The word “Millennial” is rarely used in a positive way. How is it that an entire generation has become the punchline of society’s best joke? Perhaps we use humor to ease the sense that something is terribly wrong and we feel helpless to change it. College counseling centers are bursting at the seams with newly hatched “grown-ups,” depressed, anxious, legitimately struggling to make it. Others, who may fare better emotionally, seem to possess an unparalleled sense of entitlement. There are endless ideas about what has gone wrong. Among those most commonly put on trial are “spare the rod” and “everybody gets a trophy.” While it is beyond the scope of this article to examine those theories, there are a few generally accepted approaches that can help parents get on the right track toward raising responsible, well-adjusted children in these rapidly changing times.
Parents can help kids form realistic expectations about life in the adult world. They can also provide the opportunity and support for children to practice valuable coping skills. To achieve these goals, parents should allow their children to routinely experience three normal life experiences and then teach them how to manage the resulting emotions:
Children need love and affection from parents to become healthy adults. They do not, however, need to always get their way. In fact, if a child learns to expect that their every desire will be continually fulfilled at home, it sets them up for future high conflict relationships and dissatisfaction in general. Parents should allow kids to regularly experience disappointment and teach them how to cope with the related difficult feelings. These childhood lessons can minimize grownup tantrums, the kind that occur when adults melt down because they did not get their way or things did not turn out as planned.
Children can learn valuable lessons from painful mistakes. However, when parents frequently rush to rescue their child, they teach the kid to expect that others will take ownership for their errors and thus share responsibility to solve their problems. Many parents do not want their children to experience sadness or failure so they come running to save the day. If this scenario becomes common, the older teen and adult may come to expect that employers, college professors or friends should sacrifice to solve their problems. Parents can prevent this sense of entitlement and instead promote self-confidence and problem solving skills by resisting the temptation to helicopter parent. This is not a heartless approach. Parents should offer support in the difficult growing process; a healthy dose of empathy can help kids learn to manage the emotional bumps and bruises that naturally accompany their missteps.
Nagging kids to do chores is no fun; however, requiring them to frequently complete these household duties has big payoffs. It teaches them that people must fulfill certain obligations to be part of a group. Children who learn this lesson from a young age tend to be more successful in relationships, academics, and career. When children are required to contribute to the family, it prepares them to live in a world where others will expect them to do their share.
Parents do their children a disservice when they shield them from the natural growing pains of life. So, the next time you are tempted to write the teacher a note because your teen failed an exam, or put your 9-year-old’s laundry away for the third day in a row, take pause, and ask yourself this question: What does this teach my child to expect from others? That they can always get their way, or that someone else should clean up their messes in life? If so, you may want to consider changing your course of action. After all, today’s children are tomorrow’s adults and all of us would like to live in a world where grownups are prepared to manage disappointment, take responsibility, and pull their own weight.More
Raising a child in today’s world can be like running in a hamster wheel. Tie shoes. Pull on backpacks. Pack lunch. Drive to school, work, lesson, practice, home. Squeeze in homework, story time, and don’t forget to floss. Repeat. Parents and children sweat on this daily journey, hoping to reach some final destination called success. After all, we live in a competitive world. For Jane to attend Harvard on a full-scholarship, slide into her desk 10 minutes early, organic lunch in tow, she’s going to need a lot of help and support along the way. It takes a lot of doing to raise this child.
Contrast this image with my experience in the play therapy room, where my primary purpose is to be with the child:
“My racing mind slows down. The run forward, look back halts to a peaceful stop and I am here. In that middle space called now. My eyes soak in the brown curl hovering over his left eye. A pale, freckled arm stretches long to reach the top shelf. Blue eyes with long lashes gaze as he tugs on the truck. The sand feels cool. We sift and pour, moving our toys in and out, over and under it. I smell the playground dirt on her socks. Our stomachs flip and flop as we feel her worries. Time is up. The door opens. Shuts. I sit, alone, on the tiny red chair, my knees higher than the table. The colors in the room are more vivid. I feel connected, grateful, alive.”
Experiences like this are common for me in the play therapy room. Why do I rarely feel this sense of well-being at home, with my own children? The answer is simple: I am too busy trying to hold the juicebox just right so it will not spill when I pass it over the back seat. You know the struggle. We can become so preoccupied with providing for physical needs, intellectual stimulation and talent development, we forget to give our children and ourselves one of the greatest gifts we can offer: our full presence.
