It’s five thirty and your five-year-old walks into the kitchen saying he’s hungry. “Good, it’s dinner time!” you say, cheerfully, hoping to prevent an explosion. The three-year-old starts to whine and you slip him another fruit snack as you guide the two to their seats, bracing yourself. They mope. You encourage. They grumble. You barter. They pout. You bribe. They scowl. You threaten. They cry. You go make chicken nuggets.
There are few things that stress a parent out more than mealtime with picky eaters. What if you could just stop it? End the battle; call a truce – is that even possible?
Luckily there is a tried and true method to prevent problems and encourage healthy attitudes, AND it will calm the dinner battles right now! In the 1980s, a dietitian named Ellyn Satter wrote a number of books about feeding healthy families. Since then her principles have been tested over and over again and they are still the gold standard that dietitians use in preventing and dealing with eating difficulties. Here’s what you need to know to get started:
1. Trust that your children want to grow up
Your biggest goal for your children’s eating is that they become healthy adults with healthy relationships with food. Guess what? That’s their goal, too! Deep down, underneath those toddler impulses or preteen attitudes, they want to grow up and be mature adults, including in how they eat! Trust your child to grow up. Trust him, even when he’s acting like, well, a three-year-old. Even when he’s acting like a three-year-old when he’s ten. He still wants to grow up.
2. Honor “The Feeding Relationship”
Satter suggested that children feel secure and able to grow up when there is a division of responsibility in the feeding relationship. The parents have their responsibility and the children have theirs. If nobody crosses the line, things tend to work out!
Basically, the parents are responsible for the what, when, and where of eating, and the child is responsible for how much (if any) he eats from what is provided. I’ll explain.
What – Parents decide what is served. Choose mostly healthy foods. If you don’t want them eating it, don’t serve it. Or even better, don’t buy it! Make sure you provide three or four options for each meal, one of which is something that you know the child will eat, even if it is just fruit or bread.
When – Have meals and snacks at regular times throughout the day. For young kids, that means a snack every two to three hours. Besides regulating the child’s blood sugar and keeping her from getting hangry, this also allows you to more easily say, “It’s a bummer you didn’t eat anything at the last meal. We’ll have a snack in a couple hours.”
Where – Have meals at the table whenever possible. Provide a pleasant atmosphere – keep it light and cheerful as much as you can. Even though you can’t enforce how much they eat, you most definitely CAN enforce manners! Some children eat their fill (or at least say they are done) very quickly and want to run off and play. It is okay to set a timer (even five or ten minutes) to remain at the table and join the family in dinner conversation, even if she chooses not to eat any more.
How much – The child decides how much, if any, to eat. Sometimes they will eat like a bird and the next day will house three sandwiches. Children meet their nutritional needs over the matter of a week or two, not in a day. It is perfectly normal and fine if they don’t eat meat for a few days but eat a bunch a few days later. Overall if this division of responsibility is followed, they will tend to get what they need. However, if you are concerned about a very picky eater while they are working through this, talk to your doctor or dietitian.
Allowing your child to determine how much she eats also means no cajoling, bargaining, or persuading. Your child can smell an agenda a mile away, so if they sense that you are trying to get them to eat their brussel sprouts by talking loudly about how delicious they are, they may feel like you crossed their line and shut down.
3. What about sweets?
One of the first questions parents want to know is, “What about sweets?” Most dietitians give two options. Serve dessert only occasionally, but when you do, children may eat it ad lib (when it is on the table, it is part of the “meal” and therefore they get to decide how much to eat). The second option is to have a single serving of dessert pre-portioned, but to serve it with the meal, not after. Do not use dessert as a reward for eating more “healthy” food. Sometimes a child will even eat more dinner when they can go ahead and have their cookie first – then they won’t rush through and eat as little as possible to get on with dessert! The bottom line is that we don’t want sweets to become this forbidden thing. That is how we develop many unhealthy attitudes toward food.
