Autism & The Whole-Brain Child & No Drama Discipline Books

Here is a recording from Barbara Avila's Synergy Autism Podcast.  In it, Dr. Dan Siegel and Dr. Tina Payne Bryson discuss how concepts in The Whole-Brain Child and No Drama Discipline books relate to those with autism.  They were joined by Corinna Gilligan, a mother of a teen with autism.  

Click on the link below to listen:

https://soundcloud.com/synergyautismpodcast/episode-1-tina-bryson-and-corinna-gilligan-the-whole-brain-child-with-autism

How to talk to your kids when they witness a scary event

Last summer a freak accident occurred in our community where a huge tree fell near a children's museum, injuring several children.  I'm grateful to Hanna Lim, who wrote the post below on her Lollaland blog, where she included some suggestions I offered at the time.

I'm reposting those recommendations now with Hanna's permission, hoping they might be helpful to you when your kids witness or hear about something scary or traumatic.  As always, it all comes down to "The Four S's":  helping kids feel Safe, Seen, Soothed, and Secure.

 

When [Freak] Accidents Happen

Posted on July 29, 2015 by Hanna Lim

I'm not sure if you heard the news, but "a 75-foot-tall, 75-year-old pine crashed without warning at around 5 p.m. just outside the Kidspace Children's Museum and fell onto kids at a summer day camp Tuesday, injuring eight children, two of them critically, fire officials said." (http://abcnews.go.com/US/wireStory/including-children-hurt-falling-tree-kids-museum-32745551)  

Well, my two daughters (ages 6 and 7) were attending that camp and apparently standing less than 20 feet away from the tree when it fell.  When I arrived on the scene I was immediately notified that camp was being held directly under and near the tree when it fell.  The staff notified each parent whether his/her child(ren) was safe, and the police kept us all well-informed and calm as we waiting over an hour for our children to be released back to us. My girls are safe and unscathed, but my eldest was sobbing before bed as she shared with us that she saw her friend, Joy, get hit by the tree and go to the hospital.  I believe Joy's still in critical condition, so our thoughts and prayers are with the families of all the children who were injured.  

I am so thankful to the camp counselors and Kidspace Museum staff for keeping our children safe and in good spirits.  Thank you, also, Pasadena Police and Pasadena Fire Departments for your incredibly fast response.  You were all absolute rockstars.  

This was such a harrowing experience.  At least 1 firetruck and 1 ambulance passed me on my way to pick my girls up yesterday, but I thought nothing of it, until I pulled up to the scene.  I teach my children to say no to strangers, look both ways before crossing the street, but what can prepare them for freak accidents like these?  Nothing, really.  I guess it's all about how we choose to deal with the aftermath.  

Please say a prayer for all the children and families involved, and take a moment to peruse the resources listed below.  Finally, let this be another reminder to cherish each and every moment and live life to its fullest.  

The school psychologist at my children's school, Dr. Tina Bryson, suggests the following resources and steps to guide parents in talking with their children about the incident.

Helpful books/videos:

  • Verbal First Aid and The Worst is Over by Prager and Acosta
  • Trauma-Proofing our Kids by Dr. Peter Levine
  • Below find the link to a video with a few practical ideas from the book Verbal First Aid:  https://www.youtube.com/watch?v=mJp4Lrjs6qg

Steps to guide parents in talking with their children:

  • Soothe and comfort—non-verbal touch and holding as well as assuring words “The worst is over.  You are safe.”  
    • sometimes returning to things that settled your child when he/she was younger are good to pull back into your routine—a song you would sing to them or an old bedtime ritual can be comforting and help them feel safe
    • parents may need some additional self-care or support to be able to be a calm, assuring presence to their children since these experiences can be secondarily traumatizing to parents as well
  • Acting out behavior or heightened sensitivity or reactivity is to be expected for some children.  Consider these signs that they may need soothing, connected time with parents, slowing things down with lots of connection in order to soothe their little nervous systems.  
  • Name it to Tame it.  This is a technique in Dr. Tina Bryson's book The Whole-Brain Child, where we help children tell their stories about something scary.  When we help our children tell their story, the story should have the facts as the child remembers them, the emotions the child felt and feels, and a message of safety and resilience “There were lots of people who came to help.”  “You are safe.”  etc.
  • The most important thing is to help them feel safe and to assure them that you will listen, answer questions, and keep them safe.  Follow their lead on the questions and telling the story.
  • Help them find a way to do something active.  Draw a picture for someone who helped them, for someone else who was hurt, etc.  Give them a job that allows them to “help”.
  • Seek out professional help if your child’s distress begins to impact their appetite, sleep, or if their emotions begin to become overwhelmingly intense with feelings of depression or anxiety or panic.
  • Keep in mind that terrifying experiences are not always traumatizing.  There are many factors that contribute to whether or not a child is traumatized, but it’s important that parents don’t project their own trauma and that kids don’t hear their parents talking about “trauma”.  Pay attention to how your own child is experiencing the event.

