April 30th is National Spank Out Day, which was established to promote non-violent discipline of children.

Today, we aim to raise awareness about physical punishment for children, as well as educate parents about effective discipline practices that do not involve hitting and spanking.

Here, we’ve listed some of API’s resources on positive discipline, as well as information from other trusted sources. These can serve as a starting point on the path to implementing positive discipline in the home, or those familiar with positive discipline may find new tools to deepen the understanding between the parent and child.

We offer these resources to let parents know that there are alternatives to spanking that work.

From Attachment Parenting International:

“What is Misbehavior?” API Speaks

“Toddler Ten Commandments” API Speaks

“Tips to Dealing With Acting Out Behavior” The Attached Family

“The Man in the Yellow Hat Exemplifies Positive Discipline” API Speaks

Attachment Parenting International’s Effective Discipline page

The Truth About Spanking: What Parents Must Know About Physical Discipline [Teleseminar]

From Other Sources:

10 Reasons Not to Hit Your Child Ask Dr. Sears

“How to Use Positive Parenting” Aha Parenting

“The Power of Touch” San Diego Family

“Connection is Key” Parenting from Scratch

Alternatives to Spanking” Positive Parents

“No More Timeouts, No More Tiger Moms” Tips on Life and Love

There have been a lot of opinions published online regarding the Dad who shot his teen daughters laptop. His whole point is that too many parents are being lax and ineffective and are raising spoiled, entitled children. I view it not so much as lax parenting, but uninformed parenting – the kind that increases the likelihood of raising the kind of child that the Dad is speaking of.

So, if you want to raise a disrespectful teen, here are some sure-fire ways to do it!

Like many new parents, I naively believed that once I got past the first few years of physically intense infant and toddler care, that surely the rest of childhood would be comparatively easy. By the time my third child came along, I learned to relish those early years. Children don’t get easier to raise the older they get, and they don’t necessarily get harder either. Every age and stage has its own joys and challenges.

One of the challenges I’ve encountered lately that has really made me think has been my five-year-old daughter’s tendency to lie. Read on…

My first had always been a good sleeper. We co-slept through about 18 months or so, and when we moved, Little Man jumped right into his big-boy bed and that’s where he wanted to sleep.

After I had my second child, we went through a phase where Little Man would wander into my bed in the middle of the night. Which was fine for a while. Hey, if he needed some extra security or mommy time or whatever it was, I was happy to oblige. After all, he was adapting to a pretty big change.

After a few months, he would wander into the bedroom in the middle of the night, where the other 3 of us were sleeping, and start asking for trains. Or cookies. Or to go to Zia’s (his aunt’s) house. And when we would say no, a full-throttle tantrum ensued. So, the 3 of us would have to wake fully, get Little Man settled, then try to settle ourselves and the baby to sleep.

He did this every night for about a month. It had gone on long enough that we were all becoming tired, cranky zombies.

I have no problem waking with him for nightmares, for monsters in the closet, or if he’s not feeling well. But to burst in at 2:00 a.m. every night, getting everyone all fired up? It affected everyone, every day. And I didn’t want to start feeling resentful.

Okay, I was already feeling a little resentful.

At a loss, I did something about it. One night, when he came into our room, he made his usual request for something he could be sure we would shoot down. As soon he showed the first signs of tantrum, I picked him up and put him in his bed. I told him he could come back in and talk to us or sleep with us if he could do it quietly, without waking the baby.

Of course, this made him wail. When he came back in, I took him back to his bed, and repeated what I had just said. By the third time, I had almost given up. I felt like I was doing a form of cry-it-out for almost-three-year-olds. But because I was inviting him into our bed and the alternative (sleepy, crabby family) wasn’t good for anyone, I decided to stick to my guns this time.

After one more round, he started to calm down. I asked him, “can you come into the big bed quietly?”

“Yes,” he whispered.

I tucked us all in.

“You okay?” I asked.

“Get trains,” he said.

“No, it’s dark down there and we won’t be able to see them.”

“Okay.” He rolled over and went to sleep.

