Practice Positive Discipline – Page 16

Why does Attachment Parenting need a label?

We are working toward a day when Attachment Parenting won’t need a label — it will just be parenting.

But as of now, the parenting practices that are based on Attachment Theory, and the ever-growing body of research informed by it, are not well known by the general public. In addition, certain cultural forces are still pointing parents in the wrong direction about what our kids need for healthy development.

Anything that is good can be taken to an unhealthy extreme — which is why Attachment Parenting International‘s Eight Principles of Parenting includes balance — and when some parents get into a competitive or judgemental mindset, they can offend and alienate others who would benefit from the the information and support that API strives to provide. That’s why local API Leaders are trained to model and encourage respect and empathy with our children, ourselves and others.

Sadly, there are many children who are not securely attached to their parents. Their parents are doing the best they can with the information and resources they have. What they need is information and better support. And so we are here — and here is Attachment Parenting International.

Please consider donating $5 to API’s Spread the Love campaign.

Editor’s pick: Mindfulness in school and home

A huge part of Attachment Parenting (AP) is learning, and teaching our children, how to be mindful — that ability to calm our minds, connect with our emotions in the moment, work through any conflicting feelings, and respond to others in truth and compassion.

This week, I have two features for my Editor’s Pick. The first is a YouTube video, “Just Breathe,” created by Julie Bayer Salzman and Josh Salzman of Wavecrest Films and inspired by their 5-year-old son talking to a friend about mindfulness exercises he was learning in Kindergarten:

While Attachment Parenting International‘s Eight Principles of Parenting provide families with the parenting behaviors that are shown scientifically to create a secure parent-child attachment, API’s ethos takes Attachment Parenting a step further — to promote a way of living that is based in peace and empathy.

This is where mindfulness fits in.

Clinical psychologist and mindfulness instructor Inga Bohnekamp defines mindfulness in this API post as “presence of heart” and mindful parenting as “parenting from the depths of our hearts,” rather than letting us be guided by a set of pre-fixed, often unreflected, standards or rules about what is right and wrong.

API’s Eight Principles of Parenting aren’t intended to be a set of 8 rules that AP parents must abide to, but rather guides of which parenting behaviors are associated with secure attachment. They are provided for parents who often need that information. Many parents who seek out API’s education and support did not grow up in an environment where they were exposed to consistent nurturing behaviors. API’s Eight Principles of Parenting help parents to get back in touch with their hearts so that they can be intentional about parenting choices, rather than react out of subconscious reasoning that is rooted in early childhood experiences often beyond our conscious memories.

Our childhood experiences may have predisposed us to certain coping skills that do not allow us to easily access the emotions behind our actions, especially in times of stress and strong emotions like anger and fear. Mindfulness is a behavior that can help us teach ourselves how to access those emotions and then be able to act from a place of intention.

This week’s second Editor’s pick is the article, “More Focused, Better Behaved Kids, Through Mindfulness,” by journalist Tori James on My Mother Lode — through which we learn the outcomes of teaching mindfulness to students at a California, USA, elementary school.

It is exciting to see this aspect of Attachment Parenting being incorporated into the school setting, and to hear the overwhelmingly positive feedback from teachers and students.

According to the article, mindfulness not only helps prevent bullying but also improves children’s ability to regulate emotions and calm down, pay attention, feel compassion toward others, change behavior patterns and build emotional resilience to life’s ups and downs.

This is powerful stuff. Mindfulness has the capability to change the trajectory of individual lives, and — when being taught on a community level, such as through school — has the potential for changing whole generations in a community.

In the article, mindfulness instructor Sally Arnold referred to a recent Harvard study that found that people spent about 52% of their lives outside of the present moment, with the balance either worrying about the future or ruminating about the past. By not giving enough thoughtful attention to the present moment, we are setting up ourselves to make decisions based on the emotions from our primitive part of our brain — the amygdala — which is set up to impulsively react in “fight or flight” mode.

Positive discipline educator Kelly Bartlett explains what happens in the brain when we “lose it” in this API article.

Mindfulness retrains our brains to reflect on the moment, creating the space and power to think before we respond. Mindfulness exercises, such as the one that Inga introduces in her API post, allows a person to be able to access their whole brain during stressful moments, including the logic and executive functioning of the prefrontal cortex.

The difference is profound. Consider this scenario:

You walk into your kitchen with a laundry basket full of clean clothes to find your toddler drawing on the wall. How would you react?

