#44 Barbara Coloroso: The Kids Are Worth It

Parenting expert and best selling author Barbara Coloroso shares her three foundational principles of child-rearing, how to get kids to be accountable for their actions, and what we can do as parents to raise confident, happy children. Go Premium: Members get early access, ad-free episodes, hand-edited transcripts, searchable transcripts, member-only episodes, and more. Sign up at: https://fs.blog/membership/ Every Sunday our newsletter shares timeless insights and ideas that you can use at work and home. Add it to your inbox: https://fs.blog/newsletter/ Follow Shane on Twitter at: https://twitter.com/ShaneAParrish Learn more about your ad choices. Visit megaphone.fm/adchoices

Speaker names marked ? are inferred from speaking time and the show’s known hosts — they are not voice-verified.

• 0:00Speaker 00

  I've always said if it's not life-threatening, morally threatening, or unhealthy, let it go.

• 0:15Shane Parrish?

  Hello and welcome. I'm Shane Parrish, and this is another episode of The Knowledge Project, a podcast exploring the ideas, methods, and mental models that help you learn from the best of what other people have already figured out. Learn more and stay up to date at fs.blog/podcast. On the show today is Barbara Colossero. Barbara is a bestselling author on parenting, teaching, school discipline, bullying, grieving, non-violent conflict resolution, and restorative justice, and so much more. A friend of mine first introduced me to Barbara after she had her speak at a medical conference. My friend said that Barbara was one of the most popular talks, and people were hungry for more. So I bought Barbara's book, Kids Are Worth It, and after seeing all of my own parenting flaws exposed on the pages, I knew we had to chat.

• 0:58Shane Parrish?

  While this episode is geared towards parents, I promise, even if you don't have kids, you will learn a lot. Chances are, you want kids, you know somebody with kids, or you occasionally look after kids. You'll come away with tools and techniques, as well as a firm understanding of what kids need to be successful. It's time to listen and learn.

• 1:21Shane Parrish?

  I think I read that in the 60s, you entered a convert to become a nun at the age of 17. What led you to do that?

• 1:29Speaker 00

  I entered a convent, a San Franciscan convent. At 17, what do you really know, other than I wanted to work with kids with special needs? Having been a lifeguard and taught special needs in swimming. And I had my dad's cousins. One was a monk, one was a priest, and one was a nun. And the other was a woman who had seven kids. So that was his cousin batch. And so I grew up knowing them. And when I talked to Sister Jean Marie about what I was thinking of, she suggested a Franciscan

• 2:10Speaker 00

  order in Milwaukee that also ran the Coletta School, which is where Joseph, I mean, John Kennedy's sister was at. So that's what got me to the Franciscan convent. I'm glad I went and I'm really glad I left. It was a good experience in my life for three years.

• 2:29Speaker 00

  And I'm glad I left. I have a husband and three kids. And no, I didn't meet him in the convent. He wasn't a priest. I met him after I left the convent. So that'll answer all the Catholics' questions on that one. I have three kids and three wonderful grandchildren as well, so.

• 2:46Shane Parrish?

  And is that where you learned to teach, at the convent?

• 2:49Speaker 00

  Yes, I got my teaching degree after I left the convent, but I was pursuing it. I was a year away when I left the order.

• 2:58Speaker 00

  And anyone listening to me would know that we take three vows: chastity, obedience, and poverty. I grew up very poor, so that wasn't an issue. Chastity, I was too

• 3:10Speaker 00

  young to know what I was really giving up with that. But the obedience was a difficult one for me. Because all along in all of my work, I talk about raising people who will stand up for values and against injustices. And at that point in my life, it seemed like I was to be obedient to the bishop. I know better now, but it just seemed like that, and I was not going to do that.

• 3:39Speaker 00

  It's obedient to the gospel, and that's what I live today. But yes, that was the beginning of my journey. That's where I got most of my special ed training. And then I left the convent and finished up at the University of Northern Colorado. And that's where I met my husband at a migrant protest march with Cesar Chavez's best group. And I had been involved in civil rights as a nun in Milwaukee.

• 4:08Shane Parrish?

  And then you started teaching, only everything you had found out about, what you learned about teaching turned out to be not true?

• 4:17Speaker 00

  Um, the area of behavior modification, because that was big in the late sixties. Um, and that again, uh, getting kids to do what I want them to do by using rewards and bribes and threats and punishment really went against actually what I was learning in my theology and philosophy courses, which were required as a nun. And they ran headlong into that with this is how we should bribe children and threaten them and reward them and punish them. And so, um, in my real world experience in the classroom, um, I realized that I would

• 4:56Speaker 00

  far better rely on my philosophy, sociology and theology training, uh, to work with kids. And I came up with, um, three basic tenets. One, kids are worth it. Uh, I believe they're worth our time, energy and resources to help them become all they can become. Um, second, I won't treat them in a way I myself would not want to be treated, if I wouldn't want it done to me. Um, I'm not going to do it to a child. And the third, if it works, it must leave my dignity and the child's dignity intact. Not just if it works or appears to work, but does it work and leave both of our dignity intact?

• 5:36Shane Parrish?

  What do you mean by leaving your dignity intact?

• 5:39Speaker 00

  Um, that I'm not doing things to that child that would like hitting a child. I am opposed to that, uh, because I think it destroys their sense of self-worth and dignity and in return, um, I have harmed a child and I want to look at alternatives. The title of my video, my very first one, was winning at parenting without beating your kids and winning at teaching without beating your kids. And I mean that not only in a humorous way, but also in a serious way, because we still have nineteen states in this country that allow corporal punishment. But I'm talking more about the power struggles we get into with kids.

• 6:20Speaker 00

  And this is where I felt that bribes and threats, rewards and punishments, which by the way have become an insidious part of our culture, really interferes with raising an ethical human being. And that's where I went back to my sociology and my theology and philosophy. I want a child who will stand up for values against injustices when it costs them, not when they're getting rewarded for catching being good, because it's all about getting caught. When the high status social bully says to all the other girls in grade eight, "If you want to be in my group, which is a reward, don't eat lunch with the new girl." I want your daughter to be the one to say, "That's mean. That's cruel." And have the

• 7:02Speaker 00

  courage, and it does take courage, to go sit next to the new girl, because she will do that at cost. She is not going to get any scratch and some stickers and stars, lunch with the principal. What she'll probably get is "Oh, Miss Goody Two Shoes," or "You're next." And I want your sons, when their friends say, "Look at that kid over there. Different skin color, religion, gender, physical or mental ability, the big five for hate crimes." What makes a hate crime different than any other crime is criminal bullying. And the kids say, "Let's go mess him up." I want your son to be the one to say, "No." When the burden's heavy, when his friends say, "What are you, chicken? What do you just like him?" So I look both as a parent and as an educator, is how do we raise a

• 7:44Speaker 00

  generation willing to stand up and speak out and step in and not be praise-dependent and reward-dependent? Praise-dependent, reward-dependent children make wonderful henchmen for bullies. They will do the bully's bidding, because they want whatever reward that bully is dangling in front of them. I want young people who do the right thing when it's difficult to do. And so what do we do in the classroom and what do we do at home that encourages that? We give them opportunities to make choices and decisions and mistakes. We hold them accountable and allow them to see that they truly do have agency in their lives, that what they do matters.

• 8:25Shane Parrish?

  I want to do a huge deep dive into that. What does it mean to hold them accountable? What does it mean to make them own their decisions? Can you walk me through what that means, not only in the classroom for the teachers out there listening, but also at home for the parents like myself who, you know, probably default to this sort of like reward punishment?

• 8:46Speaker 00

  Yeah, we do. It's part of our culture. Well, let's look at first, giving them choices and decisions. I don't say to a two-year-old, "Do you want to go to bed or not?" That's not a decision they get to make. But I do say, "Do you want to go to bed now with your red pajamas or now with your blue pajamas?" And they show up red bottoms, blue tops. I've always said, "If it's not life-threatening, morally threatening, unhealthy, let it go." Stick with the big stuff, you know, to get hysterical about. And so they show up with that mix. Then you constantly increase responsibilities and decisions, both at home and in the classroom,

• 9:27Speaker 00

  that give them the opportunity to make those choices, real choices. So I go from red pajama, blue pajama, to three outfits, pick one, to here's your school clothes, here's your play clothes, pick something from your school clothes. And regularly, our middle daughter would show up with a layered look. All school clothes just definitely layered. Now, I know a lot of parents who would say, "Go pick out an outfit. Oh, you can't wear that one." Now, it's not life-threatening to a kid to wear the layered look. It's painful for parents, but it's not life-threatening. You let it go. It's with shoes on the wrong feet. If they hurt, they'd move them. But we worry, worry, worry. I've yet to see a senior with shoes on the wrong feet. But a lot of their early childhood worrying about it. No, it's letting go and saying, "What truly can a kid do?