Want to know the single most important thing to consider as a parent?

One of my favorite places in the world when it comes to helping kids is The Momentous Institute in Dallas.  Here's a video I recently recorded for them.

Thank you, Dr. Tina Payne Bryson, for sharing this wonderful video about attachment. We love the 4 S's as a way to talk about secure attachment. Check it out!

Do You Confabulate?

I’ve been reading Brené Brown’s book Rising Strong.   One of the ideas in the book that I love and that has had an impact on me is how we so want to justify our emotional reactions and choices (even when they aren’t grounded in reality) that we “confabulate” information, or make it up from memory.  

She cites a study where a bunch of socks were laid out and people were asked to pick the pair that appealed to them most.  Later, when asked why they made their choice, they all cited a reason, like“I liked the pattern” or “The colors appealed to me”, etc.  No one said “I don’t know.”  

And guess what?  The socks were all identical.  Their left brains confabulated, or made up, a reason or “truth” about the situation.  

When it comes to our relationships, we confabulate the meaning about someone else’s behavior.  And the problem is that confabulations choke out curiosity, wondering, seeking understanding, and being present to what is actually unfolding right in front of me.  So I might “make up” that when my child is disrespectful to me it’s because I’ve been too easy on him lately and that he needs to “learn his place,” or or I might see this behavior as evidence that he doesn’t appreciate all that I do for him.  

But these confabulations may be completely wrong.  What’s more, they get in the way of my approaching my child with curiosity, of becoming open to what he is feeling, experiencing, focusing on, upset by, overwhelmed by, fearful of, needing support with, etc.  So these confabulations keep me from actually attuning to what my child is feeling and what he needs from me, and even from setting the limits I need to set in an effective way.  

Confabulations shut things down and make things worse instead of opening things up and making things better.   My confabulations keep me from being the mindful, present, attuned parent/friend/partner I want to be.  So, I’m watching for them.  

Since I’ve been more aware about how much I make up about the meaning of a moment, I’m surprised at how often I do this throughout the day.   I’m not going to judge myself for it; rather, I’m going to approach my own interpretaions with curiosity.  Then as I wake up to them and how often they are a part of my mental activity, I can then thank my brain for working hard to make sense of the world, and then investigate openly and attune to the person or situation in front of me in that moment.

Inciting Curiosity

Here's a short piece I recently wrote about curiosity, and how it applies to kids' experiences at summer camp:  

 

You’ve heard about curiosity killing the cat.  And about Pandora, whose curiosity released evil into the world.  But the more I think about it, the more I believe that curiosity is one of the most positive human characteristics—one we should try to develop in our children, and in ourselves.

Think about the powerful role it can play in the classroom, motivating students to learn, to pay attention, and to work hard.  Think about the powerful role it can play in parenting, allowing us to look beyond our child’s actions to what’s actually motivating their behavior, so we can be more effective in the discipline process (which is all about teaching). 

Recently I became curious about curiosity and decided to see what science has to say about the subject.  The Carnegie-Mellon researcher George Loewenstein defines “curiosity” pretty simply:  it’s when we feel a gap “between what we know and what we want to know”.[1] In this gap, the want motivates us to seek, to persist, and to learn.  We feel an eagerness and an inquisitiveness mixed together to know more, and we typically keep chasing it down to quell that drive.  Some people have compared it to an itch we need to scratch.   

What I found most interesting is that curiosity activates the learning centers, the memory centers, and the reward centers of the brain.[2]  When these different areas of the brain are active, we can learn more and remember more, then be chemically rewarded for our spirit of inquiry.  Basically, the anticipation we feel between wanting to know and starting to know makes us more receptive to learning and causes us to feel pleasure in the chase. 

I’m curious about how you might feel about your kids and curiosity these days.  When are they most curious?  Does school invoke their curiosity?  Or squash it?  Do they have the time or inclination for a spirit of inquiry? 