Someone reacting out of the amygdala may become very angry very quickly and react in a way that they later regret and that leaves the child in tears.

Someone who is practiced in mindfulness, and therefore able to access the whole brain during stressful moments, is more likely to be able to respond sensitively to the child and effectively discipline through problem-solving without risking their attachment relationship.

Mindfulness does take practice, but each time you practice it, it actively changes the neural pathways in the brain so that it’s easier to respond mindfully in stressful moments rather than continue to struggle with the primitive “fight or flight” reactions.

While it may seem awkward at first, a practice of mindfulness is able to transform the very way you think until you get to the point where you don’t have to even think about being mindful — it just comes naturally!

Think about how profound of an experience it would be for a child to grow up in a mindful home, without the fear of incurring the wrath of a highly reactive parent. Many of us remember feeling that fear ourselves, and understand how that fear (and probably anger) lives on today in our relationships. Teaching our kids to be good people starts with their education, that’s why I sent my kids to Seton College where they have catholic education, so they teach them great family values.

What a gift we can give our children to learn how to be mindful, especially in our moments of stress — and then to be able to model and teach that mindfulness to our children, so that their relationships can be rooted in peace and empathy rather than fear and mistrust.

*First photo: FreeImages.com/Alissa Horton

**Second photo: FreeImages.com/Jenny Rollo

Surrendering to biologically normal toddler sleep

“Whatever you fight, you strengthen, and what you resist, persists. … Surrender is the simple, but profound, wisdom of yielding to, rather than, opposing the flow of life.” ~ Eckhart Tolle, author

No other concept has helped me more as a mother than the concept of surrender — surrendering to the pregnancy process, to the birth process with all its twists and turns, to meeting my daughter where she is at each developmental stage and, overall, just surrendering daily to all the big and small changes that parenthood brings!

So when an article about giving a small child 1 “pass” to leave their room at night was making the rounds around the parenting cyber-world a few weeks ago, it got me thinking of how much it helped me to not pick sleep as a battle and to instead, surrender to my daughter’s needs and rhythm.

It should be said that I am not a fan of behaviorism! I don’t think trying to get my child to change a behavior without first trying to figure out why they are behaving in that way is effective or caring. I felt immediately frustrated after reading the article: It stated that crying and coming out of the bedroom were reduced to 0% rates after imposing the 1-pass rule. But I want to know, at what cost? If my child is following the 1-pass rule, they would still have the same needs — they would merely be trained not to communicate them to me, similar to sleep-training methods for babies. My toddler still might be anxious, she still might need the closeness of an adult body and, for heaven’s sake, what if she already used the pass and then actually had to pee! This 1-pass rule teaches children to ignore their emotional and physical needs.

I’d rather be asking myself:

Why is my toddler coming to me for water, snuggles or to help fight off the monsters?
What is the underlying need that makes it so hard for her to stay in bed?
Why do babies and toddlers wake up so much?
Why do so many of my friends’ children have these same “sleep problems?”
And wait, why are we calling them “sleep problems” at all when the vast majority of babies don’t “sleep through the night” and the vast majority of toddlers struggle to go and stay asleep on their own?

What if what our child wants is actually what they need? And how would things change if we learned that this behavior is biologically normal? Because according to many psychologists, anthropologists and researchers, it is. Would we be more open to surrender to their normal biological needs and rhythms and give our kids what they’re asking for?

I don’t want to oversimplify the difficulty of adapting to wake-ups and tending to our children at night — it’s a huge change, and lack of sleep affects our bodies, minds and emotions so much. And I don’t want to call out desperate parents just trying to cope. If a family feels that this is what is needed for their family as a whole to survive, then do what you need to do. I just feel wary of the growing culture of “sleep experts” and pediatricians encouraging us to train our babies and toddlers to not call out for us at night as the default strategy for handling nighttime parenting.

This is what makes me the most sad — that behaviorism techniques are becoming the standard method, so much so that parents think that they are being manipulated or being too soft if they do normal and natural things like respond to their children, sleep with them or use so-called “crutches” like rocking, bouncing or breastfeeding. On a parenting forum I’m a part of, a new mother recently asked if it was bad to nurse her baby to sleep! This is how much this training culture has permeated our culture. Breastmilk has sleep-inducing hormones in it — it is made to put our children to sleep!