• 10:12Speaker 00

  Age-appropriate, ability-appropriate." And that'll be different for each child. And our goal is to constantly increase responsibilities and decision-making, decrease limits and boundaries, so that when they leave our homes and our schools, they are truly responsible for all of their own behavior and for their own choices in terms of mistakes they've made and how to fix them and the like. So you start with responsibilities and decision-making. And then, after we've looked at that in all areas, I ask educators, "Do you have a plan from kindergarten through grade 12 in this district?" To increase responsibilities and decision making and academic skills, work-study skills, and affective skills.

• 10:55Speaker 00

  Um, because that's how kids are successful. And do you have that plan to constantly increase that? Uh, again, helping them develop what I call inner discipline, self-discipline. And then, I look at what do we do at home or at school? If they make a mistake, create mischief, or cause mayhem? Now, I must say right up front, any and all bullying, because it's an attack on another human being, is mayhem. But there are degrees of mayhem, and not all mayhem is bullying. You can have a one-on-one fight that's so serious that it becomes mayhem. So that aside, when kids make a mistake, bullying's not a mistake. Calling somebody a gross name, dunking your head in the toilet, is not a mistake.

• 11:39Speaker 00

  Um, and although people will say, "Oh, he made a big mistake." No, he didn't. He created mayhem. So, let's look at the distinction there. A child runs along, leaving art class, and his felt-tip marker has, uh, the lid off, and he's accidentally marking up the wall. That's a mistake. Another child does tic-tac-toe on the wall. That's mischief. Another child writes a gross term and another child's name. That's mayhem. All three markings, but the intent is different. So what I want young people to know, uh, again, at home and at school, that if you make a mistake, it's a very simple formula. Simple doesn't make it easy. With a mistake, you own it, you fix it, you learn from it, and you move on.

• 12:24Speaker 00

  So as educators, if we know, uh, and I've seen it posted in classrooms after I've done lectures in schools, that whether you're a kindergarten kid or a 12th grader, if you make a mistake, your job is to own it, fix it, learn from it, and move on. If it's mischief, we show them what they've done wrong, give them ownership of the problem, give them ways to solve it, leave their dignity intact. If it's mayhem, we do three Rs. It's called restorative practices. Restitution, resolution, and reconciliation. In other words, you have to own and fix what you did, figure out how you're gonna keep it from happening again, and find a way to heal with the person that you have truly harmed.

• 13:07Speaker 00

  And so, going back, if a child makes a mistake, a three-year-old drops a glass on the floor, or a sixteen-year-old in a lab class drops a beaker that has caustic material, both are mistakes. They were not intentional, they have to own it. They can't blame it on a crooked table, they can't blame it on a slippery glass. They have to fix it. Now, a three-year-old cannot pick up glass, but they can run, get a bag, and you can pick up the glass while they hold the bag, and they can help mop up the floor. The sixteen-year-old can't pick up the caustic material, but he can get the hazmat kit, and you can demonstrate to the whole class how you pick up caustic material.

• 13:49Speaker 00

  Then he has to replace the beaker, and then he has to do his experiment again. So, own it, fix it, learn from it, move on. With a three-year-old, you say, "Which of these two plastic glasses would you like to use today?"

• 14:03Shane Parrish?

  Right.

• 14:04Speaker 00

  That same principle of own it, fix it, learn from it, move on. So, we don't have to have a lot of confusing rules and levels of discipline. You know, if a kid dunks a kid's head in the toilet, which is mayhem, I am not gonna give him a warning, or her a warning. I mean, we're gonna treat it as mean and cruel right away.

• 14:26Shane Parrish?

  How would you handle that?

• 14:27Speaker 00

  With a child dunking another kid's head in the toilet?

• 14:31Shane Parrish?

  Yeah, or writing on the wall with the name and the...

• 14:34Speaker 00

  Okay, the name on the wall, restitution, own that you did it. And own and fix it. So you've got to erase it. Now, let's say they said it online as well. They have to go in and try to get that off, which is almost impossible. It can be scrubbed, but that's expensive. But you can also have the child send out a message. I said these ugly things. You don't repeat it. But I said these ugly things to about this person. What I said was mean and cruel. If you received it, would you please delete it? If you sent it on to others, would you send this note on? It's a humbling experience for them to do that. But if it's on the wall, then they have to scrub it off.

• 15:16Speaker 00

  And own that they did it. Fix it. And second is, figure out how you're going to keep it from happening again. And most kids will say, oh, I won't do that again. I said, well, that's good. That's what you won't do. I want you to tell me what you will do. And this is where your wisdom as an educator or parent will come in. And they say, well, I don't know. I said, well, one of the things you could do. Um, if, if he was on the computer is not use your computer for a period of time till you can demonstrate with supervision. After that, that you can use it in a way that's civil and savvy, smart and, and kind. Um, and so, and another thing you can do, uh, is I never demand an apology.

• 16:01Speaker 00

  Um, I can say, well, you can own what you did to the person you did it to. Um, because you ask for an apology, you get one of three kinds. Oh, I'm sorry, real heartfelt. Or I'm sorry, I'm sorry, I'm sorry. Uh, they keep doing it again and again. It's like some people use confession. Some people listening will have no idea what I'm talking about. Uh, or they will, uh, say, I'm sorry you were offended, which by the way, is not an apology.

• 16:29Shane Parrish?

  Oh, yeah.

• 16:30Speaker 00

  What, what I do say to them is you need to let them know that you did this and that you're fixing it. Um, and that I do demand. I don't, uh, demand an apology, but they must fix what they did. And other things like, let's say they called somebody a name, uh, sitting in class and it was overheard by me. I say, woo, no more, not here, never. That was mean. That was cruel. And this is safe harbor for every child in this classroom. And they need to to fix it and they say, well, I just won't call her name. Listen, no, you're going to, here's some options. You can sit in the front of the class, you can sit in the back of the class for the rest of the term. You cannot sit near her. Uh, giving them options. Obviously, they're not coming up with this, but I give them options that they can choose to do.

• 17:14Speaker 00

  For some kids, if it's serious enough, you need to take a different English class so that kid is not tormented the rest of this term. Now, what, let's look at your schedule. Oh, but that means I won't have lunch with my friends. Oh, that's a bummer.

• 17:26Shane Parrish?

  Yeah.

• 17:26Speaker 00

  Maybe you'll think about not calling anybody gross names because it meant you had to change your English class.

• 17:32Shane Parrish?

  Does that eventually foster a sense of responsibility in kids for their actions?

• 17:36Speaker 00

  It, that's the whole thing is from red pajama, blue pajama, through all of this, both discipline and choices. You're helping young people say that I have agency in my life, that what I do matters and that I can affect uh, change in the world and it can be for good or for ill and that's a choice I get to make. I want them to see they do have choices that they can make. The third step is probably the most difficult to heal with the person you've harmed. When the person who was targeted is ready. Now, if you dunked a kid's head in the toilet, he may never be ready to meet with you and that's what that child needs to live with. The kid who did the dunking has to live with is that kid doesn't even want you around.

• 18:22Shane Parrish?

  Right.

• 18:23Speaker 00

  Uh, but others, when it was called a gross name, is to sit down with the kid. And I'm there and it's not conflict resolution. That's totally separate. That's done with conflict, not with bullying. When it is, I say, okay, first thing you have to do, and I've talked to the kid who was targeted. I give them tools for standing up and speaking out when it happens to them. We want to help them. We want to empower them. Uh, but I also feel that what the other person did was mean and cruel and bullying we stop. So when they sit down together, the bully has to say, this is what I did. Often what a target wants to hear is the bully just admitting they did it. Right.

• 19:05Speaker 00

  Uh, and if they have a smirk on their face when they say it, I say, we're done, we're done, we're not ready yet. Cause if a kid is still smiling and smirking about the event, they don't have any remorse for it yet. So I stop it. Oh, but my mom won't let me use the computer until I get through this process. Well, that's a bummer. Come back without the smirk on your face. But most of the time they're ready. And they say, I did call you, um, a gross name and I regret that. And this is how I want to fix it. I'm going to sit in the back of the class and the other child might say, oh, you don't have to do that, just don't call me names. But they might say, good, sit in the back of the class, don't sit in the front. Um, then they say, you know what?

• 19:45Speaker 00

  I'd like to invite you to sit at the lunch table with us because this group of girls and, uh, and myself, uh, locked you out of the lunchroom or a chat room and we'd like to invite you. Now, the targeted kid might say, thank you, I'd love to sit with you. But they might not. They might say what Steve Siskin said in that powerful song that he and Alan Shamblin wrote and Peter, Paul and Mary made famous, don't laugh at me. Uh, don't laugh at me, don't call me names, don't take your pleasure from my pain. And he says, I'm not asking you to be my friend, but is it too much to ask? Don't laugh at me, don't call me names. And so the targeted child might say, um, I don't want to sit at lunch with you. Thank you for the offer. Most targeted kids are kind, caring people.