I’ll tell you that when I’m observing kids and counselors at camp, I see curiosity continually emerging.  Being in an environment away from their typical lives, away from technology, and immersed in nature that is always changing and even unpredictable, kids have the time, space, and natural inclination to explore and discover.  Further, kids at camp curiously anticipate, on a daily basis, what wildlife they’ll see, what goofy things their counselors have planned, what challenges lie ahead, etc.  

Since we know that curiosity makes us better able to learn, I wonder if this environment, where curiosity runs wild, is part of why kids learn so much more about themselves, and their social and emotional intelligence can take significant leaps in the weeks they’re at camp. 

The research on curiosity supports this speculation.  Studies show that when the “curiosity switch” gets flipped on, a person’s brain becomes more receptive—not only to learning about the subject the person was initially curious about, but to learning in general.  So when kids at camp become curious about how to, for example, bait a hook or sail a boat, their brains become more capable of learning all kinds of other important lessons regarding relationships and resilience and even self-understanding.  (Sneaky, huh?)

Watch for ways right now to incite curiosity in your kids as they think about camp this summer.  Ask them questions about their camp counselors, activities, and friends.  The anticipation of wondering and sitting in that gap between what they know and what they want to know will give them pleasure as they count down the days until it’s time to go to camp.  Then the real learning can begin.  

[1] Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. "Psychological Bulletin," 116(1), 75-98. 

[2] Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit. Neuron.

No-Drama Discipline in a Nutshell

Dr. Tina Payne Bryson presents the main theme of the NY Times best-selling book, No-Drama Discipline, co-written with Dr. Dan Siegel.

Ten Bites of a Quesadilla: Transforming Moments through Creative Discipline

Parenting is transformative. Few experiences are as transformative as parenting. At its core, parenting is about transformation. One of our most important jobs as parents is to witness and influence the evolution of our children from wrinkly newborns with raw nervous systems into integrated, whole humans who know who they are and how to be in the world. And parenting obviously transforms us as well. There are smaller transformations—we learn to do most things “one-handed” while carrying a baby on our hip; we begin to eat at McDonalds; we memorize the names of dinosaurs; we learn to play video games again; we even buy a mini-van (which for some is a bigger transformation than for others). And there are huge, life-changing transformations—we adjust our priorities; we make sacrifices that cost us greatly; we learn to live with worrying and “what ifs”; we forever expand our hearts.

Along the way, we become more creative than we ever knew possible. I’m not talking about the creativity of artists, song-writers, or novelists. I’m talking about the creativity that’s required for survival for anyone caring for children. I knew I’d been forever transformed by my role as a parent when, in my attempt to get through to my non-compliant little streakers, creativity sprung forth from desperation and I made up a song with a chorus that began, “No naked butts on the furniture.” (Unfortunately, it was so catchy that one day I actually found myself singing it in the car by myself. As I said, parenting changes us.)

What’s more, transformation isn’t limited to people. We can also use our creativity to transform moments, so that the situations and circumstances we face can change into something else. Moments can be transformed for the worse, like when our downstairs brain shifts into overdrive and a sweet, bedtime cuddle turns into a fierce battle, complete with crying, wailing, and gnashing of teeth for all involved.   But likewise, we can transform moments for the good of ourselves and our children, so that an ordinary, everyday parenting challenge is converted into an opportunity for growth, connection, and relationship. And to do this, it almost always requires creativity.

Creativity allows us to transform a battle and a disconnection into an opportunity to bond, to play, to teach, and even to develop the higher parts of our kids’ brains. I don’t always achieve this goal, but when I’m able to, I’m reminded of just how powerful it can be when we use our creativity to transform the moments we’re given.

Challenge transformed into opportunity.

For example, while eating at one of our favorite Mexican food restaurants, I noticed that my four-year-old had left the table and was standing behind a pillar about ten feet away. As much as I love him, and as adorable as he is most of the time, when I saw his angry, defiant face coupled with his repeated tongue-thrusting aimed at our table, “adorable” wasn’t the word that came to my mind. A few diners at surrounding tables noticed and looked at my husband and me to see how we were going to handle the situation. In that moment, Scott and I felt the pressure and judgment of those watching and expecting us to lay down the law about manners at a restaurant.

There are many ways to respond in moments like these. But in this moment, two choices popped into my mind as I walked over and crouched down eye-level with my son. Option #1: I could go the traditional “Command and Demand” route and open with a clichéd threat uttered in a stern tone: “Stop making faces. Go sit down and eat your lunch or you won’t get any dessert.”

