Anger is the proverbial two-edged sword. When we are emotionally vulnerable, one edge stands ready to protect us from additional hurt and harm, but the other edge can rob us of our joy and, over time, steal our health and vitality as well. The Spirit of Forgiveness offers us one way to deal with long-term anger.
Like a Suit of Armor
Like a knight’s suite of armor, anger does a good job of protecting us from additional hurt. It covers our delicate emotional flesh, but, if worn too long, the armor itself can hurt us. If we choose never to remove the armor, others will see us as strange and even difficult. And when the summer sun does its number on the armor, we will have a new problem: heat stroke.
At some point, the armor needs to come off, right?
Forgiveness, A Delicate Issue
Authentic forgiveness requires a vulnerability, an emotional risk … without armor. One of the things that makes forgiveness difficult is the fact that, in order to truly forgive, one must make contact with what they are forgiving. That can be difficult, often causing forgiveness to stop before it even begins.
(This is precisely who insisting a child, teen or adult forgive someone is so ineffective, even harmful. We cannot mandate matters of the heart, especially when the heart is packed in armor!)
Waiting to Forgive
Even when one is willing to forgive, what happens if it is never sought? Is one stuck at that point, just waiting to forgive? What happens if they can’t or won’t wait?
For ten years I was the consulting psychologist for a residential treatment facility for children and teens. They had been removed from their homes because of ongoing abuse and the emotional damage it created. These kids inspired me in their growth and in their willingness, over time, to step out of their armor. In the process, however, some of them attempted to forgive family members when that forgiveness had not been sought. For the most part, the results were quite predictable: Disaster.
The Spirit of Forgiveness
There is a way to help a youngster or an adult to get to the point of forgiveness even if it is never sought. I call it The Spirit of Forgiveness. It involves a “What if …” that can lead very closely to the same sort healing if a person is ready for it.
The Spirit of Forgiveness starts with a question:
You are right; it seems very unlikely that person will ever seek your forgiveness. But what if they DID ask you to forgive them, and you were absolutely convinced they were 100% sincere is doing so. Would you consider forgiving them then?
Almost to the youngster, the kids I worked with in treatment initially would respond with something like, “I wouldn’t believe them!” “That would never happen!” or “They would never ask that!” At that point, my aim would be to coax them toward a “Yes” or “No.”
I understand. But what if someone you trust a lot, someone like your grandmother, were to tell you they were sincere in seeking your forgiveness, what would you do?
If the youngster elected to stay with their previous response or say they would NOT forgive that person, I would stop right there. They were not ready; they still needed their armor. They were neither right nor wrong; they just were not ready.
If, on the other hand, they were to say they would forgive that person under those circumstances, I would explain to them how very, very close that is to actual face-to-face forgiveness. The results often would be obvious in their eating and sleeping habits, behavior, relationships and school performance. I was privileged to observe youngsters use The Spirit of Forgiveness, a predetermined answer to a question that might never be asked, to make significant progress in their recovery.
Acceptance: An Alternative
I have communicated with adults that felt even The Spirit of Forgiveness was too difficult for them to conceptualize in terms of their own experiences. In one way or another they all shared that they moved past the pain and hurt by reaching a point of acceptance and moving on from there.###
Dr. James Sutton is a former teacher, a child and adolescent psychologist and the founder and host of The Changing Behavior Network. His website is DocSpeak.com
I was fortunate enough on several occasions to spend a bit of time with the late Zig Ziglar. If anyone ever had a corner on the market for humility and common sense, plus the gift for bringing out those qualities in others, it was Zig. This piece, written earlier and entitled “Handling Criticism“, was included in the Ziglar company eNewsletter dated June 16, 2015. –JDS
The late comedian, Groucho Marx, said that “Whatever it is, I’m against it.” My dictionary says that criticism is “the art of judging with propriety of the beauties and faults of a performance; remark on beauties and faults; critical observation, verbal or written.”
“… With the Canal”
Col. George Washington Goethels, the man who completed the Panama Canal, handled criticism effectively. During the construction he had numerous problems with the geography, climate and mosquitoes. Like all mammoth projects, he had his critics back home who constantly harped on what he was doing and predicted that he would never complete the project. However, he stuck to the task and said nothing.
One day an associate asked him, “Aren’t you going to answer the critics?”
“Yes,” Goethels responded.
“How?” he was asked.
“With the Canal,” Goethels replied.
Though that approach didn’t bring instant satisfaction, the canal itself brought long term vindication.
The Meaning of Criticism
Aristotle said criticism was meant as a standard of judging will. Addison said it was ridiculous for any man to criticize the works of another if he has not distinguished himself by his own performance. It has also been said that no one so thoroughly appreciates the value of constructive criticism as the one who is giving it.
The world is hard on critics but on occasion they have real value. Ask yourself this question: “What interest does this person (critic) have in me?” A parent, teacher, employer or coach has a vested interest in your performance.
Unfortunately, many of them do not know how to effectively build a person up while giving suggestions that can make a difference. The key is to criticize the performance and not the performer.
“You’re NOT Most Boys”
My mother once criticized my performance by saying, “For most boys this would be all right. But you’re not most boys – you’re my son and my son can do better than that.” She had “criticized the performance,” because it needed improvement, but she had praised the performer because he needed the praise. So follow this procedure and I’ll SEE YOU AT THE TOP!###
Zig Ziglar is known as America’s Motivator. He authored 33 books and produced numerous training programs. He will be remembered as a man who lived out his faith daily. [website]
For years, I have been encouraging people of all ages to consider diligently practicing changes in thinking and/or behavior, ideally, with an attitude of mastery. Indeed, great interventions take practice.
We seem to be clear about the value of diligently practicing physical skills and technique in athletics, music and art. At the same time, however, we seem to be much less clear, or even unaware, about the need to practice using different parenting interventions or changes in thinking. Making a decision to diligently practice in these arenas will pay off.
A Need for Change
Let me share an example from my book, Ask More, Tell Less (Chapter Ten, “Drastically Decrease Lectures and Speeches”). Perhaps you have heard a child say something like, “I’m dumb,” or “I’m stupid,” or “I can’t learn.” In lecture mode, the conversation might go something like this:
(Parent) No, you’re not. You can do a lot of things and you’re smart. I don’t want you to keep saying those things about yourself. You know you won’t ever do well thinking that way. Besides, I don’t like seeing you so upset, so stop talking that way. Why do you keep saying such negative things about yourself anyway?
(Child) I don’t know.
(Parent) Well, please stop talking like that.
Here the beginning practice is noticing to build awareness; this type of parental communication shuts down the conversation and leaves the child powerless to think and decide for himself? Who is doing the thinking and talking in this example?
To create a framework for practicing in this arena of thinking/belief change, you might think in terms of the work-out language of physically “doing reps.” So one should begin parental practice by thinking in terms of doing thought-and-feeling-watching reps and mental-shift reps just like the reps in physical skill practices. You can decide to notice your thoughts and feelings 10, 20, 50 or 100 times a day, plus whether or not you need to make a mental shift from DON’T lecture unnecessarily to DO ask quality questions. Based on what thoughts your noticing practice produces, you can ask one additional question: “Will this thought/belief work for me or against me in achieving what I want in this situation with my child?”
As you practice building awareness of the long-term impact of thinking and doing too much for a child, imagine practicing shifting from giving a “lecture” like the one noted above, to practicing what I call quality question-asking. Right now, as you are reading this, practice noticing the felt mental-and-emotional shift when a parent stops lecturing and telling their child what to do and think and begins practicing asking thought-provoking questions like these:
How much longer do you plan to practice believing you’re stupid?
Does saying “I’m dumb” and “I can’t” help you make friends or lose friends?
If you stopped believing you’re stupid for just one second, what one new thought might sneak into your brain?