That was the first and last time I had to do anything like that at night. Now, when he wanders in, he sneaks in quietly and nobody knows until morning. We can all wake refreshed and happy. He has his nighttime security, we have our rest.

Still, as with every parenting move I make, I can’t help but wonder if I did the right thing.

A few of my parent friends have pointed out that as much as their kids enjoy watching the PBS show “Curious George”, George always gets into trouble (makes a mess, does something wrong, doesn’t stay where he’s supposed to, etc…) and nothing ever happens to him for it.  He never gets punished or has a privilege taken away or a consequence imposed for his actions. This may bother some parents about “Curious George,” saying that the show is not setting a good example for kids about what what should happen in the face of misbehavior, but I happen to think it’s a great example for parents.

Curious George does exactly what he’s supposed to do for his age and development (and species)!  By nature and by name, he is curious.  He explores his world fully and completely. This is his job as a young, continually developing little person, er, monkey. This is why my kids love the show–they relate so well to George’s genuinely curious nature and all of the honest mistakes that ensue. But, as a parent, what I find most refreshing about “Curious George” is The Man in the Yellow Hat.

The Man in the Yellow Hat never punishes George for his mistakes. He is more concerned with solving the problem. The man helps George put things away, fix things that broke, apologize to people who were involved in any indiscretions, and generally restore order.

The Man in the Yellow Hat doesn’t force George to apologize. Of course, George can’t talk, so maybe that’s why! But George’s body language and expression, along with his cooperation in fixing the problem, is more meaningful than a forced “Sor-ry,” anyway. People can see his remorse and feel his desire to set things right again. George’s inability to speak provides an unwitting platform for making genuine apologies.

The Man in the Yellow Hat will give a heartfelt apology on George’s behalf.  And when he does, the apologizee says it’s not necessary. The mistake has been fixed, and they enjoyed George’s authenticity–his curious nature–and appreciated his spirit. The characters in this show are understanding of George’s developmental capabilities.

The Man in the Yellow Hat doesn’t put fear into George. George is never afraid of what The Man will do or say to him when he finds out  what happened while he was gone. George is able to present his problem to The Man and know that he will get help in return.

Now, if only The Man in the Yellow Hat would learn not to leave George unsupervised as often as he does…

Many moms and dads have heard of the “Yes” environment before; it’s popular advice for parents of babies and toddlers.  When infants become mobile, we are advised to create an environment for them that is free of “No”s.  We baby proof everything; put small and dangerous objects out of reach, cover up safety hazards, lock the cabinets, install gates, secure furniture to the wall, pad the sharp edges of tables and fireplace mantles, and put any and all valuables and destructive items safely away.  We look for every opportunity to say “No,” to tell our babies that they need to stay away from something or to put something down, and we turn those “No”s into “Yes”es.  This is a Yes Environment.

It is fantastic for our homes, but what about when we’re other places?  We can take the principles of the Yes Environment and apply them to other situations.  Here’s another perspective:

One mom’s 2-year-old son repeatedly throws his toy car on the ground as he rides in the cart at the grocery store, not because he is angry or upset, but simply because he thinks it is great fun.  This mom says, “If I take it away because I need to grocery shop, isn’t that a punishment?”

What she is doing by holding onto the car is creating a yes environment while she shops.   That is the best thing she can do to help her son succeed in not throwing his car.

When she is getting annoyed at constantly stopping to get the car (which is very valid), she can simply pick it up and put it in her bag without a word.  If the toddler notices that she doesn’t give it back to him and he asks about it, she can tell him, “The car keeps falling down, so I’m going to hold it for now.”  She’s not blaming or shaming him by telling him it’s his own fault he doesn’t have the car, or that “this is what happens when you act this way.” Just solving a temporary problem to get the shopping done smoothly.

Creating a yes environment is about setting a child up for success; about removing obstacles to success.  In accompanying his mom through the grocery store, the obstacle to the little boy’s success is the entire combination of: the toy, his age, the setting, his need to experience things (here, the emotional, cognitive, and physical experience of repeatedly throwing the car down), and his complete lack of impulse control. By removing the car from that combination of factors, it’s not that she is “taking the car away”, so much as “eliminating an obstacle.”  She is creating the opportunity for him to be successful.  It’s a yes environment in the grocery cart.