So that’s it! Now you can go and have instantly pleasant meals with happily eating children, right?! Okay, okay, it is one of those parenting principles that is simple, but difficult to implement. It is so hard to sit there and bite your tongue while your child ignores the veggies yet again and goes straight for the roll. It is equally hard to bite your tongue when your stubborn child finally tries the cabbage at dinner, and when he says he likes it, instead of dancing around the kitchen, saying casually, “Oh yeah, it’s pretty good.” Just remember to take the long-term view. Your ultimate goal is not to get your child to eat his peas tonight. It is to have him grow up to be a healthy eater. Fixing nutrient issues is relatively easy compared to fixing an unhealthy mental pattern regarding food. Trust that they want to grow up. Give them the structure and freedom to do it, and be ready to be amazed!
Note: This article was written to address “normal pickiness.” Extreme pickiness may warrant help from an occupational therapist and/or dietitian. Sometimes there are underlying causes (sensory issues, anxiety, early feeding tubes, etc.) that make it more difficult for some children to overcome finicky eating. These principles still apply and are invaluable in overcoming it, but in these situations, special care must be taken and some tactics may need to be altered.
Write down a meal plan for next week’s dinners. Planning ahead will help you feel less stressed at dinner time, and can even help you save money while at the grocery store!
Danika Dunn graduated magna cum laude from Brigham Young University with a BS in dietetics and a one-year-old. Because she knows so well the practical stresses of feeding kids, she enjoys helping other families eat for better health – in mind and body. Right now she spends most of her time homeschooling her five children, folding laundry, listening to podcasts, and taking care of her bees.
Let’s be honest, talking to kids about sex is hard! It can be awkward, and tough to know how to handle a topic that some couples aren’t even comfortable discussing with each other (if this is you, we need to talk). We’ve previously posted some guidelines to help you have healthier conversations with your kids about their bodies and sexuality, but today, I’d like to focus on one essential point that we often forget to mention when we are talking to our kids about this topic:
SEX IS GOOD.
Let me say that again – sex is a wonderful, helpful, beautiful, GOOD thing that should be a regular part of our marriages! Sex gives committed couples the opportunity to get to know each other better, to connect physically, emotionally, and even spiritually, and to have fun exploring and deepening their relationship. Not to mention, it has the amazing power to bring children into the world!
Photo by Ádám Szabó on Unsplash
When we fail to help our kids understand the positive power of their sexuality and how it can benefit their committed relationships, we run the risk of them missing out on all of the amazing things that a good sexual relationship can bring to their lives.
Many parents hope that their children will wait until marriage to become sexually active. To be honest, this is what I hope for my kids! There are so many emotional and physical benefits to sexual exclusivity (lower risk for STD’s, deeper trust and connection over time, emotional safety, even better sex). But unfortunately, this hope can often skew a parent’s view on how they should talk with their kids about sex. Parents often either heavily emphasize the “don’ts” associated with sex, or they avoid discussing anything but the bare minimum when it comes to their children’s bodies. They think that if they talk to their kids about the good side of sex, it will make them just want to go out and have sex with everyone. But research has actually shown the opposite. When parents have healthy discussions about sexuality with their kids, and put that sexuality in the context of healthy committed relationships, kids are actually more likely to value sex and the power that it can have in their relationships, as well as make healthier sexual decisions. On the other hand, avoiding the topic, or only focusing on the negative consequences of premarital sex only creates fear and shame surrounding anything connected to sexuality – something that can seriously hinder a person’s ability to perform sexually later on in an appropriate setting.
For parents who aren’t as concerned about their children waiting for marriage, talking about the context of healthy committed relationships is still vital. While consent, safe sex, and gender identity are all important parts of conversations regarding sexuality, helping children understand the positive power that sex can have in strengthening their relationships will help set them up for sexual success.
Photo from pexels.com
So how do we help our kids understand that sex is good without encouraging them to be promiscuous? Context is the key. If we talk to our kids about how sex is a wonderful and powerful thing that can really benefit and enhance our marriages, and help them to understand why they should wait to have sex, they are far more likely to want to make that choice themselves.
So whenever you discuss sex with your children (which should be frequently as they mature physically and emotionally), make sure that they know that sex is a positive thing! It can express deep love and commitment, and can bring you so much closer to the person you choose to spend your life with. As you help them to know that their bodies are beautiful and powerful, you empower your children to make wiser choices about their personal sexuality. And when the time comes for them to share that part of themselves with someone they love, knowing that sex is a good thing will make those experiences all the more meaningful for them.