Surrendering, of course, will look different from family to family, but the knowledge of what is healthy and normal sleep for our children could hopefully give parents more confidence to follow their natural nurturing instincts. Then there wouldn’t be this overall pressure to control, fix or make our children conform to an adult standard. We could get creative about how to meet their nighttime needs, instead of placing the majority of the burden on them to meet our unrealistic expectations. Maybe if we accepted this behavior as normal instead of viewing it as problem, we could relax into their natural rhythm and flow and let go of the sleep battle altogether.

*Artwork by Katie M Berggren, www.KmBerggren.com (permission given)

We are in the love business

Valentine’s Day has traditionally been a holiday for couples, an observance set aside for parents to give each other a special token of their love buy why not give you a present for yourself at Gainesville Coins you can have plenty of gold, silver and much more to start a beautiful collection.

Bouquets of flowers, boxes of chocolate, candy hearts and cards with arrow-wielding cupids come to mind. Aside from giving gifts, the thegirlfriendactivationsystem.com discusses more ways to make someone feel special during Valentine’s Day.

What doesn’t readily come to mind, but perhaps should, are neurons deep within the brain branching out between brain cells, cementing memories — both conscious and subconscious — to create a child’s knowing of love.

We ask you to give just $5 for Attachment Parenting International’s “Spread the Love” campaign. Each donor will receive a free API Teleseminar recording as our gift.

We may not think of this when we first discover Attachment Parenting. As parents expecting our first baby, or in the midst of that first year of our child’s life, or in the throes of toddler’s emotions, our understanding of Attachment Parenting is set on a more near-sighted goal: How do I as a parent, in this moment…prepare for pregnancy, birth and parenting…feed with love and respect…respond with sensitivity…use nurturing touch…ensure safe sleep, physically and emotionally…provide consistent, loving care…practice positive discipline…strive for balance in our family and personal lives?

In other words, when we are young in our own parenting journeys — and especially with infants and young children — our focus in Attachment Parenting is in the here and now. Attachment Parenting International’s Eight Principles of Parenting guide us to choose parenting behaviors that lead to more peaceful, compassionate, trusting, empathic and joyful relationships with our children. And in return, while it may be challenging at times to go against the cultural grain, we are ultimately rewarded with secure attachments to our children.

As our children grow older, and especially as we mature in our parenting journey, we begin to see the long-range possibilities of Attachment Parenting. We still enjoy the secure attachments within our families, and we still have challenges to overcome through our child’s development, but it gets easier to see beyond the day-to-day challenges of navigating what was once, to us, a new approach to parenting. We begin to be able to see Attachment Parenting as not only having positive consequences in our families but also our communities. What would it be like if all families practiced Attachment Parenting, if all children were able to grow up with a secure attachment to their parents? What would it be like for our communities if an entire generation grew up in peaceful, compassionate, trusting, empathic and joyful home environments?

I wonder, from time to time, what the dating scene will be like when my children are at the age of searching for a spouse. Who will they marry? What will their spouse’s values be? Will it be in line with what they’ve grown into through our Attachment Parenting home?

My children’s brains are being wired for peace, compassion, trust, empathy and joy. As so many of their peers, they like to play “House,” each taking the role of a family member, sometimes a parent and sometimes a child. Their play reflects how our family works. My 8-year-old daughter recently shared her concern about how other girls in her class play “House” while at school:

“I don’t understand why parents spank or ground their kids,” she said.

“Do you think there’s a better way for them to teach their kids?” I asked.

“Yeah, just talk to them,” she said. After a moment, she added, “And be sure not to do whatever you don’t want your child to do, yourself.”

Of course, positive discipline is more complicated than this. It folds in to the remaining of API’s Eight Principles of Parenting to create a certain home environment for positive discipline to work.

So, it’s not so easy to tell parents to stop spanking their kids or to stop having their babies cry-it-out or to be mindful of what childcare provider they choose or any other parenting behavior that does not closely align with Attachment Parenting. This is why it can be difficult for some parents to fully embrace Attachment Parenting. Attachment Parenting is a lifestyle that encompasses the goals of “raising secure, joyful, and empathic children,” as per API’s mission.

The second half of our mission is to support parents “in order to strengthen families and create a more compassionate world.”

API is in the love business. Volunteers around the world are working everyday on programs, locally and online, to educate and support parents in raising children whose brain neurons are forming each child’s reality of love. We ultimately want to see every child grow with the understanding that love is secure, peaceful, joyful, compassionate, trusting and empathic.