Understanding this principle allows parents to use the yes environment tool in a variety of situations for kids of all ages.   Removing obstacles to success is more effective than expecting children to navigate around obstacles when they are not developmentally capable of doing so.

A mom dashes to meet her preschooler and hold his hand as he nears the street…she’s created a yes environment. (The obstacle is the lack of safe guidance in the street.  He is not capable of making thoughtful decisions about going in the street.)

A teacher rearranges her seating chart to separate talkative students…it’s a yes environment. (The obstacle is the distraction of fun, chatty friends nearby.  They are not capable of controlling their impulse to talk to their friends.)

A dad clears the floor as his daughter launches into a sommersault…yes environment. (The obstacles are, well…the obstacles that are literally in her way.  She’s not capable of maneuvering her body around them.)

A yes environment is a fantastic positive parenting tool at any age because it is proactive.  It tells children, “I’m going to help you be successful with this.”

Today, let’s look for more ways to create yes environments for our kids.  Even if they may not be toddlers anymore and we don’t need to baby proof their physical environment, we can still  remove obstacles to their success.   We can look for ways to turn “No”s into “Yes”es.  We can help our kids be successful until they’re capable of doing it on their own.

Before anyone gets all paranoid, know that this goes for all ridiculously intelligent people with intelligent children. And know that I have astronomical standards for what constitutes plain ‘ol intelligent, much less ridiculously intelligent, so by nature, very few qualify. But if you do…

I’m watching you. I’m making note of your every move. I’m listening to what other people are saying about you. I want to observe you so that I can do what you did to get your child where he is now, which, I might add, is quite impressive. I’m getting all CIA on you. I’m sniffing around about your past, your kid’s past, about how you handled bed-wetting during the preschool years, and what you said when you found purple crayon on the new white furniture.

No, I’m not stalking. I just need some positive influences among all of the garbage that has become so commonplace. Give me a break here. I am trying to raise a child in a society that prays to the retail gods, a society that admires a woman who looks like she’s smuggling bowling balls in her t-shirt, a society that sees nothing wrong with hanging back and taking credit for another group’s accomplishments (I’m talking about pro sports).

Don’t get me wrong – there’s nothing wrong with cheering on your favorite team. But for the love of Nutella, don’t say we. You ate chips and drank beer while a bunch of guys put in the sweat to accomplish whatever it was you’re patting yourself on the back for.

Just a peeve of mine.

Okay, back to my cry for help.

I JUST PULLED BREAD OUT OF MY KID’S EAR.

I mean, how is he supposed to become a chaos theorist and dead language hobbyist if he’s got a head full of bread?

You can’t blame me for taking notes on the geniuses of the world. Whatever I’m doing isn’t working. I’m like, oh no, you just put bread in your ear. Wait, Mommy’s getting her camera. Smile! Now, we don’t put bread in our ears…

(I know, I know, mixed messages. But some moments are too cute not to capture with the old point-and-shoot.)

I’m just trying to find the model parents and children out there who aren’t so much interested in the bowling balls and touchdowns (okay, I’ll take mildly amused). Is it too much to ask to want my child to want to exercise the noggin as a matter of priority?

So, the moral of the story is, I’m seeking out the people who get it so that I can get it too.

For the record, this doesn’t even scratch the surface of the parenting pressure I put on myself. Time to lighten up, perhaps?

“Children don’t misbehave, they simply behave to get their needs met.”