• 20:29Speaker 00

  So they might say, thank you, but I, I don't want to do that. I just need to know that when I sit in English class, I'm not going to be called a gross name. When I go online, I don't see my name. I'm not locked out of a chat room. This is what I need. In restorative practices for that kind of scenario of mayhem, uh, what we do is we empower the targeted kid and we humble, not humiliate, I'm not into humiliation, but we humble the person who did the mean and cruel act. Um, I don't care whether it's kids at home, because we do have sibling bullying, or kids at school. The process is basically the three Rs, restitution, resolution, and reconciliation, and they need us to help them get through that.

• 21:13Speaker 00

  Um, the middle one, uh, our son had made a mistake. Um, he, uh, made a goal for the opposing team, uh, in a major tournament. Um, and people on the sidelines were yelling and screaming. He came out of goalie, went on the field, fell down on his shoelaces untied, and got up, grabbed the ball, and went down as his teammate is screaming, um, "No, Joe, no, Joe, this is our goal." And Joey was ready to make that goal, and he made a beautiful left of the goal. And then realized

• 21:48Shane Parrish?

  It was on the wrong net.

• 21:50Speaker 00

  Team. His coach handled that beautifully. He demonstrated owning mistakes. He said, "Joseph, get over here." And Joe walks over, he says, "I'm sorry, Coach, I'm sorry." He said, "I don't want it, I'm sorry, that was a beautiful goal. Now get out there and get one for us." You see, i- i- it, the coach said, "Own it. Don't blame it on your fact you came out of goalie. Don't blame it on the fact you fell on your shoelaces. Just own it. I made a goal for the other team. Fix it, learn from it, move on." So, uh, we can use that in our everyday life with all ages of children, um, after about age two.

• 22:26Shane Parrish?

  Even adults.

• 22:28Speaker 00

  Oh, uh, all stages of our lives.

• 22:30Shane Parrish?

  Yeah. Well, does that differ at all if you have siblings and like conflict between, uh, siblings?

• 22:37Speaker 00

  Conflict's normal. It's natural. It's necessary.

• 22:41Shane Parrish?

  How should parents think about handling that? Like, say you had, uh, I don't know, seven to nine-year-olds at home and they're bickering.

• 22:47Speaker 00

  Over the TV, a TV show.

• 22:49Shane Parrish?

  Sure.

• 22:50Speaker 00

  Um, what you need to understand is, as Liz Osher said, conflict is inevitable, violence is not. So our job as wise and caring parents is to teach them to handle that conflict nonviolently. Two kids fighting over a TV program. I talk about three kinds of families, the brick wall, the jellyfish, and the backbone. The brick wall goes, "Stop it, stop it, stop it, turn that set off." Nobody's watching it and points a finger at them. Uh, which shows them that we can't handle our own conflicts. It's when adult is around that, and they stop us. Uh, and that doesn't serve them well when we're not around. Uh, jellyfish goes, "Oh, please, your brothers and sisters, you're supposed to love one another. Don't do this to me." That doesn't help them either.

• 23:33Speaker 00

  Backbone parent understands the slower you walk, the quieter you are, the better your chances of it being over before you get there. And if it's still going on, you just take the remote, turn the set off, model it for them, and say, "You're both fighting." You, don't say, "Give me your side of the story, give me your side of the story." I've never gotten a news story editor to editorial, so I'm not gonna bother. So I say, "You're fighting. You may turn this set back on as soon as you both have a plan." Now, whether I need a plan, they never say it nicely, "Oh, Mom, we need a plan, so don't count on it." But one of three things will happen. They'll share, they'll both get up and leave it, or one of them will come up with a plan they both can live with.

• 24:14Speaker 00

  As long as the one who came up with the plan does not use brute force or intimidation. I mean, if one says, "I'm gonna beat you over the head," you say, "That's not a good plan." I mean, there's a reason we're hanging with kids. They're gonna grow up, but we have to be there to raise them, lest they become, we get Lord of the Flies, you know? So I say to them, "Uh, nope, that won't work. Come up with another plan." You see, I haven't said, "What? You can't hit your brother." You don't get hysterical. You just, "No, that's not gonna work." Uh, and, uh, but if one says, "You let me watch this one today, you can have two tomorrow." Now, you and the older kid know tomorrow, Saturday, nothing's on. Don't say a word. This is not the teachable moment. It comes the next day, when that little one goes, "It's not fair. There's nothing on."

• 24:57Speaker 00

  I say, "I noticed you're giving in to your big brother a lot. Would you like to learn a few good lines?" And you teach them the lines, like, "I'm willing to let you watch this program today if I can have this one on Monday, this one on Tuesday, and I want it in writing." You teach that little one to do that, nobody's gonna walk all over him.

• 25:14Shane Parrish?

  Right.

• 25:15Speaker 00

  So you give them both the tools to handle their conflicts. And, and they'll have to practice and they'll make mistakes. And you keep working with them. And, you know, they, they go through this process and then 10 minutes later, they might be fighting again. And you walk in and you turn the TV off. And pretty soon they get the idea of, Mom, we can do it. We can handle it. I know, I know, we need a plan. They get it, but it'll serve them well at home and at school. Um, and so that's real important that we teach them that. However, sibling bullying is something we have ignored for too long. Um, there's a fascinating research project done by Volpe out of England.

• 25:54Speaker 00

  A 20-year longitudinal study that showed that children who are targeted by their siblings are at higher risk for being targeted by their peers, higher risk for alcohol and drug abuse, uh, for self-harm activities and depression in the later teen years. Um, and it's easy to see why, but we dismiss it. So you saw the fighting scene, but this is different. The 10-year-old has the five-year-old's arm up his back. We're not talking a yoga pose. The kid's in such pain, screaming. You rush in there and as soon as your oldest sees you, she drops her brother's arm and starts comforting him. And we say, what are you screaming like that for?

• 26:40Speaker 00

  And the way your 10-year-old looks at the five-year-old, because bullying has to do with intimidation. He knows right now, if he says anything in front of you, when you leave, his sister's gonna wail on him harder. So he makes a choice, he, oh, nothing, Mom, nothing. And we say, well, then quit screaming like that. We have just re-targeted the target. But step back a moment. When you walked in there, you saw something you wished you hadn't seen. You saw your daughter smirk before she saw you. As she had that arm up the back, she had the biggest smirk on her face. The smirk is an involuntary response when you're hurting someone and getting pleasure from their pain. And that's what bullying is about.

• 27:25Speaker 00

  A conscious, willful, deliberate activity intended to harm where you get pleasure from somebody else's pain. And that has to be stopped.

• 27:36Shane Parrish?

  What should that mother do?

• 27:38Speaker 00

  Ah, that's the restorative practices, restitution. You were hurting your brother and you seem to be getting pleasure from that with that smirk on your face. So you need to own and fix it, figure out how you're going to keep it from happening again, and heal with him when he's ready for it. Um, I'll take it back a little bit here with a, somebody bopping a kid over the head with a toy and smiling and the same kind of thing. Own it. I grabbed my brother's arm and, and hurt him. Uh, sometimes that's all the brother wants is affirmation that the kid owned that they really were doing something mean and cruel.

• 28:22Speaker 00

  Fix it. Oh, how are you gonna fix it? Well, this is tough. One of the things you could do, and that's where your wisdom comes in again, one of the things you could do, um, is, uh, go over into your room, it's not time out at this point, but into your room, uh, and let your brother have the rest of the house and any toys in it for a period of time. Oh, but mom, you need to do something. If you can come up with something better, that gives him some peace and quiet, I'm open. Uh, but otherwise you need to, to leave him be. It could be for an hour, depending on age, you know, an hour, two hours. Uh, and he just has free room in the house and you can play in your room.

• 29:06Shane Parrish?

  Is that a punishment or a consequence?

• 29:08Speaker 00

  It's a consequence for what you did. You harmed your brother. And you need, and we can talk about time out later and, and the effectiveness of that. But it's another thing you might say is that, um, uh, you need to sit in the third row of the car, if there's a third row. I don't like the third row. I get, oh, that's a bummer. Maybe you'll think about not bopping your brother in the nose. Next time, uh, but you come up with something that uh allows the other kid who's been harmed to have some peace and quiet. I also go up to the kid whose arm has been hurt and I rub it. I said, well, that's awful. That must have really hurt. And you know, when your sister goes to do that, so I wanted, you know, let him know that I know

• 29:53Speaker 00

  he was hurt, but I also say to him, when you see your sister coming, fold your arms like this so she can't get them. Um, it's okay to get, raise your voice and say, leave me alone. That hurts. It's okay to get attention. I want young people to know you get out of an elevator if you're uncomfortable and not worry about what anybody else says. See, all these tools help them uh become very capable adults as well. So all these are learning tools, using the stuff of everyday life. So restitution, resolution, how are you going to keep this from happening again? And this is where I like to take a moment with young people and teach them um three things. I draw a circle with a line down and I say, this is you, this is your brother. Now you control half of this.