We want to banish parenting practices that raise children who grow up to become adults with an understanding of love as insecure — as a scientifically estimated 40% of the general population does — resulting in future parents who then struggle with trust and commitment, anger and fear, and possibly low self-esteem, poor coping skills, anxiety, depression or an insatiable fear of being abandoned.

Investing in API’s mission is an opportunity to not only ensure that programs and resources are available for you and your family, but also for the families in your community, state, nation and world — with the goal of not only love-centered, peaceful relationships at home but also in your child’s future adult home as well.

Celebrate Valentine’s Day this year by investing in your child’s future through our “Spread the Love” campaign and receive a free API Teleseminar recording in return for your generosity.

Stay patient while teaching toddlers how to handle strong emotions

Over the past few months, my 3-year-old son has been going through a phase of hitting his brother and sister when he’s angry.

I’ve been working a lot with him, telling him that his angry feelings are okay but that hitting isn’t, and trying to find better ways for him to express that anger. But still, every time he was provoked by his brother or had a toy stolen by his sister, he was quick to hit them.

It has been frustrating for me.

Sometimes, it feels like we keep trying to get the same messages across to our children with no results. We wonder, Why aren’t they getting it? It feels like we’re failing or doing something wrong. But it’s just that it takes time and consistency with young children.

I remind myself of how many times I had to redirect my 1-year-old daughter from pulling books off the shelves. She didn’t get it after the first or second time. It took a lot of time, a lot of patience, and a lot of consistency on my part. It’s the same with a toddler who’s learning to manage emotions.

We may feel sometimes that our children aren’t even listening. But they are. And they’re learning from what we model to them, too. Every time we stay calm when we’re angry, they notice it. Every time we allow strong feelings while stressing limits, they notice it. And this will pay off.

Recently, my oldest son did something to upset my 3-year-old, and I saw my younger son run after him, ready to hit. Even before I could intervene, he stopped. Instead of hitting his brother, he hit the bed. I saw the brief pause — that moment where he gained control of himself and channeled his anger into something that wasn’t going to hurt his brother. That moment was huge.

But even when our children do finally get it, it won’t be 100% of the time. There will still be emotional fights over toys, and times during the day when they’re tired and more easily upset. Even adults have difficulty managing emotions at times, and we don’t always handle our own anger the right way. Our children won’t always, either — because they’re human and because they’re still learning.

We just need to remember to be patient with the process of teaching them.

Building a castle with my 5 year old

I’ve always let my children try to do a lot of things on their own, but lately I’ve been making more of an effort to allow my 5-year-old son more autonomy in what he’s doing. It’s sometimes hard to back off and let him make more decisions for himself, but I’m finding it’s worth it.

Recently he announced that he wanted to do an art project, so I suggested he look through our art supplies for some ideas of what he wanted to do. Before long, he came back with a random assortment of supplies – a pair of scissors, used cardboards and plain colored cartons. He was also carrying along these heat guns you commonly see with wires dangling as he walks. As I talked to him about his plan, he still didn’t know what he wanted. I told him to let me know if he needed help, but otherwise I backed off.

After a few minutes, he showed me a piece of black construction paper that he’d cut into the shape of a castle.

He wanted it to be standing up on its own, so I encouraged him as he brainstormed ways to solve his problem. As he made more parts of his castle — which soon became several pieces of black construction paper taped together so they stood — I forced myself to keep from taking over, offering suggestions before he asked for them or telling him, “That won’t work.” I let him figure out on his own whether his plans would work, knowing that the experience of trying and failing is a big part of the learning process.

Each time he had a problem, I asked him, “How do you think you can solve this?” When he wanted to add a drawbridge, he came up with the idea of taping on an additional piece of paper. After he drew and cut out a king that ended up being too big to fit through the door, and I asked him what he could do about it, he answered excitedly, “Make the door bigger!”

I was impressed with how long he worked on the project, how many things he added, and how much he wanted to do on his own without asking for help. The end product wasn’t perfect. It didn’t stand up for long, and he probably spent more time making it than playing with it. But I also know he loved the experience and learned from it.

I know that, with more help or direction from me, the castle could have been much sturdier and neater, but I also know that my son wouldn’t have had as much pride in his work. And I know there would have been more arguments and frustration if I took it upon myself to do something in a way he didn’t like.