To do this, carve out space every day to be with your child. We’re talking 5 minutes to start, nothing too ambitious. During this time, notice your child’s physical features, his rate of breathing, how she moves and smells. Hear the intonation of her speech. Soak her in, non-judgmentally, using all your senses. Does this sound odd? It may be helpful to think back to when your child was an infant. It may feel more natural to fully notice a newborn baby’s sound, appearance, smell, because you were seeing her for the first time. Why must we stop feeling that joy when our child is older? Give it a try tonight between teeth brushing and bedtime or while you wait for little sister at dance. The time of day does not matter. No special handbook or instruction manual required. 5 minutes is enough to start. All you need to be fully present with your child is the one thing he wants most: you.More
Competition can be extremely stressful, especially for children and teenagers. They can feel so much pressure that they will literally worry themselves sick. Kids will oftentimes try to prove their worth to themselves, their coaches, their peers, and their families through winning. Anxiety and the fear of failure affect their performance—which makes them even more fearful. It becomes a vicious cycle!
I recently wrote an article in conjunction with renowned PGA Tour Golf Instructor, Boyd Summerhays, on ways to best help Junior Golfers. After completing the article, it dawned on me that the information would be beneficial to all junior athletes and their families. Obviously, the intricate details about golf in the article are unique to golfers, but the same concepts (bolded section headings) can definitely be applied to any sport or competition that your child is engaging in:
Good luck to you and your family! I hope you can find joy, fulfillment, learning, and bonding through the competition (and not just stress!).More
One of the things I spend time doing, explaining and reiterating with myself, as well as my clients with and without children, is emotional intelligence. If there’s anything that gets in the way of living a full, rich, and meaningful life, it’s our experience with our emotions. The ability to gain emotional intelligence is a key skill in allowing us to truly understand ourselves and our reactions to events around us, because those are the only things we can really control – ourselves and our reactions. As we enter a new school year and support the children in our lives with the changes that inevitably come with it, I am sharing a few key concepts related to emotional intelligence as a starting point for a successful year.
Emotional Intelligence is briefly discussed here by its popular advocate and author – Dr. Daniel Goleman. One of the first things he says is that Emotional Intelligence is that it is how we handle ourselves in our relationships.
Then, he lists 4 domains that create emotional intelligence:
- Self awareness – knowing what we’re feeling and why we’re feeling it.
- Self management – handling distressing emotions in an effective way so that they don’t cripple you & tuning into them for what they can teach you – because even though they aren’t fun, they still serve a purpose and it’s okay to explore what that purpose is.
- Empathy – knowing what someone else is feeling.
- Social Interaction Skills – Putting it all together as a skill in significant relationships.
He then talks about how the part of our brain that allows us to do this is the part that grows the slowest – chronologically and developmentally – in our brains. He then goes on to talk about neuroplasticity which is basically the flexible nature of the brain as an organ. He mentions that our brains develop based on repeated experiences and he uses that as the foundation to encourage us to talk about self-awareness, self-management, empathy, and social skills with kids at early ages and in systematic ways.
There are a number of books that have helped revolutionize parenting in this respect and they have been really helpful to me, personally and professionally. One of the struggles in parenting that I have seen with other parents and caregivers is the habit we have of associating our ability to make sense of the world to our children’s abilities to do the same thing in the same way. On our lesser days, it can be frustrating when they don’t act like the little adults that many of us may have been raised to be when we were kids! Yet, when we remember Goleman’s words, we can remind ourselves that neurotypical children’s brains are not developmentally capable of verbally articulating the four concepts outlined above if they aren’t taught to recognize what the 4 concepts feel like and helped to identify when they are feeling any of the four concepts. That is our job as the adult in a child’s life.
The important thing that has helped me, the parents, and caregivers that I work with has been to understand that our kids feel a lot of things – good and bad – that they struggle to explain to us in words. Again, our job as parents, is to help them gain the vocabulary to do so. However, we can’t teach them what we don’t know or haven’t personally experienced, so it’s important that we practice becoming aware of our own emotional experiences, managing them, practicing empathy, and enhancing our social skills in the relationships that matter most to us, especially with the people who depend on us for guidance and support.
Emotional intelligence is probably the coolest thing to have in our backpacks as we head into the new school year! Find ways that you can sharpen your skillset and pass your understanding on to your kids by modeling healthy steps towards emotional intelligence.
As a child therapist, there is one thing I know about exceptionally intelligent kids: they are often misunderstood, and for good reason. Gifted children possess an inner world so rich and complex, that quite frankly, others just don’t get them. We tend to view gifted and talented kids narrowly, in terms of their performance: “Wow, Landon has a huge vocabulary. Jane made a fully functioning robot. Sam reads all day.” This is where we sometimes miss the mark. Yes, gifted kids think more, know more, create more, but to truly understand them, is to see how uniquely they experience the world. If the young gifted child could teach us, this is what she might say:
- “My feelings are bigger and different than everybody else’s.”
Super Sensitivity and Emotional Intensity: Just as gifted kids’ thinking is more complex, so is their feeling. Teachers, friends, and parents often see their emotional eruptions as a sign of instability, when actually their ability to sense and feel on such a deep level is one of their greatest strengths.
- “I don’t feel my age.”
Uneven Development: Gifted children’s intellect, social skills, and emotional self-control can progress at different rates. If you can imagine a child housed in an eight-year-old body, with the mind of a thirteen-year-old, and the social skills of a six-year-old, then you can begin to comprehend how complicated daily life can get for these kids.