• 30:39Speaker 00

  Yeah, but he wouldn't give me the toy. Okay, you can ask him for the toy, but once it goes over that line, it's an invitation to him and he can accept it or reject it, but he has control on that side. You control half, your brother controls half. Second lesson, you influence a hundred percent. How you ask your brother for that toy matters. Bopping him over the head will radically reduce the chances of him being willing to share. Grabbing his arm and pulling it up reduces the chance that he's willing to cooperate with you at all. Um, and I try to use some humor in there with it as well, but I, I want them to understand that that didn't work. So you can influence it, you can, and maybe you didn't think about this, but maybe you

• 31:24Speaker 00

  could offer him your favorite toy. And you might see a grimace at that point, or two of your second favorite toys and give her ways that, that she can um influence how she responds to that. Um, and then the third lesson is no is a complete sentence. If your brother, you've asked him nicely, you offered the toys, if he says no, you have to go find something else to do. Now, think about it. You teach seven and eight-year-olds, you control half, your brother controls half. You influence 100%, no is a complete sentence, how that will serve both boys and girls when they start dating.

• 32:03Speaker 00

  See, we are giving them, in the process of all of this, tools to handle both conflict and mean and cruel activities in their lives, to empower them. I also want to empower them, and that's where red pajama, blue pajama comes in, and giving them choices and decisions. And is saying to them, you do have agency. When that little girl is left out, you can go over and sit with her. But mom, all the other girls will pick on me. Okay, well, sometimes it's a cost. And maybe one of the things you need to do is tell an adult that other girls, but I don't want to snitch, it's not snitching. Those girls are hurting that other little girl.

• 32:45Speaker 00

  It's telling, it's not tattling, it's reporting, not ratting. If somebody's getting hurt, then you need to report it.

• 32:52Shane Parrish?

  What's the difference between tattling and telling?

• 32:55Speaker 00

  Tattling is getting somebody in trouble. Telling is getting somebody out of trouble. If it's ever both, and bullying is, I need to know. For instance, you know those self-appointed playground monitors? Mrs. C, Mrs. C, Johnny's on the swing, he's not supposed to be on the swing, he didn't share yesterday. That's tattling. If it's okay for him to be on the swing, he leaps off the swing, his coat gets caught, he's hanging on the swing, tell me. That's going to get him out of trouble. Now, if he's not supposed to be on the swing, and he's hanging on the swing, it's both, I need to know. Five-year-olds get that. I've had little ones come up, Mrs. C, Mrs. C. I say, in, out, or both?

• 33:35Speaker 00

  And sometimes they scrunch up their face and walk away, and they go in trouble. And they get it. I say, thank you for figuring that out. And I, but I've also had them go up, Mrs. C, Mrs. C. I say, in, out, or both? And they say, I don't know, I can't figure it out. I say, well, tell me, we'll figure it out together. Or sometimes they come up and say, Mrs. C. I say, thank you for telling me that's gonna get this kid out of trouble. Um, so reinforcing that at a very young age, uh, because we have this idea, snitches get stitches and stuff. And so if it's mean and cruel, number one, we have to keep a target safe. Number two, a witness safe. Number three, we deal with the kid who's doing the mean and cruel activity, even if it means delay justice. Like if a kid

• 34:20Speaker 00

  comes up and says to me, those kids are calling me names. If I would go directly to those kids right there, they would retaliate against her and make it worse. So then kids don't tell. But if I say to her, that was an ugly thing to happen to you. Uh, let me give you some tools for handling that, but I also need you to know, I'm not gonna deal with it right now because I need to keep you safe. But tell me, where is it happening and when's it happening? Because it often is continuous or repeated over time. And we watch the kids like a hawk and we'll catch them being mean and cruel. Uh, and then we nail them on it. But I also want to give her ways to stand up when kids are being mean. I thank her for telling me that she's being her own

• 35:05Speaker 00

  witness. Now, if another kid comes up and says, those boys are doing these mean things to this other boy, say, thank you for telling me. I know it took courage to tell and I promise you, nobody will know you told me. And, uh, I say to him, I need you to know that I won't deal with this situation, but I'm gonna watch him. Where's it happening? When's it happening? Now, if they dunked a kid's head in the toilet and he's dripping in urine, I'd deal with that right on the spot. Cause the evidence is there and the smirks are on their faces.

• 35:36Shane Parrish?

  What sort of tools would you give that girl to handle the, the name-calling?

• 35:41Speaker 00

  Um, being able to, well, we have some lousy tools. I'll give you those first. Many anti-bullying programs will say, just tell them, please stop, that hurts. That works when you're dealing with a friend who inadvertently said something. It was the wrong time, wrong place. It happens to all of us. It was the wrong time, wrong place, wrong situation, and the other kid's face drops and gets tears in her eyes. And you say, I'm sorry, I'm sorry. What does a bully do when they know that they have hurt another child? Um, they keep going. They get more of, you know, uh, aggressive when the other shows any hurt. It's the difference between teasing and taunting. Teasing is laughing with, taunting is laughing at.

• 36:27Speaker 00

  Uh, and if they're taunting her, uh, one of the worst things she could do is turn around and say, please stop, that hurts. It's like Ray, uh, putting a red flag in front of a bull. Uh, oh, good, we hurt her. See? Ha ha. Um, what I, and you don't want to be aggressive. Well, it takes one to know one because bullies are cowards. Um, but they're not ignorant. They picked on somebody they knew they could get. So I'm going to teach the young girl how to roll her shoulders around and down and stand strong. Uh, not in a passive posture, stand strong and in an assertive voice, be able to say, that was mean, that was cruel. Not you're mean, you're cruel. Call the deed, not the kid. That was mean, that was cruel, that was bigoted, that was racist, that was sexist, that was ugly, that was ja-.

• 37:11Speaker 00

  I tried to give them as many adjectives as possible so they can choose from them. I don't need this. I'm out of here and getting themselves out of there. Um, for older kids and for adults, when they're in a situation, maybe even at a family gathering with, with an adult sibling targeting them still. You roll your shoulders around and down, stand strong, and you say, that comment was beneath both of us.

• 37:35Shane Parrish?

  Is that effectively labeling it?

• 37:37Speaker 00

  Yeah, labeling the behavior, not the kid.

• 37:40Shane Parrish?

  Right.

• 37:40Speaker 00

  And that comment was beneath both of us says, I'm not getting in the mud with you. And I'm inviting you to be bigger than you are right now because I believe you can be. Uh, you know, that revenge is so quick, but that doesn't help. The Chinese said it so beautifully, those who seek revenge had best dig two graves because it's going to eat you up too. So we want asserted lines, not aggressive or passive. And, uh, I, I've got to say, our climate today of adult discourse doesn't help our kids at all. With these virulent attacks and dehumanization of another human being, which is what verbal bullying does. So we need to walk our talk and talk our walk. So I ask adults, how do you treat hired help?

• 38:23Speaker 00

  How do you treat the new neighbor who looks different than you, has a different faith tradition, different skin color, different languages, their first language? Your children are watching. How do you treat that person moving through the grocery store slower than you'd like them to? And how do you deal with the bigoted relative at the family gathering? Now, we all have bigoted relatives on the family tree. Some just aren't on the branches yet. They're right there at the dinner table spewing bigoted comments thinly disguised as a joke. And we need to be able to say, I'm bothered by that. Or that was bigoted, or that was racist. When all the other relatives roll their eyes and say, what? Can't you take a joke? Not that kind. And you know you've had an impact when you walk back in the dining room and everybody shuts up. But you've had an impact.

• 39:07Speaker 00

  And you've had a greater impact on your children when your mother says, it's Uncle George, he's old. Hey, I'm 70. Old is never an excuse for bigotry and intolerance. And I think your children need to hear you saying to your mother in an uncomfortable situation, Mom, I don't want my children to ever believe that it's okay to make those comments that are bigoted and racist or sexist, no matter how old we are. Now, you do that. You stand up when it's uncomfortable to do it. The chances of your daughter sitting with the new girl or your son getting the other boys to stop has been greatly increased.

• 39:46Shane Parrish?

  I want to go back to something you said about the brick wall family, the jellyfish family and the backbone family. Can you expand on those?

• 39:52Speaker 00

  Yes. Brick wall, my way or the highway. It uses a lot of bribes and threats, rewards and punishments as a way of controlling the child. And it leaves children with the inability to truly think for themselves or they will rebel. It's like, and they use punishment a lot. And when you punish a child, they basically rebel. They fight back, they flee, or they turn inside themselves because they're afraid.