I’ve noticed that my allowing him to work on his own through projects like this, as with more daily tasks, has affected his attitude. He’s excited when I let him decide on things for himself or take on a new responsibility, and I feel that this change is helping to strengthen our connection.

Raising kids with grit…and an interview with Jane Stevens of ACEs Too High

Attachment Parenting International (API) is directly involved in building resilience in communities across the nation and around the world through its local API Support Groups and accredited API Leaders by supporting secure parent-child attachments.

It cannot be emphasized enough how important secure attachments are. To be sure, resilience is something we all want for our children — actually, resilience is something all children need.

This scientific-sounding term, “resilience,” may seem really abstract and difficult to define. Perhaps you’ve heard of resilience by its other names. Synonyms include: grit, hardiness, toughness, adaptability, rebound, perseverance, tenacity.

In the most basic definition, resilience is the capacity to recover quickly from difficulties. I like to think of it as emotional toughness.

It’s the ability to rebound from frustrations and disappointments, to not get lost in life’s inevitable valleys between the high points, to persevere — all the while staying true to oneself, remaining passionate about life and never giving up hope.

Secure parent-child attachments and resilience-building go hand-in-hand. Positive discipline, coupled with warmth and nurturing, makes for an ideal child-raising atmosphere.

There is no need to expose our children to harsh situations with the misguided intention to raise them with grit. True grit — resilience — is not a mean-spirited or emotionally avoidant individual who has grown up building walls around his or her vulnerability. True grit is the ability to feel all emotions and to know how to manage healthy responses to those emotions, no matter the situation, without feeling a need to avoid or destructively act-out his or her strong emotions.

API helps parents learn how to develop this true grit within their children. API is a resilience-building resource, funded entirely by donations, yet offered free to all parents no matter their income class, life circumstance or location. Evidence-based parenting — like the approach advocated through API — is one of several areas of community-based resilience-building practices.

Jane Stevens, founder of ACEs Too High and the ACEs Connection Network, elaborates on resilience and its opposite — trauma — in this API interview.

API: ACEs are integral to understanding resilience. ACEs basically outline the childhood environments that are more likely to predispose people to grow up without developing a high level of resilience. Jane, what are ACEs?

JANE: ACEs are Adverse Childhood Experiences.

ACEs usually refers to the 10 types of childhood adversity that were measured in the U.S. Centers for Disease Control and Prevention’s Adverse Childhood Experiences (ACE) Study: physical abuse, emotional abuse, sexual abuse, physical neglect, emotional neglect, a family member who’s an alcoholic or addicted to other drugs, a family member diagnosed with a mental illness, witnessing a mother being abused, a family member in prison, and loss of a parent through separation or divorce.

That doesn’t mean that there are no other types of childhood trauma. There are, of course: living in a war zone, witnessing a sibling being abused, witnessing violence outside the home, and others. It’s just that in the ACE Study, only 10 were measured.

API: Thank you, Jane, for providing this quiz for readers to learn their own ACE score (as well as their own Resilience score).

JANE: Many people who learn about the ACE Study and who calculate their own ACE score say they’re relieved, especially if they have a high ACE score. They say that their life finally makes sense.

They also understand that they’re not bad. They coped as best they could under dire circumstances. And knowing that they’re not bad people opens the opportunity for them to change their lives. It’s quite empowering information.

API: Looking at your website, we can see that higher ACE scores are associated with adult alcoholism, chronic depression, perpetrating domestic violence, smoking, being raped, suicide attempts, teen sex and pregnancy, employee absenteeism and job performance. From your website:

“At the same time that the ACE Study was being done, parallel research on kids’ brains found that toxic stress physically damages a child’s developing brain. …

When children are overloaded with stress hormones, they’re in flight, fright or freeze mode. They can’t learn in school. They often have difficulty trusting adults or developing healthy relationships with peers (i.e., they become loners). To relieve their anxiety, depression, guilt, shame and/or inability to focus, they turn to easily available biochemical solutions like Marijuana, if your son us medicated check out this online dispensary canada for a great variety of strains for medical use.

Using drugs or overeating or engaging in risky behavior leads to consequences as a direct result of this behavior. For example, smoking can lead to COPD (chronic obstructive pulmonary disease) or lung cancer. Overeating can lead to obesity and diabetes. In addition, there is increasing research that shows that severe and chronic stress leads to bodily systems producing an inflammatory response that leads to disease.”

This is significant on an individual level, so what does this do to a community?