Rather than spending a lot of time telling your children what you think, spend the time skillfully asking them what they think. When some different action or behavior is necessary, begin by asking them what they plan to do.
Time to Reflect
Take a moment to practice reflecting. Here are some questions to get you started:
Can you imagine making this shift from telling to asking?
Can you see the efficacy of asking a single question which replaces the typical lectures children are given when the desire is for the child to change?
Can you see how this question-asking practice takes some of the pressure off of the parent who is anguishing over figuring out the just right thing to do or say?
Are you the kind of person who sticks with new practices or do you notice you give up and revert back to old, known ways? ###
Greg Warburton is an experienced mental health professional who believes that children and parents grow as they become more self-reliant. For more information about his work and this book, go to his website [link].
Keith sent in this article some time ago. I asked him if I could save it for a Father’s Day piece on The Changing Behavior Network. It carries a powerful message that needs to be shared. Thanks, Keith for your willingness to share something so close to your heart. We present, “Forgiving My Father … Again.” –JDS
In my book, How to Be a Great Dad—No Matter What Kind of Father You Had, I wrote a chapter on “Forgiving Our Fathers.” It was an emotionally moving chapter to write because I have spent years (and thousands of dollars in therapy) working out my painful relationship with my dad, learning to see him as a man in pain himself, owning the good that he did bring to our relationship, growing in compassion for the life he lived—and endured—and forgiving him for the many things he did and did not do that hurt me.
Jack Called It
A few years back, I completed Jack Canfield‘s year-long Train the Trainer course. During one of the training weeks, I asked Jack in the public session a question about my business and an issue I felt frustrated by. I was looking for some business advice. I got way more than I bargained for (as is often the case with Jack).
He “processed” me in front of the group about this issue that actually led right back to my dad’s rejection of me. I had no idea when I asked my business question that the situation I felt frustrated and a bit angry about was in fact also an emotional trigger of a past experience with my dad.
It was my final experience of my dad—the day he told me he didn’t want to be my dad. Those were the last words I ever heard him speak to me.
We had no contact after that for over a year. Then I received a phone call from his landlord informing me my father had been found dead of heart failure in his apartment.
He was alone.
After twenty-three years of working out my pain and forgiving him for so much, I now realized I had not yet resolved that last rejection. Because it was so painful, and perhaps more importantly, because it turned out to be so final when my dad died, that rejection got stuck in my psyche as somewhat of an independent rejection, somehow split off from all the other pain associated with missing my dad and feeling his repeated rejections of me.
It was as if those final words were frozen in time.
Even after fourteen years since his passing, those words touched a place of deep sadness in me. I had allowed his words to define me as a fatherless son, and my heart still ached.
Time to Do More Work
Jack asked me questions that led me to see that it was me, not my father, who was still causing the ache in my psyche, telling myself that I was somehow not okay, that I wasn’t a good son, that I must have done something wrong that contributed to—or even caused—my dad’s rejecting tone and words.
My dad was gone, but I had kept his voice alive in my head and heart all these years around this final interaction.
When I encountered other men since then who disapproved of me in some way, even if I just perceived that disapproval, it would often trigger this same feeling of sadness and anger I harbored deep within me toward my dad due to his final disapproval. And I would sometimes respond to the man triggering this feeling with some of the emotion I still felt toward my dad.
Jack helped me see it was time to let all this go. It was time to release my dad from the judgment I felt toward him for not wanting to be my dad, and the judgment with which I viewed myself (that I had done something wrong). It was time to forgive my dad for rejecting me, and to forgive myself for judging my dad for doing so.
I chose to forgive—to finally let this rejection go as well. I chose in that moment, and the days that followed, to release my dad, and to release myself, from judgment.
The Difference It Made
The freedom has been remarkable since. I feel at peace—finally. I’m not worried any longer about the disapproval some may feel towards me, at times. It’s no longer tied to nor does it trigger pain I’m harboring inside me. That pain has been healed through forgiveness.
I’ve let my dad rest in peace.
And I’ve been living in peace from that day forward.
I see what a difference it makes for me in being more present to my kids as well. Because I am at peace, because I am not feeling my dad’s rejection, I am more free to fully give myself to my boys, to love them the way they need me, and to not worry about anything.
I had no idea my lack of forgiveness was affecting me as much as it was. But I can see it now because of how free I feel to love my boys.
Remember, great dads shape great kids.
Great dads let go of the past to be more fully engaged in the present.
Be a great dad today.###
Keith Zafren is the founder of The Great Dads Project and author of the award-winning book, How to Be a Great Dad—No Matter What Kind of Father You Had. Keith has spent seventeen years learning firsthand how to raise three great teenagers and stay close to them, no matter what. He coaches busy dads not to repeat the mistakes their fathers made, but instead, to create fantastic relationships with their kids. Check out his FREE video training course.
Thanks go out to Kirsten Siggins for this excellent article. It captures the essence of the sort of authentic communication that can build strong connections of communication with our children. Here is “Three Habits for Connecting with Your Kids, Even in Conflict.” –JDS
Arguing and kids often feel like they go hand in hand:
That’s so unfair!
You never understand!
I hope you are happy because I am NOT!
Such a flurry of these “conversations” seems loaded with resistance rather than respect. These conversations are exhausting, frustrating and leave everyone feeling drained or annoyed. It is also the time when parents often say and do things without much thought, those knee jerk reactions to make a point or seek completion faster. Almost all conversations begin with good intentions and possibilities, yet, when heated, they turn into arguments that shut communication down and end with judgment, blame, or even shame, all of which lead to conflict and fractured relationships.
We’ll look at three ways, or habits, for connecting more effectively and authentically with our children.
#1: Be Who You Want Your Kids to Be
Research is showing that effective communication is the most important skill we are failing to teach our kids, particularly when conflict is involved. Kids do what parents do, not what parents say, so effective communication begins with you. How you approach each conversation is going to model what competent conversations look and sound like to your child. If you find yourself constantly arguing with your kids, that will become their communication norm, and they will approach each conversation the same way.
The good news is, it isn’t too late to change that impression. Rather than butting heads and talking at each other, pause and take the time to stop what you are doing and actively listen to what your child has to say, what their needs are, and what their experience is like. This doesn’t mean you have to like or even agree with their comments, but it does mean you will have a better understanding of what is going for your child. It also models to your child what listening looks and sounds like so they learn how to actively listen.
#2: Be Curious; Don’t Judge
Parents love to fix and solve everything for their kids. It is faster and easier than having them figure it out themselves. Unfortunately, this approach robs them of learning, skills development and accountability. It sends the message that your way is the “right” theirs is “wrong”. Argument then enters the picture. Arguments begin when the focus is on self, wanting to prove points, be right or share wisdom and expect others to agree with you. It amounts to judging others’ thoughts rather than being open and curious to explore and learn about them.
Argument: a reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong. (Google)
Rather than tell or solve, ask questions to learn what is actually going on for your child and explore possible solutions they propose. This builds confidence and send the message that you believe they are capable of solving their own problem, trusting they can find effective solutions.
Neuroscience has found that, when we enter into a conversation with another and we become curious by asking an open question, dopamine is released, making us feel good as it creates a mind/heart connection. As we continue to ask open questions to better understand and collaborate, we continue to feel good. We have found this happens even when we feel emotional, even “edgy.” Using curiosity, our emotional tension starts to dissipate and wash away, allowing us to be present and connect with our children, rather than disconnect in conflict. With each open question asked, you are able to shift from conflict to connection, making even the most challenging conversations manageable and drama free.