• 40:27Shane Parrish?

  What's the difference between punishment and consequence again?

• 40:30Speaker 00

  And discipline, the difference between punishment and discipline, yes. Discipline has consequences. Punishment may too, but I always say we need to use the French term RSVP. Répondre, s'il vous plaît, which means please respond. Discipline is not something we do to a child. It's something we do with the child. Punishment's adult oriented, it's imposed from without. It arouses resentment and teaches kids to respond at a fear or fight back or flee. Discipline, on the other hand, if you go back to its Latin roots, means to give life to a child's learning. So consequences need to be RSVP. Reasonable, simple, valuable, and practical. But let's look at discipline again. If it's a mistake, own it, fix it, learn from it, move on.

• 41:14Speaker 00

  If it's mischief, and this is where consequences. You say, but why do we need discipline when it's a mistake? Because discipline is giving life to a child's learning. Whether it's that 16 year old with a beaker or the three year old with a glass, giving life to their learning. So discipline is an integral part of what we do with our kids.

• 41:37Speaker 00

  Let me give you an example of, I use my son again, when it's mischief. This is where consequences come in.

• 41:46Speaker 00

  Our son did something that wasn't on the proved behavior list on a field trip. He broke the beaver bait jar at the Natural History Museum. Could have been worse, could have been an irreplaceable dinosaur. Like, we're very lucky, very replaceable beaver bait jar. He was not punished. He was not paddled, which is punishment. He wasn't sent to the principal's office, which could have been punishment depending on how the principal handled it. He didn't have to write 550 times, I will not break a beaver bait jar, which is punishment. And he didn't get banned from the next field trip, which by the way, sad to say, as a special ed teacher. That happens an awful lot to kids with special needs and then they never learn to go on a field trip. But those were all punishment. He didn't have any of that. Instead, his teacher wisely said, Joe, you have a serious problem here. I know you can handle it.

• 42:31Speaker 00

  He had to write a letter to the Natural History Museum. He had to replace the beaver bait jar, which was a trip unto itself. And for those who are listening who don't know, beaver bait is female beaver urine. He will never break another beaver bait jar. And before he go on the next field trip, there were conditions. He had to have all that done and have in writing how he would handle his feet, hands and mouth creatively and constructively on the next field trip. He was shown what he'd done wrong, given ownership of the problem, given ways to solve it, left his dignity intact. Did he have fun? Yes. And this really galls people who are brick walling into punishment. How dare a kid have a good time fixing a messy maid?

• 43:15Speaker 00

  I have worked with administrators who have truly disciplined the child. But since they're not hanging by their toenails at noon in public display and in pain, somebody will say, you didn't do anything to them. No, I'm not doing something to them. That's punishment. I'm doing something with them. Yes, he had fun. The Saturday morning, got up early, got his little knapsack ready, and then the game warden very patiently explained to Joe how he had to collect female beaver urine. His eyes got huge. He looked at me, he looked at his dad, who was now smiling, and he said to the game warden, I have to do that? I thought the game warden's comment was classic. He said, well, I didn't break the beaver bait jar. And just beside Joseph Senior Prom was held at the Natural History Museum.

• 44:00Speaker 00

  What a fitting end to his public education. But in that experience, he was truly disciplined, shown what he'd done wrong, given ownership of the problem, given ways to solve it, left his dignity intact. And that's what we need to do with discipline, whether it's a mistake, it's mischief or mayhem. And always with mayhem, you go to those three Rs in discipline.

• 44:21Shane Parrish?

  And through that, is that how we teach children how to make better decisions and own the outcomes of those decisions?

• 44:27Speaker 00

  Well, it holds them accountable for what they've done. It teaches them that they do matter, what they do matters, and how they fix it matters. And it gives them the opportunity to fix it and heal with people if they've harmed any of them. He got along quite well with the game warden and went out and did other adventures with them, you know, and helped out.

• 44:48Shane Parrish?

  What are the other things as parents that we can do to help our kids learn to make age-appropriate decisions and prepare them for the world where they have to make their own decisions?

• 44:58Speaker 00

  It's looking around every situation and saying, is this a choice he can make? And we have to give up some of this efficiency control. Well, we gotta get it done right now. Sometimes we have to sit back and say, it's gonna take a little bit longer for him to fix his own lunch. With us helping him fix it, but pretty soon he's gonna be able to fix his own lunch on his own, which is our goal. Um, you know, and you're gonna have mistakes. I remember my oldest daughter, uh, doing the laundry because she was old enough to learn to do it. And she, um, put all the whites in and put bleach in. However, her, um, brother had taken off his red shirt with his T-shirt at the same time. So it was white on the outside.

• 45:43Speaker 00

  Inside was a red T-shirt. Everything turned pink, including her dad's underwear. Oh, no. Everything. And so Dawn's underwear was pink. And, and, um, I said, well, one of the things we can do is put it through the wash again without the red shirt. But you gotta fix your brother's shirt. And now she could have blamed it on him and said, have you had to put it in the laundry with a separate? No, you know, hey, you did it. You did it. And, um, I, quite frankly, I helped her out with buying him a new shirt. But, uh, cause it was a mistake. It was an honest mistake. So I helped her out. But she went to her dad and said, dad, you have pink underwear. He said, well, it would be different to have different colors, you know? But it's, it's, we look at it and okay, it was a mistake.

• 46:25Speaker 00

  Um, had she put a whole load of, of blue and red clothes in and purposely, because they were her brothers, and purposely put bleach in it, she would have a bigger problem. That would have been a menacing thing. That would have been mayhem. Of course. And that's it that way. Intent matters, you know? But I, what I wanna do is, is make it simple for parents, not complicated. But understand that simple doesn't mean easy. And along with that, I can't impress upon you how important it is to try to steer away from all the bribes and threats, rewards and punishments. They interfere with ethical behavior and Alfie Cohn said that bribes and threats are the flip side of the same coin. They don't buy us much. I like to go one step further.

• 47:06Speaker 00

  I think they bankrupt the spirit of our children because now we have kids saying, well, what's in it for me? And we'll never break the cycle of violence related to bullying if everything's in what's in it for me. Because it costs you to stand up and to speak out. So it's trying to put it all together and using simple things that we can do every day, whether it's dealing with conflict or sibling bullying. None of us like to think our kids are bullying, but we have to look at it. If it is, if that smirks on that face, we need to shut that down.

• 47:41Shane Parrish?

  Right away.

• 47:42Speaker 00

  And help the targeted kid be able to stand up and be strong.

• 47:46Shane Parrish?

  What tools would you give parents trying to put their kids to bed if there's no sort of like threats or punishments and you know, you have, let's say, an eight to 10 year old and they don't want to go to bed or they refuse to go to sleep or?

• 47:59Speaker 00

  Well, hopefully by the time they were that old, you've already gotten into a routine. Routines are critical. And I don't mean brick wall routine where it's eight o'clock and you're going to bed no matter what. Bedtime doesn't have to be a nightmare. I wrote about that and kids are worth that a whole chapter. It doesn't have to be. When they're little, my husband and I would take turns putting, I had three kids in three and a half years and so we would take time, time putting them down. The littlest one went to bed the latest, you know?

• 48:31Shane Parrish?

  That's a busy house.

• 48:32Speaker 00

  I was holding them, nursing them and stuff. But one of us would do the dishes and the other would put the kids down and one of us would get a break. We're not sure which one on some nights. But it's a matter of, I, I stayed with them and, and just would hum or we'd have a little ru- routine. Often it's, you know, being grateful for what has happened during the day and that reading a story. And having a calmness about the bedtime. Um, also, if you have a child who has a learning disability, I'm a specialized teacher. If you rub the bottom of their feet, the Chinese knew it well, the eyes of the window is sole, but the feet of the doorway to the body.

• 49:15Speaker 00

  And you can firmly rub the bottom of their feet, it does two things. One, it calms them down and two, they can't get out of bed when you're hanging on to their feet. Um, and then you, you can rub their backs and make bedtime a pleasant time. Instead of what we tend to do is uh, get a, first of all, we ask them, did you brush your teeth? Which is silly, that's a silly question, you know, kid has cookie all over his face, did you eat that cookie? If they need to brush their teeth, so do you. And so when they're little, you go out and brush your teeth, they're brushing theirs, we're sure we get it all done good. Um, I just had my, I was with one of our grandkids, a seven year old, and he's into rules right now, because seven year olds are. And I was brushing my teeth, I finished before him, he said, Grandma, you didn't do it the full time.

• 50:01Shane Parrish?

  What did you say to that?