This quote comes from Dr. Thomas Gordon, but other psychologists and parent educators have said the same thing. Dr. Jane Nelsen devotes a whole section of her book, Positive Discipline, as well as lessons in her parenting classes to understanding children’s mistaken goals of behavior. The underlying concept is that behaviors like crying, whining, tantrums, lying, hitting, destroying property, etc. all stem from a child’s unmet need. There is something that child is needing that they’re not getting, so they behave in a way to try to meet those needs. Dr. Nelsen calls them “Mistaken Goals” because the child is often mistaken about how to behave in a way to meet their need

Last week, I saw a lady set a full cup of iced coffee next to her on the bench near where her 1-year-old daughter was toddling around. The little girl kept going over to it and picking it up, wanting to turn it over. The mom continually called her “naughty” and asked if she needed a time-out. If this mother understood the relationship between needs and behavior, she’d know that her daughter was not being naughty and that a time-out won’t solve anything. At one year old, this child’s need is to explore her environment using all of her senses; she is not misbehaving, she’s doing exactly what a one-year-old needs to do.

Looks like someone "needed" to see if the cake was cool!

We all behave in ways to get what we need. If I need something to eat, I’ll go to the kitchen and make myself some food. If need some order in my life, I’ll clean my house. If I need a renewed sense of community, I’ll turn on my sociability as I make an effort to connect with friends and neighbors. If I’m feeling overwhelmed and overstimulated, I might subconsciously distance myself from others as I attempt to carve out some alone time for myself (if I don’t realize what I need), or I might just say, “Hey, I need some alone time,” (if I do).

Kids aren’t as astute at knowing how to meet their needs as we grownup are. Sometimes even we don’t behave in the most appropriate ways to get what we need. A child is much less capable of identifying and articulating what they need, and instead they reach out through their behavior. What looks like “misbehavior” is actually a child’s misguided attempt to fulfill a need that’s not being met. As any parent knows, hunger and sleep are two of the most common needs that, when unmet, trigger all kinds of “colorful” behaviors in children. Other needs that children have are emotional, and are equally as important as physical needs:

• Empathy; children need validation and acceptance of their thoughts and feelings
• Belonging; children need to know that they matter and that they have an importance place in the family
• Autonomy; children need to have choices and independence
• Connection; children need to be heard and understood

The most common “misbehaviors” we see in our children are most likely the result of one of those needs not being met. I see it in my own kids. Just a few days ago, Elia was acting extra whiny and clingy, and I was getting frustrated wondering why. But after a weekend of fewer household projects and more of my focused attention, she got the connection she needed (and I hadn’t noticed she needed), and the clinginess subsided.

Misbehavior? On the contrary, purposeful destruction that meets JJ's need for tactile stimulation.

And I know that sometimes JJ can’t/ won’t/ doesn’t want to do anything to help around the house; he acts like his contributions don’t matter. He thinks that he doesn’t matter. But when John and I break down tasks and help him get through little jobs, he sees and feels his own success. He understands how much he helps the family, and he gains a needed sense of significance and belonging.

I strive to remind myself that misbehavior isn’t really what it seems and therefore doesn’t require “discipline.” As an attachment parent, my response to my kids’ “misbehavior” is less about applying appropriate disciplinary action and more about meeting the underlying needs. It’s proactive. It’s respectful. It’s loving. It’s a reminder that misbehavior isn’t malicious, it’s human nature.

I lead a meeting for the S. Austin Attachment Parenting chapter this morning on finding your discipline style. So often parents talk about what they don’t want to do: spank, shame, do what their parents did, etc. Figuring out what they do want to do is harder, especially when they didn’t have good models.

Before looking at any specific discipline strategies or techniques, it’s worth considering both where we’re coming from and where we’d like to go. Feel free to answer any of the questions in comments or just do it privately as a way of increasing your awareness about your own history and goals.

• How were you disciplined as a child?
• How did you react/feel when being disciplined?
• What would you like to do the same or differently?
• What are your goals for disciplining your child(ren)?
• What discipline issues are coming up in your household these days?
• What is causing discipline conflicts
  • child (temperament, developmental level, tired/hungry, etc) or
  • you (need to feel in control, unnecessary or unreasonable demand, disrespectful delivery, punitive approach, etc)?
• What are your triggers? How do you express your feelings and cope with frustrations?
• What are you doing well as a disciplinarian?
• What do you wish you were doing differently?

What other questions would you add to this list?