Any time you find yourself entering into an argument, pause and put a “what” or “how” in front of your thought and LISTEN to what your child has to say. This will help you stay curious and connect with your child by better understanding them. It will keep you cool when things heat up AND it will model to your child what confident, competent conversations look and sound like. ###
Kathy Taberner & Kirsten Siggins are a mother/daughter communication consulting team with a focus on curiosity and founders of the Institute Of Curiosity. Their book, The Power Of Curiosity: How To Have Real Conversations That Create Collaboration, Innovation and Understanding (Morgan James 2015), gives parents or leaders (or both) the skills and the method to stay curious and connected in all conversations, even in conflict. [website]
“This one’s finished,” I said to myself, as I prepared to yank a plant up by the roots and throw it into the compost pile.
It was then my fingers, not my eyes, discovered it: a perfectly formed, fist-sized tomato. Fastened near the bottom of the plant, it was green and growing, resting against the picket fence where it had been shielded from my view.
In that moment I was struck with the notion that people sometimes are like that heat-battered tomato plant. It could be the student who is painfully shy in the classroom. It could be the hard-working immigrant who struggles to learn a strange, new language. Or it could be the kind soul who must live out her days in a nursing home. Circumstances differ, yet the message remains the same:
Be patient with me;
I can STILL contribute.
Only the Master Gardener has all the answers.
“… For man looketh on the outward appearance,
but the Lord looketh on the heart.”
I Samuel 16:7b (KJV)
Dr. James D. Sutton is a (mostly) retired child and adolescent psychologist. His most recent book is The Changing Behavior Book, and he is the founder and host of The Changing Behavior Network. [website]
Note: We are posting this announcement in support of our partner site, The Changing Behavior Network. (When “this page” is mentioned, it refers to the Network’s site.) —
Okay, I’ll admit it: I am excited about this! After a couple of months of planning, The Speakers Group is now a reality. I thought starting The Changing Behavior Network five years ago was a great experience, but this one tops it.
We will continue to add to this distinguished group, but I’d like to offer special thanks and recognition to the following authors/experts. Through the years, they have been my guests on the Network. It was their faith and confidence that made this “debut” possible in the first place: Mike Ferry, Alison Kero, Dr. Laurie Hollman, Judge Tom Jacobs, Natalie Jacobs, Terry Lancaster, Christy Monson, Peggy Sealfon, Rosalind Sedacca, Kirsten Taberner Siggins, Kathy Taberner, Dr. Daniel Trussell, Dr. Larry Waldman and Greg Warburton. –JDS
The Changing Behavior Network announces a new component to the efforts of encouraging and supporting children, teens and their families in what many consider difficult and challenging times: The Speakers Group.
What Is It?
The Speakers Group is made up of guest authors/experts that have been interviewed on The Changing Behavior Network. They can provide a number of services for you or your organization, including ARTICLES for your blog or newsletter, INTERVIEWS and BOOK SIGNINGS, CONSULTING (including coaching), PRESENTATIONS, TRAINING and CONFERENCE keynotes or break-outs. These individuals make up a strong collection of resources … so use them!
(Using the “Free Materials from Our Experts” tab at the top of this page, you’ll see that these folks also have provided excellent complimentary materials on their particular specialty.)
Two things are especially unique about these listings in The Speakers Group. First, each one of them contains a “Listen to an Interview” audio link to an actual Changing Behavior Network interview with that person. This enables you to “sample” their expertise without even leaving the page. And second, since The Speakers Group is a listing and not a booking agent or a speakers bureau, you will be able to communicate directly with each group member or their staff. That’s a BIG benefit.
A Great PLACE to Start
Consider asking one or more of these experts for an article for your blog or newsletter in exchange for a byline about their work, book and website. What better way to start a great relationship?
To go straight to The Speakers Group page, CLICK HERE, or use the tab at the top of this page.
For information or questions about The Speakers Group, email us at:
Barely revived for dinner, she complained about the food, yelled at her mother for not knowing she was a vegan, and tossed her full dishes in the sink.
Her mother was angry, tired, and felt disrespected. She didn’t deserve this treatment and took it personally. Was this what the beginning of teenage life was going to be? Could she tolerate it?
Have you ever experienced this kind of scenario?
Earlier in the day this distraught mother had yelled,” What’s wrong with you?” sarcastically fed up and beside herself with her incorrigible child. Her husband was no help: “Now you’ve done it. She’ll never speak to you again.”
They had an argument about how to raise kids, something they’d done since she was a baby.
Something was “Hidden”
But by the end of the weekend, the thirteen-year-old’s mother shifted her tone and asked once again, but in a gentle voice, “Sweetheart, what’s wrong?” To this change of maternal voice, her daughter let forth a torrent of tears.
“I have no idea!” she said. “I wake up with a weight on my shoulders and force myself out of bed. Everybody and everything irritates me. I don’t want to be this horrible person, but I think I’m going crazy.
This was the opening her mother needed to understand that the outbursts were hiding a deep insidious depression overtaking her daughter. There were no outward stressors beyond the norm of lots of homework, dramas with girlfriends, and frustrations with teachers. Her grades were decent, she got to school on time, and nothing traumatic seemed to be happening, or had it ever that she could remember.
This mother, however, was reminded of the depressions that crept through the female side of her family; now she knew it was her daughter’s turn.
Signs of a Struggle
The outbursts were just outer signs of a deep internal struggle with a biological base that made everyday life seem like a torrent of wounds. Her child’s revelation opened the door to a wish for help that had been conveyed indirectly through all the complaints, messes, and screams.
They weren’t bids for attention; they were demands for support and help. And once this mother no longer felt personally provoked, she could see with different eyes that the baby she had nursed and cuddled needed her warmth and strength again without judgment or accusations.
Learning, Help and Love
That cold weekend turned into a warm one as mother and daughter shuddered and cried together. Regaining composure the mother explained depression to her daughter. They google searched the signs and symptoms and knew this was beyond her daughter’s immediate control. She needn’t be blamed or accused of anything. They would work it out with help and kindness. This surely wasn’t about discipline, messy rooms and outbursts; it was going to be about learning, professional help, and above all … love.###
Laurie Hollman, Ph.D. has a new book out, Unlocking Parental Intelligence: Finding Meaning in Your Child’s Behavior, on Amazon, Barnes & Noble, Familius, and wherever books are sold.
Creativity is a path to happiness. The more time we spend being creative, the happier we’re likely to become. In addition, creativity is an essential aspect of innovation, which will propel us to a brighter future. As kids many of us are naturally creative. Unfortunately, our creativity tends to be eliminated as we enter school. So, here are ten ways to boost creativity.
The really good news is that we can reclaim our creativity. In addition, we can help our kids preserve and develop their creative capacity.
Here are ten (hopefully fun) activities designed to engage your skills of creativity. Using each group of words, compose a short story, skit, poem, song, movie, dance, etc. Let your mind roam free. If this becomes hilarious and a bit chaotic, so be it! Maybe you could try this exercise the next time you need an icebreaker in the office, the classroom, or anywhere else. Plus, you might learn a thing or two by looking up the meanings of any people, places, or things you don’t know about. The more we learn, the more creative we can be!
Walla Walla, Washington
Hello Kitty pencil
This is a recent blog post of mine that has been getting some attention on Twitter. I’ve tried a few of these with my students, and the process has been lots of fun. ###
Mike Ferry is the author of Teaching Happiness and Innovation. A middle school history teacher in Richmond, VA, Mike is raising four (mostly happy) children with his wife, Jenny. For more information about teaching happiness to children, visit www.happinessandinnovation.com. Twitter @MikeFerry7
Have you ever witnessed the look in a child’s eyes when the light bulb comes on? Adrenaline rushes in the moment he or she understands something which once puzzled, frustrated, or mystified them, accompanied by a great boost to their confidence. These moments are so important because success always begets more success. However, a child will have few opportunities to feel that rush or become more confident if not properly challenged intellectually. Let’s look at how parents can instill a thirst for learning.