Think about and write down a few of the reasons why sex is important to you. How can it strengthen your own relationship? Developing in your self a belief that sex is positive is the first step to helping your children have a healthy relationship with their own sexuality.
References
Brotherson, L. M. (2015). And they were not ashamed: Strengthening marriage through sexual fulfillment. Boise, ID: Inspire Book.
Gottman, J. M., & Gottman, J. S. (2016). The man’s guide to women: Scientifically proven secrets from the “love lab” about what women really want. New York City, NY: Rodale Books.
Perel, E. (2007). Mating in Captivity: Unlocking Erotic Intelligence. New York City, NY: Harper Paperbacks.
Shoop, D. M., & Davidson, P. M. (1994). AIDS and adolescents: The relation of parent and partner communication to adolescent condom use. Journal of Adolescence, 17(2), 137-148. http://dx.doi.org/10.1006/jado.1994.1014
Stone, N., & Ingham, R. (2002). ‘Factors affecting British teenagers’ contraceptive use at first intercourse: The importance of partner communication. Perspectives on Sexual and Reproductive Health, 34(4), 191–197
Wellings, K., Nanchahal, K., Macdowall, W., McManus, S., Erens, B., Mercer, C. H., et al. (2001). Sexual behaviour in Britain: Early heterosexual experience. The Lancet, 358, 1843–1850.
Rian Nicole Gordon is from Orem, Utah, and graduated from Brigham Young University with a Bachelor of Science in Family Life and Human Development. She has been married to her best friend Mark for five years, and they have two beautiful children, one boy and one girl. Apart from her full-time job as a stay-at-home mom, she works for The Dibble Institute, which specializes in relationship education for youth.
It’s no secret that test scores and grades don’t adequately convey a kid’s full intelligence. Intelligence comes in a wide variety of forms (ex. musical, logical, interpersonal, spatial, kinesthetic..etc.). An essential form of intelligence that is often overlooked is perhaps the most paramount to our child’s immediate and future success in life. I’m talking about emotional intelligence. Emotional intelligence is the ability to recognize, understand and express our emotions in healthy ways (Mayer, 2004). And as it turns out, ‘raising the smartest kid on the block’ has less to do with our children’s talents and abilities and more to do with how we as parents respond to their emotions and foster healthy expression.
Responding to Our Kid’s Emotions
Renowned psychologist John Gottman explains there are four ways in which parents typically respond to their children’s emotions. Which parental response do you most identify with? You will likely relate to each response style at different times depending on the situation, location and the age of your child. Click here to learn more about the impact each response style has on children.
1. The Dismissive Parent feels out of control and uses distraction techniques rather than addressing the emotion; sees negative emotions as their own personal failure as a parent and will do just about anything to quickly change the child’s emotion to a positive one.
Ex. “If you stop yelling you can have this piece of candy.” or “Shhhhh! Stop crying! Do you want to watch a show on Mommy’s phone?”
2. The Disapproving Parent is overly concerned with discipline and how to ‘manage’ their child’s negative emotions without being concerned as to why the child is feeling the way they do. These parents are often judgmental, critical and controlling.
Ex. “Why are you so upset? This is not a big deal! You always do this right before we have to leave!”
3. The Laissez-Faire Parent waits for the child to ‘get over it’ and ride out their emotions with no guidance as to an appropriate way to express themselves; sets no limits on behavior and is extremely permissive.
Ex. “Cry it out. You’re fine.” or “You’ll get over it [allows child to continue doing whatever they are doing].”
4. The Emotion Coach sees negative emotions as an opportunity to teach problem-solving skills and empathize with their child. They set limits on behavior and help children find appropriate ways to express their emotions.
Photo from pexels.com
Becoming an Emotion Coach
It’s no surprise that the ‘emotion coach’ is the ideal response to best foster our children’s emotional IQ. If this hasn’t been modeled for you in your family of origin or doesn’t come naturally to you in moments of stress and frustration, be kind to yourself! It’s all about practice. Here are a few important steps to help you become the emotion coach your child needs.
Help child identify the emotion– It’s a valuable skill for our children to learn what emotions ‘look like’ so they can recognize it in themselves and others. Verbally explain the reasons why you can see they are feeling sad, frustrated, embarrassed…etc. Then of course, ask them to tell you about it. Even if you already know the answer, let them tell you in their own words. Ask why the child feels the way they do and then listen. Really listen.
