Practice Positive Discipline – Page 22

Whose kid was that?

Editor’s note: This post was originally published on Sept. 16, 2008, but serves as a great reminder for any parent who’s been faced with a tantrumming child in public.

“I’m a parent educator. I’m a mom of four. I am an advocate for all things Attachment Parenting. I should be able to handle this. So, what the heck am I doing wrong?”

These are the thoughts running through my head at the grocery store the other day.

The store is being remodeled. It is glaringly bright, noisy and busy. The aisles are a crazy maze of disorganization. I have little, 6-month-old T-Bird in a sling, while 5-year-old Bug is doing her best to keep up with me, behave and be curious. The inarticulate “wonk wonk wonk” of the store manager is blaring out of the announcement system and competing with the world’s most annoying music.

All of this is completely grinding on my very last nerve.

T-Bird is her usual, content self and smiles happily at every face she sees from her sling.

Bug, however, has always been less content in these situations. She is much more sensitive to light, sound and disorganization. Even as a very little baby, we recognized that Bug needed things to be a little more quiet, a bit more calm and a lot more toned down.

This was where practicing Attachment Parenting (AP) became invaluable to us.

Bug didn’t like to be close all of the time as a baby. So, we couldn’t depend on babywearing or breastfeeding to be a cure-all with her. But Bug did love being near us so that she could quietly observe us, then practice the skills she had observed.

It became clear to us that Bug absorbed all of the things happening around her equally and that the two most important jobs we had as parents were to help her discern important information from background noise and to model appropriate behaviors.

If we hadn’t been able to respond to her with patience, compassion and understanding, life with Bug would have been much more difficult and frustrating.

She was my third baby, so I was able to recognize that her needs were a little more…ahem…demanding than my first two babies. But I accepted that this was just Bug and her unique personality.

I often try to imagine what might have become of Bug if she had been born into a different family. These thoughts always make me terribly sad — not just because I would have missed out on a wild ride and knowing an incredibly creative kid, but because there is nothing that makes her more upset than being misunderstood. And without AP, Bug would certainly be misunderstood.

So, here I have just dragged Bug into a situation that I know is almost impossible for her to handle. She is skipping and singing loudly in the store in an attempt to compete with the noise and activity surrounding her. The chaos is getting to me as well.

I feel the tightness in my jaw and notice the snippy edge to my voice as I remind Bug to stay close. I could swear that the noise went up an decibel or two. We are winding around abandoned shopping carts, other shoppers and remodeling debris. Bug runs head-on into a woman’s legs. I apologize to her while trying to laugh it off and blame it on the “crazy construction.”

I can read Bug’s face: She is embarrassed to have run into that lady and is worried that I am upset. I smile at her tell her that she is my favorite 5 year old. She groans out loud and starts to open and close the freezer door repeatedly in response.

Not good.

I decide that we have had enough and I need to get all of us out of there while we are still sane. I know that I can always come back later or send my hubby if we still need something. My first responsibility is to be a sensitive parent, and Bug needs me to be that parent now. I’m kicking myself for not getting out five minutes ago.

Bug closes the freezer door one last time and follows me as I begin heading to the check-out. She is lagging behind and practicing her best lazy-legged shuffle. This time, I make the effort to use my most friendly, cheerful voice to remind Bug to stay close. She stops dead in her tracks. Arms crossed.

Oh no.

“Listen to me, Mom! I have had enough of you telling me what to do in this big, stupid store!” she shouts. Really loudly.

The younger, less confident version of me would have been mortified as the other shoppers snapped out of their shopping daze to judge my parenting skills. My ego screams for me to prove to these onlookers that I don’t tolerate this sort of behavior. My knee-jerk response almost bursts out of me: words meant to strip my child of her dignity in order to restore the good opinion of a bunch of strangers.

But I, the parent educator, the mother of four, the advocate for all things AP, can ignore the silent accusations and do what I need to do: be the parent Bug needs me to be. I take a deep breath and mentally flip through Pam Leo’s book Connection Parenting. I remind myself that Bug needs to feel a connection with me right now, not endure a lecture on how she should be behaving.

“Whose kid is that?” I gasp dramatically, while feigning a look of worry. “Where is my precious Bug? What have you done with her? I came here with Bug and now there is only this poor, tired kid who speaks so disrespectfully.”