By challenged, I mean being introduced to new things which have to be studied to be understood. To a toddler it could be putting shapes in similarly shaped openings. As they mature, it could be building their own shapes, or houses, or cars with Legos and Lincoln Logs. Learning, like infinity, never ends. Experiencing it, like infinity, you may need a rocket ship. Parents can be rocket ships for their children for there will always be new discoveries to be found, studied, and conquered.
The stars of our galaxy are a wonderful way to stir the imagination. It could be explained that the North Star, the Big Dipper or other constellations helped early travelers find their way. Chemistry sets and microscopes are great tools to learn science, such as how to make slime or crystals, or how to see microscopic objects invisible to the naked eye. Each step of learning advances a child to a higher level of knowledge and a stronger desire to learn more. And don’t forget to take your kids to the local zoo or science center! Better yet, teach them about animals before you go. They will be fascinated.
I remember how astonished I was when I learned I could measure the exact height of a tree without climbing to the top and dropping a tape measure from the top branch to the ground. It was simple trigonometry. By finding a point away from the tree where the top of the tree was at a 45-degree angle from the ground, I knew the height of the tree was the same as the distance to the tree. I then wanted to learn more ways trigonometry worked to solve more mysteries.
I haven’t even mentioned to greatest tool to a child’s imagination, that being reading! Reading to toddlers, or even babies fascinates them. They see the writing and the pictures and know they are related. Even the comfort of being on your lap and having your attention relates reading to being safe and loved. What better way to introduce a child to learning. As they get older, children want to be able to translate a written string of letters to understandable thoughts and descriptions, just like mom and dad can do.
Late Starts in Learning Can Be a Terrible Burden
But what about the child who is never read to, not to mention never having a learning tool like a chemistry set with simple experiments any parent can teach. They are left unaided to stimulate their imaginations which become a distinct disadvantage compared to their peers, those who have had loving attention and mentoring. Even though some children are born with more active imaginations than others, every child will be helped by outside stimulation. And although their schools are a key place to stimulate the imaginations of kids, the real joy of learning is discovered in the years prior to formal learning. Not surprisingly, it is the parents who are the key parties in challenging their children during these early years.
Very important in raising more than one child is to understand their different paces in learning and varied interests. Some kids will be more challenging than others, but they must not be compared. You want to challenge the fast learner and the slow learner at different rates but with similar degrees of challenge, i.e. where they will succeed, but not too easily. When over challenged, kids will get frustrated and want to quit. If under challenged, kids will be bored and disinterested in moving forward.
If you are lucky, your child will find a passion. A child with a passion is like putting them in cruise control towards their love of further discovery. They will be driven by their interest and not by your prodding. With a passion comes a desire to learn more and more. A passionate child will more often live in the moment and not brood about the past or future.
The Dry Sponge Theory
Lastly, remember this when your child complains about not quite understanding a subject in school. Have him take the next higher level course and while he may struggle again, he will look back at the last level with more understanding. For instance, let’s say your child struggles with multiplication. If they graduate and then learn algebra, it follows that when she looks back to multiplication, multiplication won’t seem as difficult any longer.
I call this the ‘Dry Sponge Theory.’ (I discuss it in more detail in my book, The Power of Dadhood: Become the Father Your Child Needs.) A dry sponge absorbs quite a bit of moisture. However, when a sponge is totally wet, it won’t absorb anything more. A larger sponge will have room for more absorption. Taking algebra makes your learning sponge for multiplication bigger, allowing a capacity for more understanding. It follows that no one is an expert at the level they are studying. They become experts at a level two or three steps lower than where they are currently studying. For instance, sixth graders would be considered experts in fourth-grade subjects…and so forth.
Your kids may not be convinced of the ‘Dry Sponge Theory’, but hopefully you will be convinced to push them forward. The ‘Dry Sponge Theory’ works similarly for topics that may bore your child like Art Appreciation or History. They may not become historians, but their learning sponge will have increased in size and, therefore, in capacity. Other topics will fall more easily into place. I am convinced of this.
Parents are key teachers in the most important early learning years–when the sponge of a child’s brain is insatiably thirsty. Introduce interesting things to them. Challenge them. Make learning fun and look for a passion that may pull them forward. And finally, if they aren’t passionate about learning, keep pushing them. Knowledge and the thirst for learning are so important for their futures! ###
Article and photographs by Michael Byron Smith, author of The Power of Dadhood [website]
“Helping Fathers to be Dads” blog
Understanding the subconscious mind will help us to focus on the importance of instilling positivity in children and teens. Your conscious mind is your reasoning mind; therefore, once you accept something to be true at the conscious level, it then goes into the subconscious mind and that is what produces your results. Your subconscious mind produces your actions. So, if you want to change the results you are getting then you must begin to alter your thought process.
Understanding Developmental Periods
You can alter behavioral patterns in children as well as adults. In doing so you must understand the developmental periods of a child’s life.
From birth to seven is the imprint period; in which everything is absorbed from the environment. Parents and relatives have the most impact on the child during this particular time.
From seven to fourteen is the modeling period and this is a very crucial stage. They break away from the parent and model the behavior of other children, movie stars, singers, etc. Many parents will ask me how it is possible to raise two children the same way and have them turn out so differently. That’s because they go in different directions and are influenced by others.
From fourteen to twenty-one is the socialization period. This is where they become individualized. So it doesn’t matter what influences they have encountered because you can always alter behavior. Understanding these periods helps us identify where the obstacles surfaced.
Altering Behavioral Patterns
One way to alter behavioral patterns is to implement techniques of Neurolinguistic Programming. It involves the systematic study of human performance. It is a multi-dimensional process that involves strategic thinking and an understanding of the mental and cognitive processes behind behavior. NLP is:
Neuro: Derived through and from our senses and central nervous system
Linguistic: Our mental processes are given meaning, coded, organized, and then transformed through language
Programming: How people interact as a system in which experience and communication are composed of sequences of patterns
Your subconscious mind doesn’t reason; therefore, you must be very careful as to what you plant. We are made up of energy, so it’s important to get our children in a positive energy flow so they are able to attract positivity.
There are many ways to get that energy flowing in the morning. I talk frequently about the importance of gratitude. Most people tend to focus on the negatives of life. Positive and negative can’t occupy the mind at the same time, and, since negative is the dominant emotion, one must work very hard to replace it with positive.
Another key tool is to teach them the importance of positive affirmations. Get them in the habit of saying positive statements such as…”I can…” or “I will…” Repetition is key, so, as they get in the habit of saying them, the greater positive influence they will have.
Get your children excited about their goals and have them create a vision board. It’s another powerful exercise of the mind that will keep them in a focused and positive environment.
Implementing Success Principles
Finally, implement success principles within your child. I’ve written many articles about the importance of this. It is a redirection of negativity and instilling entrepreneurial skills in children aids in them becoming successful adults. Teaching them the 4 C’s will make a difference when they become adults. They are:
Communication: Sharing thoughts, ideas and solutions
Collaboration: Working together to reach a goal
Critical Thinking: Looking at problems in a new way
Creativity: Trying a new approach
So develop an Attitude of Gratitude and get that positivity flowing! ###
Peggy Caruso can be reached at email@example.com for more information. www.lifecoachingandbeyond.com
We all know divorce can be devastating on many levels. But sometimes we forget the emotional toll of divorce. In addition to the physical and financial stress on both partners, divorce can also wreak havoc on one’s self-esteem. Even those who initiate the divorce process can experience tremendous emotional turmoil resulting in guilt, anxiety and insecurity. Those who were not expecting or in any way desiring the break-up can come away feeling psychologically battered, confused and questioning their own worth. A focus on rebuilding parental self-esteem is worth the effort.
It’s hard to tackle these burdens alone. A support group, private coach, professional counselor or other similar resources will be very valuable in reminding parents that 1) you are not alone in your experiences or feelings and 2) there is a brighter future ahead for you – if you take proactive steps in that direction.
