time with your kid – give them opportunities to talk about anything, trivial or otherwise, and teach them about who you are – let them get to know you. If you’re really brave, you might even say, “What can I do to support you better? What do you need from me?” Most of the time kids will be pretty honest and have some really good feedback. Play tennis, hike, go to breakfast, etc. If you want your kid to listen to you, you need to listen to them. And if you want your kid to be better about hearing the word “no” they also have to connect with you in positive ways. Teens who spend quality time with their parents are less likely to participate in deviant behaviors, more willing to take accountability, and better able to build and maintain healthy relationships.

5. Expect mistakes. 

Your teens are going to mess up. They are adults-in-training, and they haven’t figured it out yet. Instead of freaking out that your kid messed up and worrying so much about the behavior, focus on the recovery plan. “Okay Andrew, you messed up. What are you going to do about it?” Often our kids will have ideas. And if we work with them to solve problems, they will learn crucial skills about problem-solving, integrity, accountability, respect, work, and forgiveness. When we approach this as, “You made a mistake, and there are consequences, but the bigger issue is, what’s your game plan now?” instead of, “I can’t believe you did that. What is wrong with you?!” we invite our kids to be honest and we show them that we are on their side. While we are going to hold them accountable for their poor choices, we are also going to help them through. Prioritize their growth, not their past choices.
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Photo from pexels.com

6. Don’t rescue your teen!

This is probably the biggest mistake I see parents make. It is the number one thing I re-teach kids. They are so used to being rescued that when I don’t rescue them they freak out. But don’t worry – with time and consistency it gets better. “No Emily, I can’t bring your homework to you. I’m really sorry you forgot it, but you are responsible for that. You’ll have to turn it in late.” “But Dad, I’m going to get a lower grade!” “I know, and that sucks. This is a great opportunity for you to learn responsibility.” Then you can help Emily with ideas: keep finished homework in your backpack, get up earlier, double-check your things before you leave home in the morning, etc. It is okay for teens to be uncomfortable – to need to sit with their choices, and to have to learn to clean up their own messes and deal with natural consequences. It is important and healthy. Let that be part of the process. It will save them in the long run. Because you aren’t going to be there when their human development professor won’t even accept late work and they are literally sprinting across campus their sophomore year of college to turn in a paper they procrastinated until the last minute. They have to learn BEFORE they get there. Having said this, of course you need to keep your kids safe – but I’m not talking about safety.
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Photo from pexels.com
And that’s really the great thing about raising teens – this is the time for them to make mistakes. They are learning how to become adults, and if they’re going to mess up, this is the time to do it. Much better now than when they have actual adult responsibilities. Teenagers are creators – they discover. They want to push the envelope, and they want to try new things. And that is so scary! But it’s also so wonderful. Because seriously, teenagers are the best. And I wish I had a credible citation for that!
Personal Practice 1Implement at least 2 of the above ideas with your teen this week.

References

Arbinger Institute, The. (2015). The anatomy of peace: resolving the heart of conflict. Oakland, CA. Berrett-Koehler Publishers, Inc., a BK Life Book.
Clarke, J. I., Dawson, C., & Bredehoft, D. (2014). How much is too much?: raising likeable, responsible, respectful children–from toddlers to teens–in an age of overindulgence. Boston, MA: Da Capo Lifelong, Perseus Books Group.
Heritage Community, The. (2019) Employee Handbook. PDF. Provo, UT.
Lamborn, S.D., Mounts, N.S., Steinberg, L., & Dornbusch, S.M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development 62, 1049-1065. DOI: 10.1111/j.1467-8624.1991.tb01588.x
Lansbury, J. (2014). Setting limits with respect: What it sounds like. Retrieved from: http://www.janetlansbury.com/2014/04/setting-limits-with-respect-what-it-sounds-like-podcast/

 

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Aubrey-Dawn Palmer was born and raised in Farmington, New Mexico, and she has a bachelor’s degree in family studies from Brigham Young University. She has two younger brothers and is married to her best friend, Richard. In addition to her research on relationships, human attachment, and healthy sexuality, Aubrey-Dawn volunteers with her husband as a teacher for the Strengthening Families Program, is a research director for a counseling center, and works as a home counselor at a residential treatment center.

 

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