Ex. “You look angry. I can see that your body is tense and your face is turning red. Why are you feeling angry?” or “You look kind of sad today. You’re hanging your head down and you don’t want to do any of your favorite things. Why are you feeling sad?”
Validate child’s feelings– It’s deeply important for us as adults to feel validated in our emotions and children are no different. They deserve the same compassion and understanding that we so often seek.
Ex. “I’m so sorry you feel sad. If my toy got broken I would feel really sad too.” or “I can see why this situation is so frustrating for you. How can I do things differently next time?”
Appropriate emotional expression– Accepting our children’s feelings does not mean accepting their behavior. It’s important to remind our children that just because they feel a certain way, doesn’t make it okay to.. hit, lie, yell, kick, say unkind things…etc. Help your child choose an appropriate emotional response and offer suggestions if they find it difficult. This can be a fun activity to do together! Make it a game by thinking of silly but practical ways to express themselves. Do they like yelling in their pillow or hitting the couch cushions? How about running around the house or yelling outside? Emotional expression is unique and doesn’t need to be conventional.
Ex. “I understand that you are/were angry. But yelling and hitting is not okay. How else can you show your frustration next time?” or “Something that helps me feel better when I’m frustrated is to take a few minutes to be alone or take deep breaths.” or “Have you tried dancing crazy to your favorite song? I know it sounds silly but it helps me remember that I won’t feel frustrated forever.”
Be your child’s emotional role model – The best way to help your child navigate their own emotions is to develop your own emotional intelligence! How do you respond to feelings of sadness, anger or guilt? What can you do differently today? The more comfortable you are with expressing your feelings, the more comfortable you will be as you teach your children to do the same. Utilize your mistakes as a tool to teach your children that you’re working on expressing yourself too.
Ex. “I was feeling really frustrated today but that didn’t make it okay to raise my voice. I’m so sorry. Will you forgive me?”
Photo from pexels.com
Parents who choose to become an emotion coach will cultivate children with higher self-esteem, higher achievement, better impulse control and delayed gratification. Their children will get along well with others, require less disciplineand even have fewer infectious illness (Gottman, 1998). The benefits are endless! As we strive to become the emotion coach our kids need, our children will be able to better recognize and express their emotions and truly be the smartest kid on the block.
Think of a recurring situation when your child struggles to express their emotions in an appropriate way and plan how you can be a good emotional coach the next time it happens.
References
Eloranta, S. J., Kaltiala, R., Lindberg, N., Kaivosoja, M., & Peltonen, K. (2020). Validating measurement tools for mentalization, emotion regulation difficulties and identity diffusion among finnish adolescents. Nordic Psychology. https://doi-org.erl.lib.byu.edu/10.1080/19012276.2020.1863852
Gottman, J. & DeClaire, J. (1998). Raising an emotionally intelligent child: The heart of parenting. New York: Simon & Schuster.
Yule, K., Murphy, C., & Grych, J. (2020). Adaptive functioning in high-risk preschoolers: Caregiver practices beyond parental warmth. Journal of Child and Family Studies, 29(1), 115–127. https://doi-org.erl.lib.byu.edu/10.1007/s10826-019-01660-w
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.
When my son was two and his older sisters were five and six, mornings were hectic at our house. My wife and I would busily run around making breakfast, preparing lunches, and helping children get ready for the day. Somewhere in there, we would get ourselves ready too. One morning from this time of life stands out in my memory. My son was just beginning to put multiple words together. We had already dressed him, and in the hustle and bustle of the morning, I had not noticed that he had put his shoes on and gone and sat by the door. As I went to leave and take the five year old to kindergarten, he looked up at me and said, “Me go?” He was ready and anxious to go, but he had to stay. He simply was not old enough for kindergarten, and I could not take him with me to teach classes at the university. It broke his little heart.
The ages and the contexts have changed, but similar experiences play out in our household on a daily basis. The oldest is upset that the youngest gets more help with chores than she does. The youngest is upset that he is not allowed to ride his bike around the block by himself like the oldest. Our children are different people, with different abilities and different needs, we must treat them differently. Yet, sometimes it seems that no matter what you do, you simply cannot win as a parent.