While family and friends are usually very well-intentioned, their support may not always be valuable for you. They have their own agendas, perspectives and values about marriage, family and divorce. What parents most need at this difficult time is a support system that is dispassionate, compassionate and knowledgeable about responsible behaviors that will move you into a more positive chapter in your life.
Here are a few suggestions to guide parents in boosting their self-esteem during the divorce and its aftermath.
If you stay stuck in reliving and clinging to what no longer is your reality, you will not open the door to the next chapter in your life. There will be better, brighter days ahead – if you allow that awareness into your experience. Make space in your life for new friends, relationships, career options and fulfilling activities. Look for and expect new opportunities in new places. See the future as a positive beginning for you and your children. You’ll be pleasantly surprised about what you can create when you anticipate good things ahead.
Choose Your Company Wisely
We can’t easily change other people, but we can change the people we associate with. If your social group isn’t supportive of you, or tends to wallow in self-pity, realize you have a choice in your life about who you spend time with. Choose instead aware, introspective people who accept responsibility for their own behavior and proactively move ahead in transforming their lives. Move out of the blame game and put yourself in the company of positive people with high self-esteem who can appreciate you, with all your assets and baggage, as the wonderful person you are. You may find these people where you least expect them. So step out of your comfort zone – and be receptive to new friends and new experiences.
Be Flexible about Change
Life is always filled with changes, not just during divorce. Get comfortable with the unknowns ahead and accept that change is inevitable. While dark periods are tough to handle, realize they too will fall away and be replaced with better days and new relationships. Listen to your self-talk. Let go of limiting beliefs about yourself. When you catch yourself in doubt, fear or put-down language, become aware of that message and consciously refute it:
I am a worthy parent.
I can attract a new loving partner.
I deserve to be happy in my relationships.
My children love me and know how much I love them.
Determine what you want to change about yourself from within and relax about controlling circumstances around you. When you come to accept the reality of changes in your life, you’ll feel more at peace with yourself and those around you.
Life is about choices and decisions. Use your divorce as a catalyst for positive change. Choose to be the person and parent you most want to be. Then watch how circumstances around you settle into place more harmoniously than you ever expected.###
Rosalind Sedacca, CDC is a Divorce & Parenting Coach, Founder of the Child-Centered Divorce Network and author of How Do I Tell the Kids about the Divorce? For her free ebook on Post-Divorce Parenting: Success Strategies for Getting It Right!, coaching services, and other valuable resources on divorce and parenting issues, go to: www.childcentereddivorce.com.
The following article is excerpted from Greg Warburton’s book, Ask More, Tell Less: A Practical Guide for Helping Children Achieve Self-Reliance.
I can live for two months on a good compliment. —Mark Twain
Responding to the child’s response is a dynamic, interactive process between parent and child. Begin your continuous praise practice now. Children behave in myriad ways; sometimes what they do is troubling, and at other times it is positive, exciting, and transformative.
Getting Out of The Compliment Desert
Unfortunately, our busy, attention-fractured world can lead us into a compliment desert because we often take our children’s positive behaviors for granted. Or parents may believe that their children just know how to do certain things and behave in certain ways and no longer require any recognition for their positive ways of being. Vigilantly practicing responding (verbally and nonverbally) to your child’s getting-on-with-growing-up behavior response, and no longer taking good behavior for granted, can quickly put your family on a positively different pathway and provides an esteem-boosting oasis. Begin right now to consider how you too can move your family onto this pathway as you review the story below.
I had been asked to meet a family with four children, ages five, seven, nine, and 11 who had been removed from an abusive home while living with their father and stepmother. They were now living with their mother, she seemed frantic and overwhelmed. She started our meeting by telling me that the children were not behaving for her and she didn’t know what to do to “bring them back into control.”
Picture me sitting in a room with all four children and their mother to talk about troubling behavior and adjusting to their new home, when all the children really wanted to do was play. How do I begin to engage them, to cause them to become attentive, curious, and active participants and, most importantly, begin to change the direction of their lives?
I started by noticing all of the growing-up things I saw them do or heard them say from the moment we began our meeting, and told each of them about what I was seeing. The instant anything positive happened, I responded with verbal praise.
Early in the meeting, I heard seven-year-old Abby say, “I have an attitude.” I immediately asked, “Did you notice the growing-up thing you just did?”
She shook her head to indicate that she didn’t know what I was referring to, but she seemed curious and engaged by my language and my excitement.
Me: Well then, I’m sure glad I saw it so I can tell you about it. Are you ready to hear what it was?
Abby: (Nods her head to mean “yes.”)
Me: I just caught you telling yourself and your family the truth about how you act sometimes.
To help her identify how this behavior connects to successful growing up, I continued:
Me: Does telling the truth help kids grow up or grow down?
Abby: Grow up.
Once I had acknowledged and reinforced her positive behavior with verbal praise, I moved on to externalizing the problem (from Chapter 13):
Me: How big does this attitude seem to be?
When she didn’t answer right away, I suggested candidate sizes:
Me: Does it seem bigger than you, as big as the room, as big as the world?
Abby (seeming amused): As big as the world.
Me: How much do you want to shrink the attitude?
Abby (clapping her hands together with excitement): All the way to ZERO!
As you analyze all that happened in the moment of interacting with one of the children, imagine the path we would have traveled had I responded to Abby’s statement by asking, “WHY are you having an attitude?”
My experience teaches me that Abby would typically have responded, “I don’t know, and I don’t care!” This predictable response usually leads the adult to telling the child what will happen if she doesn’t change her attitude and/or believing the child is being resistant: “Well, you know what will happen if you keep showing this bad attitude. You will stay in trouble and you won’t get any privileges, and you won’t have any friends” (and so forth). Instead, Abby was now engaged and curious. She was listening, thinking, and deciding about what she was going to do to fix the attitude trouble.
One thing parents always have complete control over is which behavior they pay attention to. As you build your awareness, you will notice that there is always some good and appropriate behavior occurring, no matter what troubling and inappropriate behavior may be going on at the moment. But in our always-too-busy modern world, it is easy to take compliant, cooperative behavior for granted and confine the big energy and attention to behavior trouble. The problem with this approach is that any behavior that gets a parent’s main mental and emotional focus will tend to be repeated.
Remember, you do get to choose what behavior you will respond to day in and day out throughout your child’s adventures in growing up. In my 30 years counseling with kids, teens and parents, I have vigilantly chosen to see the socially successful behavior(s) and “catch them and praise them for getting-on-with-growing up.” ###
Greg Warburton is an experienced mental health professional who believes that children and parents grow as they become more self-reliant. For more information about his work and this book, go to his website [link].
Video games are like crack cocaine to today’s youth. Many children, especially boys between the ages of 11 and 16, spend untold hours involved with these electronic games, often from the time they come home from school until they finally go to bed. Far too many kids spend essentially entire weekends (and most of their holiday and summer breaks) playing these “games.” I regularly hear reports from parents that their children engage in “gaming” to the neglect of homework, reading, eating with the family, or going out with the family. No-shows to college classes are at an all-time high due to students missing class to play video games.
To say that video gaming is addictive is not an exaggeration. These addictive games are brightly colored, quite visually and orally stimulating, very life-like, and, most importantly, are self-regulated. Kids whom are unable to sit and concentrate for 15 minutes in school will spend an entire afternoon alone in their room intensely focused on a video game.
Promotes Lethargy and Obesity
Children of previous generations watched too much TV—this writer included. Nevertheless, those TV-watching kids managed to occasionally pull themselves from the “boob tube” to get out and interact and socialize with peers. Today’s “gamers” are socially isolated. “Virtual friends”–other kids who play along remotely–are considered “best friends” by many “gamers” today, though they have never met in person. Because of video games, today’s kids do not have the same opportunities to learn social skills as did children of previous generations.