Bug giggles at my silliness. I make a show of looking all around. I pick her up and look under her as she giggles some more. I manage to slip in a bit of a hug while I pretend to look behind her.

With T-Bird in the sling on my chest, I squat down to make eye contact with Bug. Here comes my Oscar for Best Supporting Mom in a Grocery Store…

“Oh! My little girl is back! Thank goodness! I was so worried while you were gone. This poor, tired kid showed up and said awful things to me! I sure hope that kid finds her parents and gets a hug.”

I get a big smile in response. I never even look around to see what all of those people think. I have to live with my children and the consequences of my parenting. My fellow shoppers are a blip in my day. My children are depending on me to be consistent and on their side.

We get out of there and go home to tell her Daddy all about the dramatic kid-mixing-up incident.

Developing discipline from the inside out

By Lysa Parker and Barbara Nicholson, cofounders of Attachment Parenting International and coauthors of Attached at the Heart

Children learn violence in their homes and in their schools from adults whose best intentions are to train them to be obedient, law-abiding citizens. To that end, corporal punishment has been used on children in many societies for hundreds of years.

Attitudes about corporal punishment are strong, but they are finally beginning to change. More than 100 countries throughout the world have banned the use of corporal punishment in schools, and 24 countries have banned it in the home as well.

Sometimes, it takes enacting laws to change people’s belief systems, especially when re-education is provided to young people. For example, recognizing the human and civil rights of African-Americans required changing laws and, as a result, great progress has been made in the last 60 years.

Governments can no longer ignore the evidence that hitting children teaches them to be aggressive and violent. The research is unequivocal in showing the long-term negative effects of spanking and hitting children. Some of these effects include increased child aggression, increased adult aggression, increased child delinquent and antisocial behavior, just to name a few.

How does this apply to you, the parent, in terms of disciplining your children in the home? Many child development experts agree that hitting children does not teach them right from wrong; rather, it makes them obey for the short-term when a parent is present and misbehave when the parent is not present. This means we need to have a new understanding of discipline and what we can do to instill a child’s desire to be good.

Children love their parents and inherently do want to please them. When they feel good in their relationship with their parents, when they feel valued and respected, they naturally want to be good. As they grow, we can help them develop a well-developed conscience by teaching and modeling rather than relying on punishments. The following quote says it beautifully:

“When we use punishment, our children are robbed of the opportunity to develop their own inner discipline — the ability to act with integrity, wisdom, compassion, and mercy when there is no external force holding them accountable for what they do.” ~ Barbara Coloroso from Kids Are Worth It!

The goal of positive discipline is to teach children inner-discipline, which comes from a highly developed conscience rather than the use of punishments that may include external force, shame, humiliation, isolation or coercion.

We help children develop a conscience first through a strong, connected parent-child relationship and secondly, allowing them to feel remorse and teaching them how to reconcile their mistakes.

We must also teach them to be kind, respectful and compassionate toward others, and we do that best by being the example, by modeling that behavior with our children, to “be the change we wish to see in the world.”

There can be physical reasons behind a child’s behavior, too. Some children are sensitive to certain foods; wheat, dairy, eggs, food coloring and preservatives are the most common. Low blood sugar is another common culprit. Active children burn a lot of calories, so offering small, healthy snacks between meals and keeping snacks handy while traveling can help keep moods balanced.

Transitioning to a positive discipline frame of mind takes a lot of practice and re-orientation. It’s helpful to find other parents who either already practice positive discipline or need the support to transition to the positive discipline approach. Getting together frequently to support, share experiences and ideas can be valuable, affirming and empowering.

Steps toward a peaceful home and a peaceful world can begin today.

Does Attachment Parenting pertain to me?

Editor’s note: This post was originally published on September 15, 2008, and examines how the author has adapted Attachment Parenting International’s Eight Principles of Parenting as her children grew out of the infant/toddler years.

My kids are not babies. They sleep in their own rooms. They don’t breastfeed. If I wore them in a carrier, the sling would rip and my spine would snap. They have homework.

Does Attachment Parenting still pertain to me?

Sometimes it seems as though the API’s Eight Principles of Parenting are geared mainly toward babies and toddlers: have the family bed, use the sling, breastfeed, don’t spank your exploring toddler and it’s all good. But what happens when those babies grow up? Do the principles apply to my family?

Absolutely!

Here is how I apply the API Principles into my own life.