• 50:02Speaker 00

  I was not done that, so you know, you do it with them. If you really want them, and then pretty soon they'll be able to take it over themselves and care for their teeth. And the dentist will have talked to them about teeth rotting out of your head, that kind of stuff. So you teach them, you teach them and you model it for them, you make bedtime a pleasant time. Instead of get back in the bed, get back in the bed, get back in the bed, how many times I have to get back in the bed? And you start screaming and then they finally fall asleep and you feel like the bad witch from the west. Cause now they're asleep and you're awful and you've been screaming at them.

• 50:34Shane Parrish?

  Yeah.

• 50:34Speaker 00

  So taking time, I guarantee you, they will want you to put them to bed at seventeen, I guarantee you that. So if you take that time when they're young and get them in the habit now. Um, uh, the seven year old occasionally likes to still be tucked in. But the, the ten year old and the nine year old, my grandkids I'm thinking about. Uh, will have, want to say goodnight to you and they read and reading. Not, not on tools, not on the uh, electronic tools, a, a real book, there's a reason for that. The blue light um, from the electronic tools are not good for helping put them to sleep, they also can be harmful to their eyes. So reading a, a real book will oftentimes uh.

• 51:18Shane Parrish?

  Now, are they allowed to read that until they fall asleep or is there a, like a bedtime?

• 51:24Speaker 00

  Well, you have a bedtime, but it's a time to get ready to go to bed and, and you know, within a half hour, they're, they're out. And you, you haven't screamed, you haven't yelled, you check in on them, you turn the light out because the book is on their face and, you know, making it a pleasant time. Now, for some kids, especially kids who may have some learning disabilities or some body issues, the massage, the talking to them. I, my graduate work was in autism and with them, it was a, a friction oil, but rub firmly to calm it. You don't want the tickle, tickle because they can't handle that. But the firm massaging of them and helping them relax instead of it becoming a battle

• 52:09Speaker 00

  because you both lose. That battle, you're worn out.

• 52:12Shane Parrish?

  Do all these techniques work with autistic kids as well as ADHD kids and regular kids? Or are there different ways to apply them?

• 52:20Speaker 00

  My, the work that's in Kids Are Worth It was originally written for kids with special needs. And then I was asked to write the book and what I found was with kids with special needs, in that backbone that gives you flexibility, you don't get from a rigid brick wall, but it also gives you structure you don't get from a jellyfish model. And we need as parents and educators to have both flexibility and an environment that's conducive to creative, constructive and responsible activity. With kids with special needs, we often have to have a, a smaller distance between the vertebrae and a whole lot more vertebrae. So we break it into steps.

• 52:59Speaker 00

  And know that there are moments with kids with special needs when they would be horribly frustrated and, and you're worn out. And making sure that we get a break as parents and little respite, but also to understand that your kid is struggling at school and that's a lot of struggle for them. And you want to be very tuned in if a kid says, the kids are calling me names and bullying can be devastating.

• 53:25Shane Parrish?

  What should, how should a parent respond to that when their, their kid comes home and says that, or hints at the fact that they might be getting bullied at school?

• 53:33Speaker 00

  I stop everything I'm doing and sit down and say, "Talk to me about it. Tell me about it." Very soft voice. "Talk to me about it. Tell me about it." And I listen. And I say, "What can you and I do?" "Oh, Mom, don't tell anybody. You'll tell me. They'll make it worse." Kids tend to know that if schools aren't handling it well, it will make it worse. But there are things that we need to know. I'm an educator. If somebody... Bullying tends to happen under the radar of adults. So if a parent would come to me and say that my son said the boys are calling him names in the bathroom, then I change the bathroom schedule. I make sure that it's one at a time, kind of thing. And then I keep an eye on those boys. And I say to the parent,

• 54:14Speaker 00

  "I'm gonna keep an eye on those boys. I thank the young boy for telling." And I also say to him, "Nobody's ever gonna know you told." And I tell a parent, "Nobody's gonna know you told. I'm gonna watch them." Which means I can't deal with what they did in the past. But I tell you, the playground age, the lunchroom people, we're gonna be on our toes, watching for that. And once we're tuned into that, we usually can catch them doing it, and we can nail them. And I do. You know, normal conflict, we're gonna have lots of that. And you just get through it and help them get through it. But bullying is our job to stop and deal with it, both for the targeted person and the bully

• 54:58Speaker 00

  and the not-so-innocent bystanders who joined in.

• 55:03Shane Parrish?

  In your book, Kids Are Worth It, you talk about the difference between doing good and feeling good. Can you elaborate on that for everybody listening? And what does that mean? And how does it change how you parent?

• 55:16Speaker 00

  I wanna teach young kids to do good, as James Nathaway said, "Because good is good to do." That you do it because it's the right thing to do. He goes on to say, "Sperm, threats to heaven, and bribes to hell, you do it because it's the right thing to do," which brings us back to bribes and threats, rewards and punishments, and looking at the alternatives to those, what to do instead. Feeling good about yourself. It's about yourself. When kids understand they have agency in their life, when they sit next to the new girl, no one can take away how good they feel, knowing what they did for that other little girl. No one can take that away. But if you bribe kids, then it's an external approval that will help them feel good.

• 56:01Speaker 00

  And I don't want external approval. So let's look for a moment at what to do instead of bribes and threats and rewards and punishments, because they are insidious part of our culture. You know, it's again, if I don't get caught, what I did wasn't bad. If I have to be caught being good. And remember, nice kids often get caught being good in the classroom, but they're not being kind to the new girl, or to the child with special needs, or the child with an allergy. I'm not into nice, I'm into kind. And kind often happens, I will walk up to a child and I say, I want to thank you for inviting that new girl to sit with you.

• 56:43Speaker 00

  She feels a part of the class now. So that's part of the alternative. So let's look at what the alternatives are. Instead of bribes and threats, rewards and punishment, what kids need are encouragement, feedback, a sense of deep caring, and discipline. We've already done the discipline, so we can look at the others. Encouragement. Praise can only occur at the end of a deed done the way you want it done. It's highly judgmental. Encouragement can occur anytime. A kid falls flat on his face, how do you praise him? You say, "Fell well?" No. You say to him, "Come on buddy, pick yourself up. I know you can do it." My six critical life messages. I believe in you, I trust in you, I know you can handle it. You're listened to, you're cared for, you're very important to me. Children need to hear that in lots of different ways.

• 57:28Speaker 00

  And one of them is to say, "Come on buddy, pick yourself up, you can do it." Encouraging children. They also need feedback. Now, feedback comes in three Cs. Compliments, comments, and constructive criticism. Compliment, best compliment you give any child as an educator or a parent is thank you. Thank you for walking the dog. He's been inside all day. Look how happy he is to be outside. Thank you for watering that plant. It was really wilted, and now it's standing strong. Thank you for inviting that new boy to lunch. So he feels like as a new kid, he fits in already. Now, notice how I did that. You stroke the deed, not the kid. Be very specific to the deed and let the child know

• 58:11Speaker 00

  what his or her behavior did for the dog, a plant, or another human being. Um, and you say, but can I ever get excited? Oh, sure. The three-year-old wants you to wave bye-bye to the bow movement. You wave bye-bye to the bow. The five-year-old makes it down the hill without the training wheels touching. You did it. Um, do you see how different that is? And if you make it down the hill, we'll go to Dairy Queen. And he doesn't make it down the hill, he'll lie to you. He'll throw the bike down and say, I don't care about any stupid Dairy Queen. Um, but you say, you did it. Or you didn't, come on, pick yourself up. You can try it again. You go back to that encouragement. Um, and your 16-year-old makes it around the parking lot without popping the clutch. You did it.

• 58:56Speaker 00

  You know, it's okay to get excited, but it's about your child's excitement. Praise-dependent kids can't get excited till you give them permission. Do you like this? Is this okay? Blah. Um, so we want to stroke the deed, not the kid. Be very specific to the deed and let the child know what impact they've had. That affirms their agency again. Um, the second C is comments. Good, solid instruction. We have to teach our kids how to add, subtract, diagram a sentence. That'll date me. Um, we have to teach them how to be kind and caring. We have to teach them those things. We have to teach them to have a healthy regard for themselves, including their own sexuality and a healthy regard for others, including their sexuality.

• 59:40Speaker 00

  We have to teach them to be cyber-savvy, cyber-civil, and cyber-safe. We never had to do that a generation ago, but today we do have to do that. Um, and those are things that as parents, we need to teach our young people. So that's in the instruction, the comment section. The last C is constructive criticism, which we're so afraid to give kids in an appraise-oriented culture. We're afraid to disappoint them. I don't use a red pen at school, I use a green one. And I check all the answers that are correct, and I say to a kid, "Your job is to fix all the other ones," so they get a green mark too. And that says to a kid, "I believe you can do it." I don't say to a kid, "That's wrong."