- “People don’t make sense and I’m the only one who cares.”
Deep Social Concerns: Gifted kids are often highly troubled by issues of suffering, injustice, and hypocrisy. As such, they can react intensely when such things directly affect them or they observe this is the larger world. Most people will understand how an adult approaching mid-life could worry about the meaning of life, death, pain, and the injustice of the world, but when the 5th grader is crying about such issues during recess, it leaves most people rather confused and even uncomfortable.
- “There is no one in the whole world like me.”
Profound Sense of Loneliness: A keen self-awareness accompanied by the feeling of being different can leave gifted kids feeling like aliens––it doesn’t help that their passionate curiosity and interests often do not match those of their classmates. Because of these difficulties, the school experience for gifted kids can be sometimes one of painful rejection.
Despite their many differences, gifted children have the same basic emotional needs of every other kid: they long to be accepted and understood. As parents, educators, and mental health professionals, we can help by simply listening when they try to show us that being exceptional does NOT always feel like a “gift.”More
Click the link below to watch Clair Mellenthin’s recent interview on KUTV with Fresh Living on the 4 things that every parent should say to their child!
As we enter into summer, one question I am frequently asked by parents is : ‘What can I be working on so that my child continues to progress over the summer?’ If your child has had a difficult school year, having two full months with no formal academic activities can certainly cause worry. Looking for answers, and at times not finding much, it can seem like there’s not much for parents to do but enroll kids in tutoring, or if possible a skill building workshop or class, or resort to working with their kids on their own with worksheets and materials from their child’s teachers – not always a fun endeavor when kids want to be outside with peers or doing something non-academic related.
My number one recommendation to these types of requests (while keeping in mind that every child is an individual and will require individualized recommendations)? READING. Yes. Regardless of your child’s age, reading ability, level, and grade, the more time your child reads, the better. Reading, and if your child is struggling with reading, reading with your child, is simply the strongest recommendation I can offer to help your child succeed academically. 20 minutes every day. That’s the recommendation. Not a workbook. Not a program, not a technique, not a workshop. Read with your child. 20 minutes, everyday. You don’t need to learn ‘how to teach your child to read’. You don’t even need really great reading skills ! Just read with your kids. 20 minutes. Everyday. Here’s why:
In the world of education, 20 minutes a day is a magic number regarding reading. This is connected to a famous study conducted in 1987 by Nagy and Herman. The study examined how much time students spent reading, how many words read, and then performance on standardized tests measuring reading achievement. I probably don’t need to tell you; students who spend 20 minutes a day reading scored at the 90th percentile on tests measuring reading achievement. Those in the study that spent 5 minutes reading? Scored in the 5oth percentile. That’s a big difference.
Thanks to Pinterest and the internet, type in ‘why your child can’t skip reading tonight’ and the visuals that accompany this statistic will astound. But here is the logic: one student, Amy, reads 20 minutes a night, 5 nights a week. In one week, that’s 100 minutes of reading; in one month, 400 minutes; one school year, 3600 minutes; and by the end of the sixth grade – 21,600 minutes of reading! Her friend, Mark, reads only 4 minutes a night, or not at all. In one week, that’s 20 minutes of reading; in one month, 80 minutes; one school year, 720 minutes; and by the end of the sixth grade – 4320 minutes of reading.
Is your child more of an Amy (by the end of the sixth grade, has read 21,600 minutes or 60 days) or more of a Mark (by the end of the sixth grade, 4320 minutes or 12 school days)? Given that the fluency (how fast or slow a student reads) can vary, the number words read might be somewhat different, but it’s estimated that Amy would have read 1.8 million words, and Mark over 282,00o words.
It’s such a dramatic difference, I myself had to look at that math twice just to be sure it wasn’t a trick.
Now ask yourself, who is the better reader? Who would you expect to know more? And so on…..
So this summer, let yourself and your student truly relax and enjoy some reading! In the long run, it might be the best thing you can do to help your child’s school achievement for next year.
Children who are experiencing grief and loss struggle with identifying how and what they are feelings, as there are often no words to describe the emotions they experience. Oftentimes, they feel isolated and alone in their pain and confusion. Camp Gregory gives young children the experience of healing together with other children who have also suffered loss and are trying to process their feelings of grief. Join us for a weekend of play therapy, laughter and healing.
Location: Grandview Family Counseling, 1576 S. 500 W. Bountiful, Utah.
Dates: Friday, August 5th and Saturday, August 6th.
Facilitating: Holly Willard, LCSW RPT-S and Clair Mellenthin, LCSW RPT-S.
Ages 5-8 from 9am-12pm Friday and Saturday.
Ages 9-12 from 1pm-4pm Friday and Saturday.
To register, call (801) 406-9002 or visit grandviewfamilycounseling.com.More