1.) Prepare for Parenting

Since my child-bearing years are behind me, obviously there’s no pregnancy or childbirth to prepare for! But even though my kids are older, l:

Continually educate myself about developmental stages. They’re older, but they’re still growing and changing and have specific developmental needs.
Set realistic expectations for themselves and for me. I don’t want to set my kids up for failure by expecting tasks that they are not developmentally ready to handle!
Research different educational options and find the one that best suits my kids and our family. I closely monitor their schooling experience and advocate for them.
Learn about their individual learning style, using that knowledge to help their educational experience.
Nurture their natural desire to learn by helping them develop their interests. I follow their lead and explore topics they find interesting. I don’t push my own interests on to them, but help them foster their own.

2.) Feed with Love and Respect

My kids have been weaned for quite awhile. How do I continue feeding them with respect? I:

Provide nutritious food that’s easily accessible, and educate my kids on the importance of eating healthy foods.
Am their role model for healthy eating. I don’t have a rule about “grownups can eat this, but kids can’t.” What’s healthy for one is healthy for all. I hold myself to the “5 a day” veggie rule just as the kids are held to it.
Make sure my kids have plenty of opportunities for physical activities. They don’t have to be organized sports or formal lessons: just running around the backyard is great for them, too!
Make dinnertime a formal event at my house. No TV, no books, no toys. We eat at the table, and we talk.

3.) Respond with Sensitivity

All kids — and adults — have emotional needs! How do I respond positively to my children, when they have the words and means to tell me what’s wrong? I:

Nurture a close connection and respect my child’s feelings. I can understand that instances that may have happened while I was not there — in school, for example — can impact their life at home, and is no less important.
Ask my children about their day using specific questions: What was the hardest question on the quiz? What funny thing happened today?
Respect my children when they say they need time alone. I give them time to transition from their school day to home.
Show interest in my child’s activities and participate enthusiastically! I attend all recitals, games and meets.

4.) Use Nurturing Touch

I think this is the one the stays the same all throughout the child’s life! I:

Give frequent hugs, snuggles and back rubs. My husband wrestles and tickles but only when our kids want him to. We use playfulness and games to encourage physical closeness.
Hold my kids on my lap, since I find them way too heavy to carry for any length of time! We also snuggle side by side!

5.) Ensure Safe Sleep, Emotionally and Physically

The kids have their own rooms. They sleep all night, as do I — which is glorious after those baby years! Is nighttime parenting still on the table? Yes it is! I:

Read bedtime stories to my kids and provide extra cuddles.
Have a specific routine for bedtime that never wavers, which helps calm them down for bed.
Have regular and set bedtimes during the school year. I want my kids to be well-rested, so they can learn the next day!

6.) Provide Consistent and Loving Care

Obviously since kids are in school, I can’t be in their lives as constantly as I was before. But I can still be there consistently by:

Being available, which makes kids feel safe, secure and cared for.
Avoid the “latch-key” temptation and find appropriate supervision between the time my children arrive home from school and I am home from the workday.

7.) Practice Positive Discipline

As children age, discipline also changes. Redirection no longer works! So, I:

Stay emotionally connected to my children, which creates trust and love in them for their parents, making them generally easier to discipline. Quite honestly, discipline has never been a problem in our home. Connected children are internally motivated to please their parents most of the time.
Use natural and logical consequences to teach children, which are more effective than punishment, and doesn’t instill fear.
Use active listening.
Do not use mockery, shaming or coercion.
Do not bribe or offer rewards, as I want my children to develop inner self-control.

8.) Strive for Balance in Personal and Family Life

It can be so tempting to sign my kids up for music lessons, sports teams, and playdates, and to send them to every single birthday party to which they are invited. It’s hard to maintain balance with older kids! We:

Don’t overdo extra-curricular activities. I refuse to schedule activities during dinner, and weekend extra-curriculars are very rare. Weekends are family time for us.
Eat dinner together, everyday.
Participate in our own family traditions and discuss them with the kids.
Take the kids out on dates with one parent or the other. A movie or lunch out with just one kid and one parent is a lot of fun and increases bonding.
After the kids are in bed, my husband and I watch movies or talk. Admittedly, my husband and I don’t go out much by ourselves very often. This could probably be improved for us.

As my children have grown and changed, my parenting has grown and changed. Attachment Parenting is different for us now than it was when my first was a baby.

How has it changed for you?