Data on the epidemic of obesity in US adults (60%) suggests that the early bad habit of excessive TV-watching may be part of the reason many adults today fail to exercise. If the majority of the previous generation of TV-watching kids are now obese as adults, even though they got some exercise as children, what can we expect from the current generation of kids whom are not active even as children?! In 15-20 years we are going to see some of the largest “tushes” known to man—but their thumbs will be long and lean. (Some newer games encourage activity, interestingly, but their use is in the minority.)
Finally, and most significantly, we must consider the medium of these games to which are kids are addicted. The overwhelming majority of these video games involve violence—graphic violence, replete with screams, life-like blood, and gore.
In the 1970’s and ‘80’s many research studies were conducted which documented the negative psychological effect excessive TV-watching—and its associate violence–had on kids. Today’s “gamer” views more violence in an afternoon than I did throughout my entire childhood of watching TV.
I firmly believe it is no coincidence that many of the young men who were responsible for some of the recent shootings we all have heard about were reported to be active “gamers.” I am not about to argue that video games caused these tragedies, but I have to wonder if electronically killing thousands of “aliens,” monsters, or “bad guys” over hundreds of hours of video gaming, could distort a young person’s reality or desensitize them to the value of life?
Pilots learn to fly via simulation. Maybe we should start calling this process video “training”—not gaming. I am waiting for the first defense attorney to use the “Gamer’s Syndrome” as a means to defend their client.
Every older generation thinks the younger generation is “going to hell in a hand-basket.” I remember when I got into the Beatles and my mother thought I had “lost my religion.” Having worked with hundreds of children over the past 40 years, I have become truly worried about the impact video games are having on our youth. I am fearful that soon we will have a generation of under-socialized, impulsive, impatient, entitled, apathetic, aggressive, obese young adults. To this health professional, video games are the newest plague.
What to Do
Parents, please toss out the X-Box or, at least, limit its use. Take a walk or hike with your child. Take a bike ride. Do something fun, active, and interactive; go to the gym together. It will be good for you and your child.###
Larry F. Waldman, Ph.D., ABPP is a licensed psychologist who has practiced in the Paradise Valley area of Phoenix for 38 years. He has worked with children, adolescents, parents, adults, and couples. He also provides forensic consultations. He speaks professionally to laypersons, educators, corporations, and fellow mental health professionals. He teaches graduate courses for Northern Arizona University. He is the author of five books (currently) involving parenting, marriage, personal wellness, and private practice. His contact information is: 602-418-8161; LarryWaldmanPhD@cox.net; TopPhoenixPsychologist.com.
Happiness is the “Holy Grail” of parenting. While all of us want our kids to be happy and successful in life, we may not know exactly how to achieve this goal. Fortunately, the “science of happiness” can show us the way to teaching happiness.
Years of research have revealed certain habits and beliefs that make us happier, more creative, and more effective in everything we do. Rather than waiting and hoping that emotional well-being will descend from the heavens, we can show our children how to forge happy lives.
Since learning about this branch of psychology, I have been on a mission to share this knowledge with parents. I wrote a book, Teaching Happiness and Innovation, to help parents identify the habits of happiness and teach them to their kids. We are all thirsting for guidance in this department, and I hope that my efforts make a difference.
I’d like to give you seven ways to point your children towards lives of joy and meaning. These ideas come from my free 21-day “Happy Family” challenge. As is the case in other areas of life, practice makes perfect if you want to form the habits of happiness!
1. Write down the names of three people, places, or things you are grateful for. If you want to learn more about the importance of gratitude, please sign up for my email list. As a thank-you gift, you can download the “Gratitude” chapter from my book for free.
2. Spend some time in quiet prayer or meditation. Nurturing our spirituality is an important aspect of happiness.
3. We feel better when we are creative and thoughtful. Create and send a homemade card to Grandma, Grandpa, or another special person in your family’s life.
4. Challenge yourself to learn something new. Do you know the countries of Europe? If not, start learning them here.
5. Combine these five words to form a short story. If your story is hilarious and unrealistic, that’s just fine.
6. Think about a time when someone was kind to you. Give yourself a quiet space to reflect on this happy memory.
7. Bake cookies for a neighbor. When you deliver them, talk about the fun you’ve been having with the “Happy Family” challenge! Maybe your neighbor will enjoy the experience as well.###
Mike Ferry is the author of Teaching Happiness and Innovation. A middle school history teacher in Richmond, VA, Mike is raising four (mostly happy) children with his wife, Jenny. For more information about teaching happiness to children, visit www.happinessandinnovation.com. Twitter @MikeFerry7
As the dark nights seem to stretch forever and days are cold, still and short, Winter is a time for reflection. It’s the perfect opportunity to fine tune desires, goals and accomplishments planned for in the coming year. Winter offers a time for refreshment and renewal as outdoor activities, social functions and overburdened schedules slow down to create a less frenzied routine.
With less hectic schedules, fewer time constraints and reduced daily routine, we find more time to reflect on the past: lessons learned, accomplishments gained and new strategies for “getting it right this time.”
Families spend more time indoors together, providing the gift of time to spend with one another. Opportunities abound for increased intimacy, improved communication and the intentional making of positive memories with one another.
Yet many of us fail to embrace this auspicious time of year that encourages us to look inward, feast on the harvest of experience the preceding seasons provided and foment plans to increase engagement, meaning and positive relationships.
Snow Days as Grow Days
My wish for families I interact with during the Winter is that they will have several snow days – those days when everything shuts down, kids can’t get to school, parents can’t get to work and there is general quiet and beauty. Of course, in my vision, there are no disasters to contend with, the heat and lights stay on and a deep blanket of pristine snow covers the driveways and highways, inviting play and merriment.
However, snow days can provide a unique set of circumstances that gathers the family in one place at the same time. It’s the perfect time to hold a family meeting, learn a new skill, begin a family project or foster family bonds through creating positive memories, engaging in positive family activities and improving relationships.
A little planning now for those snow days can help structure activities that promote better family well-being and put every family member on notice that a snow day is a grow day.
While the promise of renewal lies shortly ahead when trees leaf out, daffodils bloom and the first Spring crops emerge, Winter is truly a time to celebrate. Take advantage of this Winter to not only plan for the future but to review the past and change the present. You are in charge of creating the future you want to have. Winter is the springboard. ###
Daniel Trussell, Ph.D., MBA, LPC, NCC, CPCS is author of The How Families Flourish Workbook and How Families Flourish. He is a certified Professional Counselor supervisor and conducts training for both professionals and families in incorporating the findings from positive psychology into daily life. He can be reached at firstname.lastname@example.org. [website]
Father Hunger is a phrase many psychologists, authors and poets use to describe the universal and life-long yearning children have for a father’s love and involvement. Sometimes loving dads satisfy that hunger. Other children continue to yearn when their need is not met by engaged fathers. Some starve for lack of fathering.
Psychological Effects of Father Absence
Fatherlessness leaves children hungering—craving for dad’s affection, affirmation, and loving presence. Father hungry children tend not to grow up to be healthy, well-adjusted and happy adults. A host of studies link fatherless to many serious social problems. Children from fatherless homes account for:
63 percent of youth suicides
71 percent of pregnant teenagers
90 percent of all homeless and runaway children
70 percent of juveniles in state-operated institutions
85 percent of all youth who exhibit behavior disorders
80 percent of rapists motivated with displaced anger
71 percent of all high school dropouts
75 percent of all adolescents in chemical abuse centers
85 percent of all youths sitting in prison.[i]
Researchers Frank Furstenberg and Kathleen Harris reveal that more important than a father’s presence or even his living at home is how close a child feels to his or her father. That feeling of closeness, they argue, is most predictably associated with positive life outcomes for the child even twenty-five years later. Based on these findings, Dr. Kyle Pruett notes, “Children who feel a closeness to their father are twice as likely as those who do not to enter college or find stable employment after high school, 75 percent less likely to have a teen birth, 80 percent less likely to spend time in jail, and half as likely to experience multiple depression symptoms.”[ii]
A study in the Journal of the American Medical Association in the mid 1990s confirmed that “doing lots of activities together is not the crucial variable in the relationship between parent and child; rather, it is a sense of connectedness.”[iii]
Satisfying the Hunger
Ultimately, it’s how close a child feels to their dad that makes all the difference as to how satisfied their hunger. If you’re a dad, that means that your focus ought to be, as much and as often as possible, and as intentionally as you can focus, on creating that feeling of closeness with your kids.