Knowing my little guy, this verbal and non-verbal confrontation would have triggered all kinds of reactive emotions in his downstairs brain—the part scientists call the reptilian brain—and he would have fought back like a reptile under attack.  The situation would just escalate with this approach.

Or, Option #2: I could tap into his upstairs brain in an effort to get more of a thinking—as opposed to a fighting/reacting—response.

Now, I make plenty of mistakes as I parent my boys (as they’ll freely tell you). But just the day before, I had given a lecture to a group of parents about the upstairs and downstairs brain, and about using everyday challenges—the survival moments—as opportunities to help our kids thrive. So, luckily for my son, all of that was fresh in my mind. I went with Option #2.

I started with an observation: “You look like you feel angry. Is that right?” (Remember, always connect before you redirect.) He scrunched up his face in ferocity, stuck out his tongue again, and loudly proclaimed, “YES!” I was actually relieved that he stopped there; it wouldn’t have been at all unlike him to add his latest favorite insult and call me “Fart-face Jones.” (I swear I don’t know where they learn this stuff.)

I asked him what he felt angry about and discovered that he was furious that Scott had told him he needed to eat at least half of his quesadilla before he could have dessert. I explained that I could see why that would be disappointing, and I said, “Well, Daddy’s really good at negotiating. Decide what you think would be a fair amount to eat, and then go talk to him about it. Let me know if you need help coming up with your plan.” I tousled his hair, returned to the table, and watched his once-again adorable face show evidence of doing some hard thinking. His upstairs brain was definitely engaged. In fact, it was at war with his downstairs brain. So far we had avoided a blow-up, but it still felt like a dangerous fuse might be burning within him.

Within fifteen seconds or so, my son returned and approached Scott with an angry tone of voice: “Dad, I don’t want to eat half of my quesadilla. AND I want dessert.” Scott’s response perfectly dovetailed with my own: “Well, what do you think would be a fair amount?”

The answer came with slow, firm resolve: “I’ve got one word for you: Ten bites.”

What makes this un-mathematical response even funnier is that ten bites meant that he would eat well over half the quesadilla. So Scott accepted the counter-offer, my son happily gobbled down ten bites and then his dessert, and the whole family (as well as the restaurant’s other patrons) got to enjoy our meals with no further incidents. My son’s downstairs brain never fully took over, which, lucky for us, meant that his upstairs brain had won the day.

Again, Option #1 would have not only escalated things, but it also would have missed an opportunity. My son would have missed a chance to see that relationships are about connection, communication, and compromise. He would have missed a chance to feel empowered that he can make choices, affect his environment, and solve problems. In short, he would have missed an opportunity to exercise and develop his upstairs brain.

And I hasten to point out that even though I chose Option #2, Scott and I still wanted to address his behavior. Once our son was more in control of himself, and could actually be receptive to what we had to say, we discussed the importance of being respectful and using good manners in a restaurant, even when he’s unhappy.

Challenge met, opportunity seized, moment transformed. (This time, at least.)

It’s all about watching for the opportunities.

As parents, we look for all kinds of ways to teach our children, to nurture their development. And it’s great to take them to the museum, to piano lessons, to the observatory, to a baseball game. But we also want to pay attention to the rich, minute-by-minute opportunities we’re given, and creatively transform these moments as well. What this requires—and there are plenty of times when I’m not very good at doing it—is that we take ourselves off of auto-pilot and look at each moment with fresh eyes. And though it isn’t easy by any stretch of the imagination, when we can step back and achieve a certain amount of critical distance from the situation at hand, that’s when we can begin to transform moments. And really, that’s just about the most we can hope for as parents. We can work hard to remain watchful for moments—hundreds of moments, large and small, throughout the day—and transform them, and allow them to transform us and our kids as well.

 

What Kids Need Most: You Being Present With Them

Here’s my response to all the parents out there who worry that they’re not doing all the “right things” with their kids. [youtube]https://www.youtube.com/watch?v=eQ6SPIW64w4[/youtube]

A Parent’s Anti-Bubble-Wrap Manifesto

Bubble-wrap is to protect things that are fragile, to cushion them so they don’t become damaged if they get jostled or banged around.  

Our kids are precious, but they’re not fragile.  They’re not delicate.