The time-in technique

Editor’s Note: This post was originally published on August 27, 2008, but I love the message it offers to parents about how positive discipline dovetails with responding with sensitivity in observing what underlying needs children may be expressing when they act out.

Recently there has been a discussion about time-out technique on a Yahoo group. A mother was sharing about how effective she finds the time-out sessions to teach her 18 month old not to bite mommy. Lots of people were interested and wanted to learn more about the technique.

I believe in gentle discipline. I remember reading an inspirational blog post by Angela White at Breastfeeding 123:

I talked to a friend who used what she called “time in.” Time in involved getting down on my daughter’s level and holding her if she wanted that, and talking about the kind of behavior that was acceptable and not acceptable. I realized that many times when my child was acting up, she was really looking for more attention from me. It was a lot better for both of us if I gave her positive attention in the first place, and refrained from negative attention like yelling and shaming.

My daughter has recently started pulling my hair. Every time she does this, I tell her that it hurts me and that it’s not okay to pull someone else’s hair.

I also paid attention to the times when she pulls my hair. The result is obvious: She’s either tired or sleepy. She wants more attention from me. Maybe she wants me to give her a hug, maybe she wants me to breastfeed her or maybe she wants me to play with me.

Had I used the time-out technique, she’d only be more upset.

I believe that by being respectful to our little ones — by questioning why they are behaving like this — we can sort out half of the problem. Time-outs may change their behavior, but they will not resolve the underlying problem or address our children’s needs.

Impact of praise, an inside view

I’ve been on board with limiting praise for my kids ever since reading Unconditional Parenting by Alfie Kohn. I understood the negative impacts of praise in theory, I learned how to limit praise in parenting and I was happy with my decision.

But I didn’t understand the internal impact of praise until recently.

The Back Story

My good friend is a yoga teacher, and while she’s relatively new at it, she’s also a total rockstar who’s managed to pack her schedule with enough yoga classes to more than compensate for the corporate job she left behind.

Recently she received feedback on her teaching from the owner of one of the studios where she works. We sat down to process the feedback, which shook her confidence a bit.

One of the recommendations was to stop praising — not that she does it very often. She asked for my thoughts on the matter.

As a coach, I know that praise moves us from a place of unlimited support to a place of judgement. By saying something is good or bad, I limit my clients’ experience so I’ve learned to leave praise out.

As a parent, I also know that praise takes a child’s focus off of himself and directs it to praise-seeking activities.

But as a yoga practitioner? I actually enjoy having the occasional “good job” or “nice pose” thrown in there. It gives me a lift and makes me feel good.

I shared my feedback and trusted my friend to process the issue on her own.

My Experience of Nonjudgement

At my friend’s next class — I attend one of her classes weekly whenever possible — I noticed that she didn’t praise. Not once.

And I noticed a shift within myself. As I adjusted and knew not to expect the praise, my attention began to focus more on my internal experience of my yoga practice.

What I began to realize was that those “good jobs” gave me a momentary high, but it was the kind that fizzles on the next pose when I wonder why I’m not receiving more of them. Am I not as good at this one as I was at the earlier one? Is someone else better than me?

In the absence of praise, I was able to understand the freedom of not being judged as good or bad. An authority person’s feedback, be they a teacher or parent, has a gravitational draw that brings our attention out of our own experience and focuses it on their assessment of us. The ego then kicks into high gear, measuring us and comparing us to others.

It’s taken me years of practice to learn to keep my eyes on my own mat. But in the process of eliminating praise, my friend helped me bring my full attention to my own experience.

The Implications

By focusing on my own experience, I suddenly am liberated to be present with my practice, noticing any tension or emotions arising that need my attention. I am freed by being in the present moment by feeling connected to everything that is happening, in exactly the moment in which it happens.

By stepping into my ego, which I experientially know is activated by praise, I step into a state of lack, of wanting or needing attention in order to be okay. This is what I call the “gimmes” — that place where you think you need stuff in order to be okay, be it praise or things. This gimme state just feeds on itself, creating a gimme monster.

I don’t want to disservice my children by shifting them into this mindset of lack.

Mirroring

“I see your hand is squeezing his toy. Your face is getting very red. Your feet are stomping the ground.”

There’s something very reassuring about being seen and affirmed like this.

Describing what you observe is happening in a non-dramatic, non-judgmental tone of voice is called mirroring, and can be used as a positive discipline technique as well as an attunement exercise in learning how to respond with sensitivity.