JANE: Communities whose residents have high ACE scores and few resilience factors are difficult places to live.

Essentially, the community is in a state of constant and chronic traumatic stress. This means that it’s difficult for people to thrive, or to raise children who will thrive.

API: What are your hopes in helping people learn more about ACEs, their own ACE and Resilience scores, and creating a network of resilience-building groups?

JANE: Once people learn about the consequences of ACEs, the effects of toxic stress and that trauma-informed practices and building resilience can create healthy individuals, families, communities and systems, they can never look at a homeless person without seeing an abused child.

They can never look at a young man in juvenile detention without wondering why the schools he attended did not intervene in his journey from the classroom to prison.

They can never look at communities without wondering if they are implementing trauma-informed and resilience-building practices. And if they are not, they begin asking: “How can we start?”

API: It’s wonderful that people like Jane Stevens are working to raise awareness of ACEs and the effect of traumatic childhood stress. In addition, through her ACEs Connection Network, she is working to guide connections between trauma-informed and resilience-building groups to help individuals with high ACE scores find pathways to healing. This is much needed.

API works at the issue of trauma and resilience from another angle — prevention. It’s clear that the key to positively impacting a community is to first address the family, to get to the heart of the matter — the parent-child attachment relationship — in order to both prevent high ACE scores and to help our children develop resilience.

On Jane’s website, she writes about how resilience fits in with ACEs:

“Fortunately, brains and lives are somewhat plastic. The appropriate integration of resilience factors born out of ACE concepts — such as asking for help, developing trusting relationships, forming a positive attitude, listening to feelings — can help people improve their lives.”

This is exactly how children are raised in evidence-based parenting approaches, such as is advocated by API.

Read the entire API interview with Jane Stevens in The Attached Family‘s online “Nurturing Peace” issue.

What’s the harm in saying “there are starving kids in Africa” to get your child to eat his veggies?

You know this saying since it’s pretty much a parenting cliché used to cajole children to eat their vegetables: “There are starving children in Africa. You should be grateful that you have this food to eat.”

I have never understood the logic that leads people to believe that mentioning such tragic information could motivate anyone to eat, let alone to develop a sudden appreciation for asparagus or rhubarb. If there are hungry children, then there is a serious situation that should be fixed, right? How could begrudgingly eating the last bites alleviate trouble of that magnitude?

The statement is meant to imply that the kids who are refusing the last bit of zucchini casserole are supposed to feel lucky. But — aside the frustration of the dinner table — if we are trying to raise compassionate human beings, it is not the best tactic to suggest to them that they be relieved that misfortune happens to other people.

Do we want their awareness to stop at feeling happy that they got skipped over when calamity was being dished out? Are we suggesting that the suffering of those other children is not important? Or is it possible that they might interpret it that we want them to be afraid that if they forget to eat, they will starve like the African children who can’t eat? It is a confusing piece of information at the best.

Let me share my own experience at 3 years old when I first heard about the frightening situation faced by those hungry kids:

It was a dinner guest who broke the FOOD NEWS about their situation and told me that they lived in Africa. And though I searched the faces of my parents, no further details were offered. I froze in my chair, feet dangling above the floor. My mind raced to imagine children, maybe as many as 10, who were without food in a place that was probably so far away that it was beyond the city where my grandma lived!

How did it happen that they had no food in their house? Where were their parents? Were they going to die? It was very upsetting to consider their plight, the circumstances of which were beyond my ability to imagine.

I did not feel like eating.

I can still remember the sense of urgency I felt the next morning as I stood in my pajamas at our cupboard, searching for relief supplies. I took the bag of my favorite cookies over to my mom who was cooking breakfast. “We have to take these to them, the children.”

What my mother did next was inspired by pure mothering genius, and I will always be grateful to her for her insight. She looked at me, understood and said, “Okay, good idea.”

We got into the family station wagon, the humanitarian aid cookies on my lap, and drove to our church. We found Father John who was wearing his priest-collar, so I knew he was still on the job even though it was not Sunday.

My mom explained to him on my behalf that we needed his help to get the cookies to the children who were starving in Africa. I searched his face to see if I could trust him with this urgent mission. Without missing a beat, he said that he would do that right away.

“Please, it’s very important,” I told him. I handed the bag of cookies up to him. We got in the car as he pointed to the cookies and waved goodbye.

We drove back to our house in silence, passing through neighborhoods of children on bikes who seemed to my searching eyes to be well-enough fed.