When we bubble-wrap them and protect them from any injury, any distress, or any potential challenge, we actually make them more fragile.  We communicate to them, “I don’t think you can handle this, and you need me to shelter you.”   In so doing, we deny them the privilege of the practice of feeling and sitting in discomfort and finding their way out, and of seeing that they are strong and resourceful. 

The more we bubble-wrap our kids, the more fragile they become. 

Want your children to believe that you believe in them?  Want them to be resourceful and resilient?  Want them to be able to develop a sturdy, robust bandwidth for tolerating challenges, and then rise to meet them?  Want them to know that they are not victim to their emotions and their circumstances? 

Then let them feel.  Let them wrestle with indecision, with discomfort, with discouragement and disappointment. 

Our job is not to rescue them from hard things and uncomfortable feelings.  Our job is to walk with them through their difficult moments with connection and empathy, allowing them to feel, allowing them to be active participants in problem-solving, and allowing them to discover the depth of their own capacity. 

It’s out of our deep love for our children that we want to protect them, but their capacity will be greater, their spirit larger, if we allow that love to lead us to our own courage, so that we can feel strong enough to let them discover their own strength.  

Eight Things You Say Without Talking

Most parents are mindful about their words. But our nonverbals also speak volumes to our kids.

In fact, we’re communicating all the time, often without even thinking about it.  Consider the last time you were with your kids at a piano recital, or a religious service.  You know, one where they really had to stay quiet.  When the squirming began, you might have been able to give a look or a touch that said, “This event is very important to me, and I need you to sit still, but I love having you here with me. It won’t be too much longer.” 

Or, you might have pulled out a completely different look, one that was offered with eyebrows raised as high as possible, and kind of means the opposite of “I love having you here with me.”

Your child’s whole day can turn on something you’re not even cognizant of, something that’s not even said. Something as simple as your smile—or your touch—can soothe a disappointment and strengthen your bond.   Or your nonverbals can do just the opposite.

I'm not saying there won't be times when you'll get completely exasperated with your kids.  Or that they won't misread something you're communicating and get upset.  Mistakes will be made on both sides of the relationship, of course.  But we can still be intentional about the messages that we're sending.

Here are four things you do not want—and four more that you do want—to be saying to your kids, even when you don’t utter a word.

Nonverbal Messages You DON’T Want to Send:

A deep, huffy sigh = exasperation. 

The message: You wear me out. I can’t stand you right now, and I blame you for making things so hard on me.

A clenched jaw or gritted teeth = fury. 

The message: I am furious with you and could explode at any moment. I’m unpredictable right now. Be afraid, very afraid. I’m not really in control of myself, and this is how people act when they are really mad.

Frantic rushing around = stress. 

The message: Don’t talk to me right now—and if you do, make it quick. I’m fragile at this moment, so if you stress me out any further, I might lose it. You better walk on eggshells and not make my life any harder.

Aggressive body posture = anger. 

The message:  You better do what I say—and now! I don’t care how you feel or what the circumstances are. I’m going to fight until I win, and I’ll continue to escalate and become more aggressive until I do. Power, control, and aggression are how I get what I want here.

 

Nonverbal Messages You Do Want to Send:

A big ol’ squinty-eyed smile = delight. 

The message: I think you are fantastic, and you fill me with joy. You bring fullness and wonder into my world and I love being with you.

An authentic belly laugh = appreciation. 

The message: You are funny and clever, and I enjoy you. I want to join with you in how you see things. You have my attention and I’m having fun with you.

A locked-in, responsive look = empathy/compassion.

The message: What you’re sharing with me right now is crucial—more important than anything going on around us, more important even than anything I could be saying right now. I hear that you’re really upset, and all I want to do at this moment is listen to you and be present—so I can comfort you the best I can.

A loving touch = support/camaraderie.

The message: I know you face a big day at school with challenges I’m not always aware of, but this little shoulder massage while you eat your Lucky Charms says that I’ll be thinking of you, missing you, and eager to see you again this afternoon. And this Family-Movie-Night foot rub while we watch Monsters Inc.—for the sixth time—says that although I won’t always I have just the right words to say, I will always be here for you.

 

This article originally appeared on mom.me.  

 

 

Parenting Time Machine: Imagine your children in the future, and how you got them there

Here's a little exercise that can help you think about what you want to prioritize as a parent. 