The simple act of mirroring can be very helpful to prompt someone out of their “reptilian” midbrain and into more rational thinking and behavior.

We can also mirror what our child says: “So you’re extremely angry because he got a bigger bowl? I heard you say that you want the same size as he gets. Is that right? You feel he always gets better things.”

Reflecting back to someone what they’ve said is a quick way to help them feel heard and understood. And when we feel that way, we have less reason to do big, disruptive things to get our needs met.

Like any positive discipline technique, mirroring shouldn’t be the only tool in the parenting toolbox and it shouldn’t be used too early during a meltdown, or too often. After all, we want our children to fully feel their feelings and process them. But at a certain point — discerned by a connected parent — mirroring can really de-escalate a blow-up.

Mirroring works so well in my family, that I even appreciate it when my spouse does it for me! I probably wouldn’t appreciate it very much if a stranger or mere acquaintance began giving me their view of my play-by-play, but in an intimate, trusting relationship, one or two observations can generate just enough of a pause for calmness to get a foot in edgewise. Or it might prompt the last explosive outburst and then calmness.

Mirroring also encourages self-reflection. Self-reflection could be described as mirroring for oneself.

I sometimes forget to do it, but I’m training myself to remember: When I’m feeling big, bad feelings, I need to stop. And access the feeling. And name the feeling. And acknowledge the feeling. Then go on. It’s like the feelings are trapped inside, zinging and pinging around, but naming them gives them an escape route. Very cool.

As someone who has practiced meditation for a long time — another excellent parenting tool! — I’ve always benefited from attempting to become a “witness” or “observer” to my life. I think mirroring is helping my kids develop this mentally healthy ability, too.

Emotions and feelings can get very big and amorphous. Getting grounded in our bodies is a “state-regulating” tool that will help me and my children for our lifetimes.

Teens don’t rebel against parents

“I am now convinced that adolescents do not rebel against parents. They only rebel against certain destructive methods of discipline almost universally employed by parents. Turmoil and dissension in families can be the exception, not the rule, when parents learn to substitute a new method of resolving conflicts.” ~ Parent Effectiveness Training by Thomas Gordon

How do you feel when you read this quote?

It made me reflect upon my own upbringing, and I agree with the statement. I think if I had had more open, respectful communication with my mother, we would have had a better relationship.

I wanted so much for her to trust me as a person and, at the same time, to feel close to her instead of feeling scared and like she was pushing me away.

I look forward to seeing how the teenage years will play out with my daughter and our family, even though it terrifies me to some extent at the same time based on my own memories of those years.

My daughter and I are very close at this point. At age 10, she keeps saying that she wants to stay close to us, even when she becomes an adult. She wants to live in the neighborhood even. We hope that mentality continues.

Editor’s note: Join this and other discussions on Goodreads through the API Reads online book club. You can read along in your own copy of Parent Effectiveness Training, or even if don’t yet have the book, you can follow the discussion and take away bits of parenting ideas to try in your home. Learn more about the API Reads program or join for free directly at Goodreads.

12 alternatives to spanking and timeout

By Ariadne Brill, Positive Parenting Connection

Editor’s note: This post, which was referenced during the 2014 API Conference, was originally published as part of the 2013 AP Month. It carries an always-timely message for parents seeking alternatives to spanking, time-out and other punishment-based discipline techniques.

Coverage of the conference continues all October during the 2014 AP Month, during which we also welcome your submissions to the 2014 AP Month Blogging event.

If you have read about the benefits of skipping spanking and time-out in favor of other ways to guide children but are not sure where to start, here are 12 alternatives that give parents and children a chance to address choices and situations with the intention to offer guidance while maintaining a positive, respectful and peaceful connection.

These alternatives are mostly geared toward children ages 1-6 but work well beyond that, too:

Take a break together — The key is to do this together and before things get out of hand. So if your child is having a difficult time or making unsafe choices like hitting a playmate, find a quiet space to take a break together. Just five minutes of connection, listening to what your child is feeling and talking about more appropriate choices really helps. This is similar to a time-in.
Give a second chance — Ever made a mistake and felt so relieved to have a chance at a do-over? Often letting children try again lets them address the problem or change their behavior. “I can’t let you put glue all over the table. Do you want to try this again on paper?”
Problem-solve together — If there is a problem and your child is acting out of frustration, giving him a chance to talk about the problem and listening to a solution he has can turn things around for the better.
Ask questions — Sometimes children do things but we don’t quite get it. We might assume incorrectly they are doing something “bad” or “naughty” when, in fact, they are trying to understand how something works. Ask what they are up to with the intent to listen and understand first, then correct them by providing the appropriate outlet or information that is missing. So try, “What are you trying to do?” instead of, “Why in the world…ugh!!! Time out!”
Read a story — Another great way to help children understand how to make better choices is by reading stories with characters that are making mistakes, having big feelings or needing help to make better choices. Also, reading together can be a really positive way to reconnect and direct our attention to our child.
Teach through puppets and play — Young children love to see puppets or dolls come to life to teach positive lessons. “I’m Honey Bear, and oh, it looks like you scribbled crayons on the ground. I’m flying to the kitchen to get a sponge for us to clean it up together. Come along!” After cleaning up together, “Oh, now let’s fetch some paper, and will you color me a picnic on the paper? Paper is for coloring with crayons!”
Give two choices — Let’s say your child is doing something completely unacceptable. Provide her with two alternatives that are safe, respectful and acceptable, and let her choose what she will do from there. By receiving two choices, the child can keep some control over her decisions while still learning about boundaries.
Listen to a song — Sometimes taking a fun break to release some tension and connect is all that children need to return to making better choices and all that parents need to loosen up a bit and let go of some stress. Listen to a song or take a dance break!
Go outside — Changing locations often gives us parents a chance to redirect behavior to something more appropriate. “I cannot let you scale the bookshelf. You CAN climb on the monkey bars. Let’s go outside and practice that instead!” Or, “Cutting the carpet with the scissors is not acceptable. Let’s go outside and cut some grass.”
Breathe — A big, deep breath for both parents and children can really help us calm down and look at what is going on with a new perspective. Take a big “lion” breath to get out frustrations or short and quick “bunny” breaths to feel calm and re-energized.
Draw a picture — A wonderful way for children to talk about mistakes is to make a picture of what they did or could have done differently. It’s a low-key way to open a window for talking to each other about making better choices.
Create a chill-out space — For a time-out to work, it needs to be something that helps everyone calm down, not something that makes children frightened or scared. A chill-out space is an area where children can go sit and think, tinker with some quiet toys, and have some space alone until they feel ready to talk or return to being with others. Using the chill-out space should be offered as a choice and not a command.

Every child and every situation is unique, so these tools are not one-size-fits-all but rather a list of ideas to lean on to expand your parenting toolbox. I find that striving to use proactive tools like these to respond to and to guide children towards better choices works far more positively than having to react when things have gotten out of hand.

Editor’s note: Many parents, especially when moving away from spanking, can have a difficult time viewing discipline in terms of not punishing but rather teaching. It can take a great leap of faith that positive, non-punitive discipline can work — and work really well! It’s important for parents just getting started with positive discipline to realize that the motivation behind spanking (to punish) and positive discipline (to teach) are very different, even if they have the same intended result. Learn more about the differences through API’s principle to Practice Positive Discipline.

It may help to think of spanking as a way to get the child’s immediate attention and to begin by substituting another behavior, such as clapping, for spanking to get the child’s attention before doing the positive discipline exercise. Ideas like this can help redirect your physical reflex.

When getting started with positive discipline, especially if you are just beginning to move away from spanking, it can be helpful to imagine various scenarios ahead of time and how you could react to them in using positive discipline versus spanking. For example, before entering a room where your child is supposed to be drawing with crayons on paper, you could imagine finding your child drawing on the wall and run through ideas in your mind of how you could react in a way other than reflexively spanking. It’s important for your child to know that drawing on the wall is not OK by firmly saying so, but then follow up with a positive discipline technique such as problem-solving.

Of course, it’s not always possible to be proactive. When anger catches you off-guard, try to take a break yourself. Apologies for our behavior, as parents, can go a long way to heal relationships with our children while also modeling what we’d like to see in our children.

It can also help to understand that positive discipline works best when the parent and child have a secure attachment. If your child seems to ignore your attempts at non-punitive discipline, continue trying it out while simultaneously improving your connection. Find ideas through API’s Eight Principles of Parenting.

Keep in mind, if you’re trying to shift away from spanking, you’re not the first person to do it — even API’s cofounders struggled with learning how to discipline without spanking at first. You can find support through local API Support Groups, the API Warmline or the API Neighborhood online forums.