In life, we call these differences reality; our children may call it favoritism. Researchers call it parental differential treatment. Overall, research paints a bleak picture. Across childhood and adolescence, dozens of studies suggest that when we treat our children differently, that the one receiving the short end of the stick (i.e., my two year old son who could not go to school) is at risk for causing more trouble at home and school, being more depressed, receiving lower grades, and even engaging in substance use (in adolescence). Perhaps the silver lining is that children who believe that they get the better treatment tend to be less disruptive, are less depressed, do better in school, and are less likely to engage in substance use.
Photo from pexels.com
The realities of life and the scientific research create a frustrating conundrum. We must treat our children differently, but in doing so we may put them at risk. So what is a parent to do? I have spent nearly the last decade of my professional life researching this question. I offer several suggestions below. Each of these is based on one or more studies and my interpretation of them. As a researcher, however, I must caution that more research is needed in this area and these findings are not universal truth.
Be aware of why differences exist
In an older but important foundational study, Kowal and Kramer (1997) found that differences in treatment might not have negative implications in some families. In particular, they found that among 11-13 year-olds, when the children saw differences in parenting as fair, then it had no impact. The children reported that differences were expected because they were different ages, one sibling simply needed more help, they were a different sex than their sibling, they had different interests, or because of disabilities.
These findings present an important idea — if our children recognize why we are treating them differently, then they may see it as fair. What does this mean as a parent? Be open with your children as to why they are treated differently. For example, our oldest recently complained that we were helping a younger sibling with a chore; help that we did not offer her. She was visibly upset by this difference. We mentioned that the younger sibling was unable to physically open the door to the closet where the vacuum was stored, and could not plug it in themselves. As we explained this to her it was as if a lightbulb went off and she said, “Oh, ok.” Then she went happily on her way. The younger the child, the harder this will be, but start young. As they develop the capacity to understand, you will already be in the habit of discussing and talking about differences in treatment.
Although we likely will not have a conversation about every difference, we need to be willing to talk about it with our children. To me, this further suggests that as parents we need to be thoughtful about those differences in treatment and be aware of why they exist. If we find ourselves treating our children differently for a particular reason that we would not want our children to know about, then maybe that particular difference is inappropriate.
Additionally, I suggest that you follow your children’s lead. When they mention differences in treatment, or seem bothered by them, that is the time for a discussion. If you are always bringing up the differences, you may create concern and stress that did not already exist.
Photo from pexels.com
Beware of comparisons
The birth of our first child was an amazing time. I loved watching her grow over those first months and years. Every milestone was a new stage of life that brought new possibilities and challenges. For a long time I could tell you what percentiles her height and weight had been at many ages and how her motor and language skills compared to the average child. That same process was no less exciting with the birth of our next daughter. I discovered quickly, however, that I was prone to interpreting the second daughter’s development in the context of her older sister. I would often say things like, “She just started walking, but her older sister did it nine months earlier than her.” Or, “She already has a vocabulary of over 400 words, her older sister only knew 100 words at this age!” Those comparisons may be harmless with babies, but several recent studies of my own highlight that they may eventually matter. In two different studies, we asked parents to make comparisons about their children, and then we measured what happened over time (Jensen & McHale, 2015; Jensen, McHale, & Pond, 2018). When parents believed that a child was not as smart as the sibling, or that they were more trouble, that child did worse in school and caused more trouble over time, after controlling for previous school performance and behavior. In part, what seems to happen is that children believe that parents treat them differently because of those comparisons, whether parents actually do or not.
Like with my infant daughters, we all make these comparisons about our children. Even if we do not voice those comparisons they may have a way of shaping our daily interactions with them, and in subtle ways may be detrimental to them as individuals. So as much as you can, avoid comparisons. Recently, to help myself make fewer comparisons about my children, I have tried to use less “relative” or “comparison-” based language. For example, rather than telling my daughter that she is the best, I might say, “You’re wonderful.” In essence, I am hoping to communicate love and value without it being in reference to anyone else, including her siblings.