First, engage in some time travel.  Imagine yourself in the future, when your kids are grown.  (If you want, you can have it turn out that you don't look any older than you do now and that you’re driving a convertible sports car instead of a stinky minivan.)  From that vantage point, look back at the way you raised your children.  How will you feel about the parenting decisions you've made?  The experiences you've given your kids. 

For me personally, I'm constantly learning new things that make me say, "I wish I'd known that earlier."  I expect I'll probably write a book in the future about what the parenting expert wishes she’d done differently, given the perspective of time (and emerging research.) 

But if you were to ask me now to predict what I will one day say are the most important things my husband I did as parents that made the biggest difference in how well our three boys turned out—in my imagined future, it so happens that my kids are fantastic humans who have a very young-looking mother—here’s what I’d say. 

  1. We disciplined by using reflective dialogues and collaborative problem-solving, rather than punitive consequences.
    Actually, I wish we did more of this, but I truly believe that traditional punishment as a discipline technique is not only less kind and caring, but much less effective as well when it comes to changing behaviors and building character.  (Watch for my upcoming book, No-Drama Discipline, written with Dan Siegel and published by Random House, for a book-length discussion of this idea.) Nearly any discipline situation can be better handled by talking to our kids and at times even asking for their opinions on how to address a situation.  Firm boundaries and high expectations can be maintained while also using discipline moments to build insight, empathy, and problem-solving.
  2. We built secure relationships with them.
    Instead of simply "managing" our boys and getting them to their activities, we got to know them, and let them know us.  We all talked and laughed and argued together, deepening the connections between us all.  We consistently (not perfectly) responded quickly and predictably to their needs, and they had repeated experiences that wired their brains to know that they can trust in relationships.  And, we were tuned in to their emotional world—we focused on understanding and talking about the internal experience:  thoughts, feelings, wishes, regrets, motivations, etc.  Sensitive, emotionally attuned, predictable care leads to secure attachment.  Secure attachment is the single best predictor for children to thrive.  We weren't perfect parents, but we did build strong relationships with our kids.
  3. We sent them to sleepaway summer camp.
    Our boys happen to have gone to a magical place called Camp Chippewa in Northern Minnesota.  But summer camp in general is great for kids, in that it allows them to overcome difficult situations like homesickness.  Being away from parents and living in a cabin with other kids and mentors of all ages is transformative for many children.  The activities at camp are great; they have a blast learning to canoe and shoot a bow and pitch a tent, but it’s the skills, the mastery, and the frustration management that make it so good for their development.  The friendships they make, the traditions and rituals they learn, being in nature, and the independence they gain are fun, and they build resilience.  They learn a lot about themselves through this experience.
  4. We made our home a place their friends wanted to be.
    One of the best ways we got to know our kids was by watching them interact with their friends.  We also liked getting to influence the environment our boys and their peers grew up in. 
  5. We gave them other adults who cared about them.
    Grandparents, aunts, uncles, and other close friends all became important people in the lives of our children.  They never wondered whether they were worth loving or being paid attention to, because there was always a crowd of people in their lives who were loving them and paying attention to them.
  6. We were present with them without rescuing all the time.
    Sure, there were plenty of times when we gave the distracted "uh-huh" while we heard about the latest Lego creation.  But we did our best to really be there with our boys.  To listen to them, to talk to them, to pay attention to what bothered them and what mattered to them.  We wanted them to know that we delighted in them as people, and that we were there for them.  Always.  Even when they were badly behaved, or they were having meltdowns.  We saw our job as walking with them through struggles and letting them know we were there with them—without rescuing them from every negative emotion or situation. 
  7. We gave them a chance to find and do what they loved.
    Whether it was sports or piano or art or joke-telling, we did all we could to let our kids chase and enjoy their passions.
  8. We protected playtime.
    I'm not saying that there weren't periodic seasons when our boys ended up being over-scheduled, but for the most part we worked hard to make sure they had time to just hang out and play.  We were big fans of enriching activities, but not at the expense of having time for unstructured play that let them imagine and dream and even deal with boredom.

So that's an example of my list.  What would be on yours?

Notice that this exercise asks you to think about what you're doing well.  You could make a similar list about what you wish you'd done differently.  (Watch for a future article in which I outline some of the regrets I imagine I'll be living with in the future.  There will be plenty of those, I'm sure—although I always remind parents, as I do in this article, that even our parenting mistakes can be beneficial for our kids.)

The point in all of this is simply to remain aware and intentional about what we're doing as parents.  We might see changes we want to make, but we'll also realize that there's plenty we're doing that we'll look back on some day and smile, and even be proud of. 