May our children never go hungry, as some of us did.
Great Dads Shape Great Kids.
Be a Great Dad Today.
[i]Reported in John Sowers, Fatherless Generation: Redeeming the Story (Grand Rapids, MI: Zondervan, 2010), 36-37.
[ii] Cited in Kyle D. Pruett M.D., Fatherneed: Why Father Care Is as Essential as Mother Care for Your Child (New York: Broadway Books, 2000), 38.
[iii] Cited in Gail Sheehy, Understanding Men’s Passages: Discovering the New Map of Men’s Lives (New York: Balllantine Books, 1998), 166.
Post by Keith Zafren, founder of The Great Dads Project and author of the award-winning book, How to Be a Great Dad—No Matter What Kind of Father You Had.
Men who want to be great dads love the stories Keith Zafren tells, the practical skills he teaches, and the personal coaching he offers. Keith has spent seventeen years learning firsthand how to raise three great teenagers and stay close to them, no matter what. He coaches busy dads not to repeat the mistakes their fathers made, but instead, to create fantastic relationships with their kids. Check out his free Great Dad Video Training.
(Here’s an excellent article by Christy on the “togetherness” of extended family members. The parents of these now elderly cousins gave their children a priceless gift. Enjoy. –JDS)
This past summer, my husband and I hosted a reunion of his childhood cousins. As kids, these wonderful people loved being together. Some of their families lived in Idaho and some in central California. The parents made a special effort to spend time with extended family, even though they didn’t live close. Every summer the cousins worked together on one farm or another, weeding, feeding livestock and irrigating.
Eventually everyone grew up and went their separate ways. They became doctors, international business men, teachers, and engineers in many walks of life. They saw each other at weddings and funerals, if their busy schedules permitted.
As they reached retirement age, they felt the need to reconnect. At the reunion this summer, they spent three wonderful days reminiscing and getting reacquainted with each other.
Some of the memories they shared were of a crabby uncle, but most of the stories were told about work and play with hard-driving parents, struggling to eke out a living. No one focused on the barn being full of hay or the price of the potatoes each year. They remembered the time they spent together, filling the irrigation ditches, chasing an errant calf or eating pancakes until they were about to burst.
They talked about the ball games they won, the horses they rode, and the pranks they played on each other. Their reminiscence was about the pleasure they experienced in interacting with each other as kids—their communication and relationships.
Focus on the journey, not the destination. Joy is found not in finishing an activity, but in doing it.
The parents of these cousins are not with us anymore, but here are some of the principles we can take away from their child-rearing practices:
1. Spend time with your kids
2. Work and play together
3. Give them a sense of family
4. Enjoy your extended family
Most of us don’t have to fill the irrigation ditches or milk the cows anymore. Life has changed. But we can still build relationships with our children through work and play.
A happy family is but an earlier heaven.
George Bernard Shaw
As adults what do you remember of your youth? What memories mean the most to you? ###
Christy Monson has an M.S. in Counseling Psychology and Marriage & Family Therapy from University of Nevada at Las Vegas, and established a successful counseling practice in Las Vegas, Nevada. Check out her informative website [link].
My friend in Austin, Jim Gentil, sent this along. Popcorn, a family favorite, has been a favored treat for kids, adults … even pets. I thought this story was quite interesting and uplifting. (As a kid, I remember my dad making popcorn in a large pot on the gas stove. Anyone remember having the job of vigorously shaking that pot as the corn popped, so it wouldn’t burn? Dad’s popcorn was always the best. He made great waffles, too, but that’s another story.)–JDS
National Popcorn Day is celebrated annually today, January 19th.
This time-honored treat can be sweet or savory, caramelized, buttered or plain, molded into a candied ball or tossed with nuts and chocolate. However it is enjoyed, enjoy it on National Popcorn Day, January 19th.
Popcorn started becoming popular in the United States in the middle 1800s. It wasn’t until Charles Cretors, a candy-store owner, developed a machine for popping corn with steam that the tasty treat became more abundantly poppable. By 1900 he had horse-drawn popcorn wagons going through the streets of Chicago.
About the same time, Louise Ruckheim added peanuts and molasses to popcorn to bring Cracker Jack to the world.
The national anthem of baseball was born in 1908 when Jack Norworth and Albert Von Tilzer wrote “Take Me out to the Ballgame”. From that point onward, popcorn, specifically Cracker Jack, became forever married to the game.
Today, Americans consume 13 billion quarts of popcorn a year, more than any other country in the world. A majority of popcorn produced in the world is grown in the United States. Nebraska leads the corn belt in popcorn production. ###
You know, the human brain is a pretty sophisticated thing. This came from my friend in Austin, Texas, Jim Gentil.
James Sutton, Psychologist
i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno’t mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae.
The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs forwrad it.
(It concerns me we don’t have the name the author to post with this article, but perhaps he preferred it that way. In any case, this piece touched me profoundly. –JDS)
This 1967 true story is of an experience by a young 12 -year-old lad in Kingston, Ontario, Canada. It is about the vivid memory of a privately rebuilt P-51 from WWII and its famous owner/pilot.
In the morning sun, I could not believe my eyes. There, in our little airport, sat a majestic P-51. They said it had flown in during the night from some U.S. airport, on its way to an air show. The pilot had been tired, so he just happened to choose Kingston for his stop-over. It was to take to the air very soon.
The pilot arrived by cab, paid the driver, and then stepped into the pilot’s lounge. He was an older man; his wavy hair was gray and tossed. It looked like it might have been combed, say, around the turn of the century. His flight jacket was checked, creased and worn; it smelled old and genuine. Old Glory was prominently sewn to its shoulders. He projected a quiet air of proficiency and pride devoid of arrogance. He filed a quick flight plan to Montreal (“Expo-67 Air Show”) then walked across the tarmac.
After taking several minutes to perform his walk-around check, the tall, lanky man returned to the flight lounge to ask if anyone would be available to stand by with fire extinguishers while he “flashed the old bird up, just to be safe.”
Though only 12 at the time I was allowed to stand by with an extinguisher after brief instruction on its use — “If you see a fire, point, then pull this lever!” he said. (I later became a firefighter, but that’s another story.)
The air around the exhaust manifolds shimmered like a mirror from fuel fumes as the huge prop started to rotate. One manifold, then another, and yet another barked — I stepped back with the others. In moments the Packard -built Merlin engine came to life with a thunderous roar. Blue flames knifed from her manifolds with an arrogant snarl. I looked at the others’ faces; there was no concern. I lowered the bell of my extinguisher. One of the guys signaled to walk back to the lounge. We did.
Several minutes later we could hear the pilot doing his preflight run-up. He’d taxied to the end of runway 19, out of sight. All went quiet for several seconds. We ran to the second story deck to see if we could catch a glimpse of the P-51 as she started down the runway. We could not.
There we stood, eyes fixed to a spot half way down 19. Then a roar ripped across the field, much louder than before. Like a furious hell spawn set loose — something mighty this way was coming. “Listen to that thing!” said the controller.