• 1:00:22Speaker 00

  I usually say, "That's not right," because it's bigger than right/wrong. One of my books is, "Just because it's not wrong doesn't make it right," and it's teaching kids to think and act ethically. And in it, I talk about the fact that two kids making up a game only two can play, because they don't want the new girl to play with them, because she played with the other girl yesterday. Now, there's nothing wrong with making up a game only two can play, but it's not right if your intent is to exclude somebody. So your intent matters. So I say, "That's not right," and I invite them to fix it. So it is bigger than right/wrong. So we want them to have constructive criticism. I say, "You can fix it, I know you can fix it." But how we treat an A+.

• 1:01:07Speaker 00

  We'll give our kids a clue if they can come home and tell you they wrecked the family car, they've been targeted at school, or they're worse than that, we're targeting somebody. You see, we need our children to be able to tell us about the good, the bad, and the ugly. Now, praise the money kids are afraid to tell you. They're afraid to take a risk. They're afraid, they won't take advanced trig because they might get a lower grade. And I like good risk takers, I want them to be able to take a risk of sitting next to the new girl and the like. So your child comes home with an A+, you say, "I'm so proud of you, you take after my side of the family, we're gonna put this up on the refrigerator for the other side to look at." You do that very often. You're gonna go to back-to-school night, pick up every child's desk, and find every paper

• 1:01:52Speaker 00

  in there that's not an A+, because they're afraid to bring it home. You say, "Well, what am I gonna say when my kid comes home? I've already given you the comment in another situation. All I ever say to my kids is, 'Talk to me about it, tell me about it.'" And it opens it up for them to talk, instead of me talking about it. And so, I say, "Talk to me about it." And the girl who spelling comes easy say, says, "Spelling's easy." I don't get excited about that. But the other child, where spelling comes hard for them... They say, "Look, Mom, I got all the words right, even spelled February right, and the R's in a funny place." I get excited about their excitement.

• 1:02:34Speaker 00

  But the child who got the A+ because spelling comes easy for them, I say, "You have a phenomenal gift. We have to find a way for you to use that gift." And at home, I would say something like, "We've been going over to the senior center, and you're old enough to come with us. And with your spelling gifts, you can answer their emails, you can write thank you notes for them, you can write letters for them." I want young people to know that if you have a gift, you have an obligation to use that gift, instead of "I'm so proud of you for that gift." And then they'll be less likely to take risks if it's, they're afraid they're going to get disapproval from you. At school, I would say, "You know, you have a phenomenal gift." And we have a young child in class

• 1:03:19Speaker 00

  who has a difficult time reading out loud and spelling, and, not but, and she's a phenomenal storyteller, which by the way is true of many kids with dyslexia. One of the things you can do is you can write out the story she dictates to you. "Oh, we have an artist in the class. You can illustrate her story. We have a musician. You could score her story. We have two class clowns. You can act out the story." What I just did, didn't cost a dime and didn't interfere with standardized testing, is I just created a larger circle of caring which goes a long way to breaking the cycle of violence. The chances of kids mocking the young girl with dyslexia have been radically reduced because they have seen that she has a gift.

• 1:04:01Speaker 00

  I take a child with learning disability and let them be the first to climb the rock wall. Why? They often are willing to take those risks. And the kids at the very top and the other kids are going, "Wow", instead of, "Oh, he takes ADHD medicine. He has to go down that..." Yuck. No, wow, look what he can do. I take kids who are impulsive. Get them in Red Cross programs. So that first aid classes, so they can learn to fix the nosebleed they gave somebody. I I try to get them to learn to swim really well. I want all kids to know how to swim, being a former water safety instructor. I want them to swim well, so they don't drown. But kids who are impulsive make phenomenal, I mean this very seriously, phenomenal lifeguards.

• 1:04:46Speaker 00

  They make wonderful EMTs and paramedics, lousy brain surgeons. But I don't need a brain surgeon in the back of an ambulance. I need somebody who uses their impulse quickly and they've got it trained. So it's a mindset that we have to have about what are the gifts these kids have? And I want them to say, you know, talk to me about getting an F. Okay, talk to me. Oh, you ran the car into a posted school. Talk to me about it and then show me how you're gonna fix it. It was a mistake. You know how to fix it. Own it, fix it, learn from it, move on. Um, now if they were drinking and they had an accident, they got mayhem on their hands. And that's a much bigger issue. So, but you see how it fits in that structure of the backbone.

• 1:05:27Shane Parrish?

  I like that a lot. I I find so often the schools are focused on what the children can't do. Uh, and it's usually geared towards some curriculum or they don't fit inside this ever narrowing sort of box instead of what they can do and taking advantage of maybe special gifts or different ways of viewing the same problem.

• 1:05:46Speaker 00

  Well, I try to change that as an educator regularly. When I'm lecturing and working with schools, when a kid walks through those doors. I've been doing a lot of opening of schools at the beginning of the school year. And I say, I don't care where a kid comes from. Dad's an alcoholic, mother has an interest occupation, brother's been in jail. Any kid walking through those doors, it's a kid. And they need those six critical life messages. I believe in you, I trust in you, I know you can handle this. You're listened to, cared for, very important to me.

• 1:06:17Shane Parrish?

  I think that's creating psychological safety for the children.

• 1:06:21Speaker 00

  Has to.

• 1:06:21Shane Parrish?

  I mean, it's the exact same thing we do for adults to create an environment of safety.

• 1:06:26Speaker 00

  Well, we may indeed. I have people say to me, when I was working with seriously troubled adolescents, but they're gonna go home to the same environment, they're going home to the same streets. I say, I have them five and a half hours a day. I can only do all I can do, but I've gotta do the best I can do with them. Because this truly is safe harbor. Alice Miller, the psychiatrist, did a study of kids who had been horribly abused and found that those who did thrive had one person in their life that cared about them, and very often it was an educator. So we can make a difference in their lives. We have to believe that.

• 1:07:02Shane Parrish?

  Oh, totally. I mean, I had one teacher make all the difference for me, and it was grade 10. It was the only teacher who ever believed in me, and it just changed everything.

• 1:07:13Speaker 00

  It does change everything. It does. Carl Upchuck, convicted in the womb. He spent a good portion of his junior high and high school years in prison, juvenile detention, and then went on to prison. And an English teacher in the prison said, "You're a good writer." And he went out and wrote, and he also got the Crips and the Bloods to put down their colors in Kansas City, and went on to be a phenomenal advocate and writer. But it was that one teacher that said, "I believe in you."

• 1:07:42Shane Parrish?

  Yeah, I totally agree with that. Mr. Duncan, if you're listening, thank you so much. I want to talk, you're a big proponent of real-world consequences. I want to understand what real-world consequences are, and I want to understand when parents or teachers should intervene and when they shouldn't.

• 1:07:58Speaker 00

  If it's not life-threatening, morally threatening, or unhealthy, let it go. Let them experience the consequences. But you don't say to a 16-year-old, "Go ahead and jump off the building. We'll discuss the consequences after you land." You pull them back, give them a second chance at life. But the rest of the time, I give them the opportunity to make those choices and decisions. Does that mean I don't give them wisdom? No, my own wisdom. We're there for a reason, you know, as adults. We're not just kinda hanging with them, and we're certainly not their friends.

• 1:08:29Shane Parrish?

  Do you give them recommendations?

• 1:08:30Speaker 00

  Oh, I do. And I would say to someone, you know, "I know you love that combination." How do you think, I try to get them to, how do you think some of your peers may respond to that when you walk through the door? And if he says, "I don't care what they think," and says it very strongly, I said, "Go for it. You're your own person."

• 1:08:55Speaker 00

  But if they say, "I don't know, uh, what do you think, Mom?" I tell them that, "Well, in my day, this is what might have happened." You know, going back to me, because I'm, I only know from my own experience and as experienced as an educator, I know these things. I also can talk to them about, "If you said that to somebody and said it in that way, how do you think they might respond?" It's a matter of teaching. I was driving one day with my oldest granddaughter and my daughter, and my oldest granddaughter asked something, and I went off into my teaching mode, and my daughter said, "You're always teaching, aren't you?" I said, "Yep." You know, because it was a teachable moment. And I think you take those teachable moments.

• 1:09:40Shane Parrish?

  Take them and you get them, yeah.

• 1:09:42Speaker 00

  Yes, and, and you give it to them, you know, and I, I believe I'm a good teacher, and I think that I have some knowledge to impart. And I want my, my grandkids, I want children in the neighborhood to be able to experience that. And that's why I lecture the teachers. Hopefully, they can take some of the wisdom that I have and make it a part of their own school. I want to go back a moment here, because I said, you know, they needed the three Cs, but they also need deep caring, which is something you just alluded to. Deep caring is not liking somebody. I tell kids, "You do not have to like every kid in this classroom, but you must honor their humanity."

• 1:10:24Speaker 00

  Deep caring is the must to relieve somebody else's suffering and wishing them well, which, by the way, is the antithesis of mean and cruel. So if you care deeply about another human being, you want to be in there to help relieve any suffering they have and wish them well. And that's what we as educators, we need to be mindful with a wise heart.