 

 

Negotiating the Nap

Does it seem like you’re spending an hour each afternoon just to get your toddler or preschooler to sleep for thirty minutes? Does approaching naptime produce a daily throwdown of the wills? Do you find your inner Ugly Parent emerging at this time, resulting in a nuclear naptime?

If you want to restore your afternoon oasis, here are a few suggestions—and a new way to think about the ever-elusive toddler nap.

Acknowledge the Audacity

Asking your child to go to sleep in the middle of her day is pretty presumptuous. Would you ask a falcon to pull out of a dive? LeBron James to sit out the third quarter?

An instinctual developmental drive pushes your toddler or preschooler to play, be silly, explore her world—all of which require being awake and on the move. No wonder repeating “Go to sleep” and “Be still” over and over doesn’t work. It runs counter to everything inside of your child.

Use a Gentle Approach

Remember that threats are often counterproductive. Saying things like, “If you don’t settle down, Mommy will leave,” actually arouses your child’s nervous system further and aggravates his anxiety. I know because I tried it more times than I care to admit.  And then it takes even longer for them to settle and relax into sleep.

And yelling? Have you ever tried drifting off to a relaxed, sweet sleep when a loved one is mad or yelling at you? I’ve never had the actual experience of trying to fall asleep when someone was yelling “GO TO SLEEP!” at me, but I imagine it’s pretty difficult. 

Be Mindful of Your Child’s Stage

Not only is the nap an unwelcome interruption in the busy day of your young mover ’n shaker, it also represents a significant separation. We often don’t think about sleep as a separation, but it certainly is.  Developmentally, your child regularly achieves new milestones toward independence. But almost as frequently, there are periods of regression when she is even needier, and when she has a hard time tolerating being alone. Try to stay attuned to such instances, extending more—and longer—handholding and cuddles as she needs them.

Don’t Articulate . . .

You want your toddler to sleep; he knows you want him to sleep. From the time he swallows his last bite of lunch, he’s steeling himself against sleep. So, when you tell him he has to go to sleep, you’re just asking him to fight back.

Lean Into the Need for Play

Instead, employ some naptime nuances, nudging your child toward a more relaxed, ready-to-sleep state through quiet play.  This moves him closer to relaxing, while still allowing the drive for curiosity and exploration to be indulged. Gently roll a large exercise ball up and down his body, from shoulders to feet. Take turns. Encourage him to rock his favorite stuffed animal to sleep. Even some reverse psychology might work:  “Don’t go to sleep, but let’s see if we can get your lion to fall asleep.” Lead him through some breathing exercises, like pretending you are both blowing out birthday candles really slowly.

Of course, reading a story or singing a few gentle songs can work wonders. In fact, if your toddler falls asleep readily at night, play music at bedtime with which he will make a positive sleep association—then play it for him at naptime.

Offer an Option

If all else fails, it can be effective to say, “You don’t have to go to sleep, but you do need to close your eyes and be still.” This worked like a charm for a couple of years with each of my kids. But, at this stage it might be time to . . .

Nip the Nap?

If they are getting close to age 3, you might want to pull the nap.  If they take a long time to fall asleep at naptime and then stay up really late at night, it might be time to experiment with removing the nap.  When I pulled the plug on my sons’ naps, I had to be out of the house in the afternoon at the park or somewhere doing something fun or they would fall asleep—or fall apart.  Then, they’d fall asleep easily and early, resting better at night.  I found that they actually were getting more hours of sleep when I took the nap away, and then my husband and I had our evening together. However, some kids need the nap through age 5 or 6.

Reset Reality

Give up the push toward independence. Just think about the next three months or so and how things can best work for your family. Your children’s schedules and needs will be different in just three months. Think about how best to get them some sleep and use the break instead of worrying about promoting independence or other kinds of things. Just focus on this and that independence will come later naturally.

Embrace the Challenge—and the Change

Remember that naptime battles are normal, and that getting frustrated is normal. Yes, you may occasionally model poor frustration-management strategies, but you also employ smart ones lots of times. You will be frustrated with your child a lot and that’s totally normal. But what they are doing at times can drive you crazy, so it would be weird if you weren’t frustrated. This is a phase, and no strategies are going to work perfectly. In fact, what works for you this week probably won’t next week. But it’s all normal—and it will all be different again in some other wonderful and difficult ways in three more months.

 

This article originally appeared at Mom.me.