In seconds the Mustang burst into our line of sight. It’s tail was already off the runway and it was moving faster than anything I’d ever seen by that point on 19. Two-thirds the way down 19 the Mustang was airborne with her gear going up. The prop tips were supersonic.
We clasped our ears as the Mustang climbed hellishly fast into the circuit to be eaten up by the dog-day haze. We stood for a few moments, in stunned silence, trying to digest what we’d just seen.
The radio controller rushed by me to the radio. “Kingston tower calling Mustang?” He looked back to us as he waited for an acknowledgment.
The radio crackled: “Go ahead, Kingston.”
“Roger, Mustang. Kingston tower would like to advise the circuit is clear for a low-level pass.”
I stood in shock because the controller had just, more or less, asked the pilot to return for an impromptu air show! The controller looked at us.
“Well, What?” He asked. “I can’t let that guy go without asking. I couldn’t forgive myself!”
The radio crackled once again, “Kingston, do I have permission for a low-level pass, east to west, across the field?”
“Roger, Mustang, the circuit is clear for an east to west pass.”
“Roger, Kingston, I’m coming out of 3,000 feet, stand by.”
We rushed back onto the second-story deck, eyes fixed toward the eastern haze. The sound was subtle at first, a high-pitched whine, a muffled screech, a distant scream. Moments later the P-51 burst through the haze. Her airframe straining against positive G’s and gravity. Her wing tips spilling contrails of condensed air, prop-tips again supersonic. The burnished bird blasted across the eastern margin of the field shredding and tearing the air.
At about 500 mph and 150 yards from where we stood she passed with the old American pilot saluting.
Imagine. A salute! I felt like laughing; I felt like crying; she glistened; she screamed; the building shook; my heart pounded. Then the old pilot pulled her up and rolled, and rolled, and rolled out of sight into the broken clouds and indelible into my memory.
I’ve never wanted to be an American more than on that day! It was a time when many nations in the world looked to America as their big brother. A steady and even-handed beacon of security who navigated difficult political water with grace and style; not unlike the old American pilot who’d just flown into my memory. He was proud, not arrogant, humble, not a braggart, old and honest, projecting an aura of America at its best.
That America will return one day! I know it will! Until that time, I’ll just send off this story. Call it a loving reciprocal salute to a country, and especially to that old American pilot: the late-JIMMY STEWART (1908-1997), actor, real WWII hero (Commander of a US Army Air Force Bomber Wing stationed in England), and a USAF Reserves Brigadier General, who wove a wonderfully fantastic memory for a young Canadian boy that’s lasted a lifetime. ###
Five Beans and a Cup of Broth
As we commemorate Veterans Day, 2014, it’s important that we stress to our children that freedom is never free. However we choose to share that message with our sons and daughters, it should be noted that the liberty we often take for granted was bought and paid for with the courage and the blood of those who’ve gone on before.
Journalist Tom Brokaw said it best in his book, The Greatest Generation, when he heralded those Americans that brought us through World War II. Today, we are still recipients of all they accomplished seventy years ago. For the majority of the men and women who served in the Pacific and European Theaters in WWII, as well as many of those on the home front sending a steady stream of support and supplies, it’s too late to say, “Thank You,” to them one more time.
Hardly any of us are without relatives who served their country during a time when their contribution was so vital. My father-in-law was part of the invasion of Normandy, while a former next-door neighbor manned a minesweeper that helped clear the waters for that landing. Another next-door neighbor fought in the Pacific for the retaking of the Philippines. (I didn’t know until his funeral that he had been awarded two Bronze Stars.)
And my uncles played a part. One of them faithfully patched up bombers on Guam so they could go out again, while another uncle flew desperately needed supplies over the Burma Hump. (Dad had joined the Army Signal Corps, but was badly injured in a workplace accident before he could be activated.)
A Special Bond
Ask anyone who’s ever been in or near combat about their greatest fear. Their answer might surprise you. It’s NOT the fear of being killed; it’s the fear of letting down one’s comrades, of losing their trust and respect.
Stephen Ambrose’s book, Band of Brothers, gave us an accurate feel for this unique brand of bonding. During the Battle of the Bulge, the 101st Airborne was completely surrounded by the Germans near Bastogne, Belgium. They were told to hold their positions until help arrived … no matter what. (Which they did, with heavy casualties, becoming the ONLY full division to ever receive the Presidential Unit Citation.)
Five Beans …
According to Ambrose’s account, a former company commander, a Captain Richard Winters, had shown exceptional leadership under fire. He was promoted to a staff position with battalion.
Christmas Eve dinner of 1944 was relatively comfortable for the staff officers as they gathered at division headquarters. They had a Christmas tree, a tablecloth, real silverware and turkey with all the trimmings. But Captain Winters elected to dine alone, eating instead what his men in the foxholes were having that night: five white beans and a cup of cold broth.
11 Days Old
I was 11 days old that night, the eve of my first Christmas. I was clean, dry and well-fed; Mom saw to that. I didn’t know about the Men of Bastogne who braved the bitter cold and the shelling of the German big guns as they thought, I’m sure, of loved ones so far away on the night that mattered most.
I didn’t know about them then, but they were as real as if they had been guarding my crib that night, because, in essence, they were.
I didn’t know about them then, but I certainly know about them now.
God Bless ‘em.
Dr. James Sutton is a Vietnam veteran and nationally-recognized child and adolescent psychologist. He is the founder and host of The Changing Behavior Network and monthly publishes The Changing Behavior Digest [website].
TWO THOUGHTS ON FORGETTING: Difficulty with remembering specific things can be associated with anxiety or worry, or it can be a veiled form of defiant behavior. Most counselors and therapists have dealt with these kinds of issues. Let’s take a look at both types of forgetting.
Thought #1: Forgetting That Causes Worry and Anxiety
What about the person who leaves for work or an extended trip only to worry later if they closed the garage door, unplugged the curling iron or left the front door unlocked? To some degree, we’ve all been there, right? Kids can experience much the same thing.
I recently went to some training on the treatment of anxiety disorders. While there, I picked up a little intervention that makes a lot of sense. It’s based on the fact that added cognitive impression at the moment of “storage” improves memory exponentially.
It’s simple, really. As you close the garage door say loudly, “I am now CLOSING the garage door!” Your neighbors might think you strange, but, even hours later, you will KNOW you closed that door. (And the same goes for unplugging the curling iron, feeding the cat, locking the front door, putting the overdue library book in your school backpack or whatever.)
Thought #2: Passive-Aggressive Forgetting
Forgetting is a convenient way to say, without the risk of saying it, “I didn’t FEEL like doing that; so there!” Passive-aggressive adults can turn a workplace upside down with this behavior, while oppositional and defiant youngsters can brew up a ton of frustration in teachers and parents with forgetting. Then they wiggle off the hook with a less-than-sincere, “I’m sorry.”
But, of course, nothing changes.
The solution to addressing intentional forgetting is to attack the intention. So, the next time you give the child or student an instruction or direction to be completed later, ask them this question (and do it with a straight face):
Do you think that is something you’ll forget?
(Regardless of the look on their face, it’s my guess the question will catch them off-guard. If they stammer a bit, it’s probably because they KNOW they’ve stepped into a bit of quicksand.)
For them to say, “Yes,” would be to expose more of their intent that they care to show. (But if that’s what they say, my next step would be to ask them to come up with a strategy for remembering, then hold out until I get it from them.)
In most cases, the youngster will say, “No,” just to end the conversation. Then, if they DO forget, I’ve created an opportunity to remind them what they told me earlier. Since these kids don’t really like to give adults the upper hand at their expense, you just might have a different outcome when you ask the same question (“Do you think that’s something you’ll forget?) next time.
James D. Sutton, EdD, CSP
Consulting Psychologist/Certified Speaking Professional
PO Box 672, Pleasanton, TX 78064
(830) 569-3586 Email