Combat differences in treatment by treating them differently
My oldest daughter likes to wrestle and roughhouse. If she is having a hard day, it often makes her feel a little better if I swing her around like a sack of potatoes and then throw her on the couch. I learned pretty quickly that this does not work with my second daughter. She would rather do a puzzle with me, or draw a picture together. My son would rather play firefighters or read a book. Each of my children are different from one another, with different interests and personalities.
Photo from pexels.com
Another study I conducted suggests that perhaps a way to combat differences in treatment is to go ahead and treat them differently. We found than in some families, differences in treatment had little to no impact on the children (Jensen & Whiteman, 2015). In these families it seemed that the parents were involved in their children’s lives. They knew who they were and what they needed. My suggestion is that you spend one-on-one time with each child. Some of that time should be in activities you prefer, but many times it should be directed by them. Spend time doing the things they enjoy and they will know that you truly care about them and their interests. When you do this, they may not be so concerned about differences in treatment.
Conclusion
Although every day may bring new experiences with differential treatment, these suggestions have the potential to build stronger families where each child feels valued and loved for who they are, and not for who they are in comparison to a sibling, or for how they are treated differently. You will make mistakes, we all do, but keep working on it and do your best.
Make a list of each of your children’s interests. If you are having a difficult time thinking of what to write down, ask your kids! Work on implementing these interests into your interactions with your children this week.
Download this free handout for a list of questions to help you get to know your child or teen.
References
Jensen, A. C., & McHale, S. M. (2015). What makes siblings different? The development of sibling differences in academic achievement and interests. Journal of Family Psychology, 29, 469-478. doi:10.1037/fam0000090
Jensen, A. C., McHale, S. M., & Pond, A. M. (2018). Parents’ social comparisons of siblings and youth problem behavior: A moderated mediation model. Journal of Youth and Adolescence, 47, 2088-2099. doi: 10.1007/s10964-018-0865-y
Jensen, A. C., & Whiteman, S. D. (2014). Parents’ differential treatment and adolescents’ delinquent behaviors: Direct and indirect effects of difference score- and perception-based measures. Journal of Family Psychology, 28, 549-559. doi:10.1037/a0036888
Kowal, A., & Kramer, L. (1997). Children’s understanding of parental differential treatment. Child Development, 68, 113 – 126. doi:10.2307/1131929
Alex Jensen is the lucky husband of Heidi and father of three. He is the youngest of six children. Alex received a bachelor’s degree from Brigham Young University and a master’s and doctorate from Purdue University (in Human Development and Family Studies). He is currently an Assistant Professor in the School of Family Life at Brigham Young University.
While dining in a Chicago restaurant, I learned the life story of our waiter.
His father owned a lucrative business for many years but went bankrupt. He was not legally obligated to pay back his debts, but this elderly waiter told us how he witnessed his father sacrifice the rest of his life to pay his creditors and die with a peaceful conscience. He lingered at our table, practically sitting down to eat with us, because his father’s story was so compelling.
How we ‘do-do’ it wrong
The father in this story became a hero to his son, not by being perfect, but by being perfectly flawed. It is hard to admit to our mistakes and make reparation. Most adults in leadership positions, whether in the workplace or as the head of the home, have the responsibility of maintaining control.
The status of being in charge suggests that all those under us should trust our judgment. As a result, we hide our flaws. We pretend to know always what is best. We tend to elevate our status to the “we can do no wrong” level in fear of losing the confidence of others.
Forbes magazine argues this is a dangerous belief because “it backs a leader into defending their poor choices, even when they themselves have come to recognize they were wrong.” The truth is we do do wrong, and that gets us in plenty of do-do when we try to cover it up.
Scientists call this cognitive dissonance: the tension you feel when you are mentally out of balance. Non-scientists, namely children, call this hypocrisy. It’s when our actions are in conflict with what we know to be wrong.
For example, I know eating too much cake is bad for me, but I just can’t resist another piece, and another, until it’s gone. As a result, I’m internally conflicted with a stomachache to boot.
As parents, we make mistakes all the time, but we make it worse when we lie about it: “No, I didn’t eat all your Halloween candy.” We cover it up because we crave cognitive consonance, or balance again in the universe (dad = hero). We don’t want our children to know we have trouble controlling our passions. We want them to still look up to us on the parental pedestal (the one use used to climb on to reach the candy up in the cupboard).
