Divorces are traumatic, painful, and messy; there are so many raw emotions to work through, but if children are involved, the most important priority for two adults is to work to make sure that their kids are well taken care of. Here are four tips to successfully co-parent following a divorce:
Create A Safe Zone
There’s communication with your ex that takes place behind the scenes, but when you’re directly interacting with him/her in front of your children, remember to act cordially and with respect. Kids are extremely perceptive to things like tone of voice, eye rolls, or other verbal and non-verbal cues. It is already a delicate situation for them, so let them see you being cordial; it will be a tremendous gift for them to see their parents interacting this way. If your feelings toward your ex are still quite volatile or intense, stick to email, texting, or communicating when the kids aren’t around.
See Your Ex as an Asset (Not an Enemy)
It’s easy to feel antagonistic toward your ex-spouse, and although your marriage relationship is no longer intact, you still need to come together as partners to successfully raise your children. Remember that no one loves your kids or is as invested as the other parent! Even if emotionally you’re not quite at the point where you’re ready to see your ex spouse as an ally, hold on to the hope that he/she can eventually help support you in parenting.
Focus on Positive Aspects
This is not an easy thing to do! There are definite reasons you got divorced, and those things are often in the forefront of your mind, but consider the strengths and gifts that your ex-spouse has that can be used toward your child(ren)’s benefits. Maybe he/she is very engaged, good at helping with homework, or very in tune with the kids’ needs. If your child can hear you speaking positively about the other parent, he/she can better adjust.
Support Your Child’s Relationship With The Other Parent
Unfortunately, it’s all too easy to undermine or diminish a child’s relationship with the other parent. Maybe we feel threatened or jealous, like we’re in competition with the ex-spouse, or maybe we have a hard time letting go of our own pain and conflict. But kids desperately need a relationship with both parents (particularly after a divorce), and it’s crucial for you to do everything you can to facilitate that connection in order to help your children thrive.
If you’re struggling to co-parent after divorce contact Wasatch Family Therapy and connect with one of our amazing therapists.
Its Mine No its mine! Parents are quick to scold their children when theres a squabble over toys, especially after the holiday season. However, kids arent the only ones anxiously attached to their stuff.
Grown-ups have a hard time letting go as well! Over-consumption and excessive accumulation lead to physical and emotional baggage (not to mention the binding side-effect of consumer debt). Heres a short, four-minute explanation of why adults continue to act like children whenit comes to their belongings:
Marriage is one of the most important relationships, but it can also be one of the most confusing! There are so many false beliefs perpetuating about what a good marriage really looks like. And while we may know in our minds that other couples have struggles as well, it’s not always something we talk about. Here are 4 common marriage myths:
When a child misbehaves or exhibits behavior that becomes problematic, their behavior is telling you something, but what?
A child that misbehaves is trying to communicate that they have an unmet need, but how do parents determine what that need is?
Parents can look for clues that might tell them how the child is feeling. When parents figure out what is wrong or missing, they can then follow to assist the child to take care of themselves.
What are some of the reasons that a child might misbehave?
They may be hungry, tired, ill or bored.
They might not know or understand what is expected of them.
They might be held to expectations that are beyond their developmental level.
They may have experienced trauma or abuse.
They may be copying the bad behavior or their parents or someone else.
They may be trying to cover up feelings of pain, fear or loneliness.
They may be experiencing feelings that are overwhelming to them.
They may feel bad about themselves.
They may be experiencing bullying.
They may be experiencing dietary issues.
They may be trying to get attention from others.
They may be testing whether parents will set limits, boundaries and enforce rules.
They may be asserting themselves and seeking to be independent.
They may have an untreated disorder such as:
Attention Deficit/ Hyperactivity Disorder
Autism Spectrum Disorder
Obsessive compulsive disorder
General anxiety disorder.
Sensory processing disorder
It is important to remember that misbehavior does not mean that a child is “bad.” They should never be labeled as such. There is a difference between a child’s character and how they behave. What a child does is not who they are.
Maybe you’re frustrated and having difficulty determining why your child is misbehaving. Maybe you have an idea of why your child is misbehaving but don’t know how to approach the issue. Maybe you’re wondering if your child has an untreated disorder. If so, call us at Wasatch Family Therapy (801.944.4555) to schedule an appointment for a parent consultation with one of our trained providers. Mental health is just as important as physical health to a child’s well being.
Most parents may notice that kids have worries, at one time or another. Even beginning at very young ages, carrying into middle school or high school. The picture book You’ve Got Dragons, written by Kathryn Cave, helps children and parents understand the language of worries, or “dragons.” How they grow, hide, and what they feel like inside. Sometimes it’s hard to talk about, when you have “dragons.” Sometimes parents don’t know how to help, or what to look for. The illustrations and humor will let your child escape into a world where worries become “dragons,” while getting good advice on how to take care of them.
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:
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.”
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.