Chances are, however, that our hypocrisy will be discovered sooner or later, and we will fall — and fall hard. It will be difficult to regain our child’s trust.
The 3 benefits of owning up
The healthy way to create consonance again is not to justify or lie, but to admit our mistakes: to come clean. Flawed parents are the best tutors because they can use personal mistakes to teach their children how to tell the truth. When our children hear and see us owning up to our mistakes they learn:
1. No one is perfect, and that’s a good thing.
A comforting thought is “no one is perfect … that’s why pencils have erasers.” Children need to see that we are trying to do our best, but when we slip up, that’s OK. Just apologize (sincerely) and get on with it. Rather than wringing our hands and becoming paralyzed with perfectionism, making a mistake once in a while reminds us we are human and allows others to make mistakes too. What a relief! You mean, you’re not perfect either? Families thrive best when they are filled with humans, not super humans or robots. I can love and be loved best when I am real, flawed, and vulnerable.
2. Mistakes are the tutors for growth.
Authors Tavris and Aronson said, “Learn to see mistakes not as terrible personal failings to be denied or justified, but as inevitable aspects of life that help us grow, and grow up.”
I’m reminded of an elementary school teacher who would do something wrong, and in front of her students she would chirp, “Oops! I made a mistake,” and then fix it in their view. She taught the children that the classroom is a safe place to experiment, take risks, and learn from their mistakes.
Dr. Amanda Mintzer, a clinical psychologist at the Child Mind Institute, stated, “Kids aren’t necessarily exposed to the reality that life includes mistakes, missteps, and even failures. As much as everyone likes things to go according to plan, it’s important to teach our children that it is also okay when they don’t.”
A home can provide the exposure to those realities. Imagine being the mom of Thomas Edison, who replied when asked about the failure of creating the light bulb: “I have not failed. I have just found 10,000 ways it won’t work.”
3. To take responsibility for our actions.
We see less and less of taking responsibility from leaders in businesses, politics and in communities. If they do, it’s with a vague “mistakes were made.”
We need more role models who state, “I did that and I take full responsibility. I will do whatever it takes to make it right.” Honesty. How refreshing. What better lesson can we teach our children than shouldering up to the consequences of our actions?
The best part of a parent taking responsibility is when a child has the opportunity to watch how the parent goes about making it right. That’s where the real work is done. “Oh, boy. I just ran over a sprinkler head with the car. I’m going to need to get a new part and install it tomorrow.” Then enjoy taking the time to teach your child how to install a new sprinkler head.
Honest effort after an honest mistake engenders trust and esteem from our children. Flawed parents need not fear mistakes, but draw out the human lessons we can learn from them. Mistakes authenticate us as tutors.
The waiter in the Chicago restaurant? I’ve never been so touched at the apparent admiration a son had for his father. Even in his advanced years, he was proud to wait tables for a living, feeling his father’s approval at every table.
Homework:
Option 1: Think about a time when you have made a mistake – preferably something that wasn’t too life-altering or upsetting to you. Think about what you learned from that mistake, and share about the experience with your child.
Option 2: Have a discussion with someone you love about the pitfalls of perfectionism, and how allowing ourselves to make mistakes can be a good thing. For help, take a look at this article by Aubrey Hartshorn.
Tavris, C., & Aronson, E. (2007). Mistakes were made (but not by me): Why we justify foolish beliefs, bad decisions, and hurtful acts. Orlando: Harcourt.
Julie K. Nelson is Assistant Professor of Family Science at Utah Valley University and mother to five children. She is the author of two books: “Parenting with Spiritual Power,” and “Keep it Real and Grab a Plunger: 25 tips for surviving parenthood.” Visit her website www.aspoonfulofparenting.com, where she writes articles on the joys, challenges and power of parenting.
Alex Jensen is the lucky husband of Heidi and father of three. He is the youngest of six children. Alex received a bachelor’s degree from Brigham Young University and a master’s and doctorate from Purdue University (in Human Development and Family Studies). He is currently an Assistant Professor in the School of Family Life at Brigham Young University.
Julie K. Nelson is Assistant Professor of Family Science at Utah Valley University and mother to five children. She is the author of two books: “Parenting with Spiritual Power,” and “Keep it Real and Grab a Plunger: 25 tips for surviving parenthood.” Visit her website