• 1:10:48Speaker 00

  And if we're so locked into rules, I have very few rules and many more guidelines. Rules are how we expect kids to behave. Guidelines are how we hope they behave. But a rule is important, but it must be rooted in deep caring. That I'm gonna go back to brick wall with that. You know, there was a situation outside of Atlanta, Georgia, a few years ago, where they had a rule about cellphone use. It was a good rule about cellphone use. However, thirty percent of those kids had one or both parents deployed in Iraq or Afghanistan. And a grade eleven boy made international news. His phone vibrates in the lunchroom. It's his mom from Iraq.

• 1:11:32Speaker 00

  She doesn't get to call very often. He goes into the commons area and forbids herself on reception. And a moral, absolute, rigid, brick wall teacher came by and said, turn that phone off and give it to me. He said, but it's my mom from Iraq. And how telling moral absolutism is. She said, I don't care. She took the phone. He got belligerent. He was suspended five days for using his phone, five days for getting belligerent. Now, the board backed that teacher because they said, if we let him use the phone, then everyone will use the phone. See, moral, absolute, rigid brick walls are so afraid of moral relativism jellyfish. But they even got that wrong. It isn't moral relativism jellyfish, isn't everyone will use the phone.

• 1:12:18Speaker 00

  But who you are, who you're related to, what position your parents held in the community, and who caught you. That's the jellyfish.

• 1:12:25Shane Parrish?

  Also reinforcing not thinking, right? Like you're just blindly following some sort of rules or procedures, and you're not exercising any sort of judgment. I mean, you might as well be working, yeah.

• 1:12:35Speaker 00

  That's what zero tolerance is all about, is zero thinking. So what would a deeply caring teacher do? Who's, the rule is a rule, it's a good rule. But there's a time to bend, to go above the rule. Not because the rule isn't a good rule. So you see the child with the cellphone, you say, cellphone? And he looks at you, said, but it's my mom from Iraq. And a deeply caring teacher, whose ethic is rooted in deep caring, and rules are rooted in deep caring, says, I'll talk to you when you're finished. And hangs around. And then when he's done with the phone call, say, how's your mom doing? And how are you and grandma doing? It's been a long deployment for all three of you. Is there anything I can do to help? That says I care and that, you know, the rule's there, but there's a time to bend.

• 1:13:19Speaker 00

  Um, another kid comes up and says, how come he gets to use his cell phone and I don't? And I say, when your mom's in Iraq, you get to use your cell phone too. You have a child with cancer, needs to wear a hat, but you have a hat rule. There's a time to bend. It's like two yellow lines down the road. That's a rule, um, not a guideline. Uh, and I, we have to trust the highway department. Rules are about trust. I have to trust you say on your side of the road. You have to trust I say on my side of the road. However, an ambulance comes down the middle of the road. They have not violated that rule. They superseded the rule. It's still a good rule, but there's a time to supersede that rule. To get to the place and so that you can be deeply caring. You know, the must relieve somebody else's suffering, wishing them well.

• 1:14:02Shane Parrish?

  Do you think?

• 1:14:03Speaker 00

  Oh, go ahead.

• 1:14:03Shane Parrish?

  Do you think people follow those rules because they're trying to avoid punishment? Or trying to avoid being wrong if they exercise their judgment?

• 1:14:11Speaker 00

  Well, I ask people when I'm talking about this in the, the lectures, I say, if any of you have a radar detector, I don't want you to raise your hand. Well, if your child's in the car with you, what you have just said to them is speeding is not bad. It's getting caught that's bad. And some people go, oh, uh, and moan a little bit, but it's about getting caught. Um, we don't, none of us like to get caught. None of us like to be, but if that's the only reason we're not speeding, then we have a problem. Um, and, you know, rules are there for a reason. There's only, when I say develop your school rules, your classroom rules, your general area rules. The basis of those rules has to be deep caring.

• 1:14:54Speaker 00

  And it's a matter again of is, does it have to do with safety or the way we relate to other human beings? If you have a rule that doesn't have those two things, one of those two things in common, then I challenge the rule you have.

• 1:15:06Shane Parrish?

  What were, what were your family rules?

• 1:15:09Speaker 00

  Uh, my own? Uh, well, my school rules, my classroom rules were easy. Show up on time, be prepared, do your assignments, respect your own and others' life space. Very simple. A lot of guidelines where you said how you ask for things, guidelines. But rules are how we expect you behave. God, that's how we hope you behave. Uh, in our own home, it was uh, be kind and caring, help out with chores. Um, that you're a responsible member of this family. We're counting on you to do chores. Uh, and treating one another kindly, I think was the biggest thing.

• 1:15:42Shane Parrish?

  Can you walk me through what would be age appropriate chores for say six to eight, eight to 10, 10 to 12, 12 to 14, 14 to 16?

• 1:15:52Speaker 00

  Well, remember, our goal is to constantly increase responsibilities and decision making and reduce limits and boundaries. So you don't uh, let us two-year-old play with a gas stove. Um, but you uh, let them help uh, put peanut butter on the celery and put the little raisins on top for ants on a log, you know? That kind of thing. Uh, it's again, age appropriate and I would impress upon your ability appropriate. You may have a child with special needs who's the oldest, but the second oldest is more capable of getting more responsibilities and decision making. They ought to be allowed to do that.

• 1:16:34Speaker 00

  And not because, oh, I'm worried that the other kid will feel bad. No, we, we uh, honor each one's differences and seek out one another's gifts as well. Um, I, it was interesting to me, I had a niece who's a, a doctor. Um, say that she was talking to some of the, her patients and uh, some of them who came from third world countries. Those children were more likely to do more chores and be more helpful around the family because it was expected now that even they live in a first world country, uh, than our children. So we have to take a serious look at if our goal is for them to be independent.

• 1:17:16Speaker 00

  What chores are we willing to take the time to teach them to do and hold them accountable for? So, you know, I couldn't give you exactly. All I know is your goal is when they leave home, they know how to do the laundry, they know how to mow a lawn, they know how to wash windows, they know how to uh keep a house in order, um they know how to shop. So, and some of you listening may say, I've got a fifteen year old, we've lost it. We're, what do we do now? We've done it all wrong. No, you haven't. It's never too late. Yeah, you can say, kid, you've got a job to do and I've got a job to do. And that's to get you ready to go outside on your own at eighteen. So we've got some catching up to do and we can do it.

• 1:17:59Speaker 00

  It's again, that's affirmation. We can do this. We can do this. What responsibilities and decisions do you think you're capable of doing now? And what uh limits and boundaries do you think we can take away? And you're open. And when they realize that you mean it, they won't give you some far out things like, I think I can stay out all night at fifteen. Well, no, not really. But you're open. Let's see what limits we can put. And how about curfew? You know, some people have that rigid brick wall curfew. Uh Jellyfish says, oh, well, my kid will come home whenever. But a backbone says, uh a half hour after the event's over, or an hour after event's over, because an event may end at ten. But you say curfew at twelve, well, they can get in trouble during that time.

• 1:18:44Shane Parrish?

  Right.

• 1:18:44Speaker 00

  But, you know, an hour after the event's over. And you, that means your child can still say, Mom, the other boy had something to drink. I'm driving him home. Thank you for telling me.

• 1:18:55Shane Parrish?

  My parents always had this rule, which I think we might not even need anymore because of the likes of Uber and stuff. But their rule was, you can call me anytime, anywhere, no questions asked, and we'll come get you.

• 1:19:05Speaker 00

  That's still a very good rule. That's still a very good rule. Because it's not always about drinking. It's not always about an Uber. Sometimes it's about they're in an uncomfortable situation, they want out. So you have a code that they can give you, a text message or something that says, please come get me. Oh, my mom needs me home right now. Darn it, I gotta babysit my brother. You know, because they're uncomfortable. You get to be the fuddy duddy. Um, it's like three alternatives to no. You know how often we say no to kids? Mom, can I have a cookie? No, it'll spoil your supper. Dad, can I go to Jamie's? No. Uh, ma- uh, Mom, can I have the car keys? No. Dad, can I stay out all night? No. We say no so often that they don't take it seriously on that big one.

• 1:19:49Speaker 00

  Well, there's three alternatives to no. You can start today. So when you need to say no, you say it and mean it and follow through with it. Um, Mom, can I have a cookie? Yes, later. And, and how do you fight a no, a yes later? The five-year-old says, but I'm hungry. Okay, have a cookie. It's already later. It's at least three seconds later. But most importantly, you didn't change a no to a yes. It was a yes all along. Um, the second, uh, Dad, can I go over to Jamie's house? Give me a minute. There's nothing wrong with asking for a moment to develop your own case. You might think, gee, it'd be kinda nice to have him out here. Yeah, you can go. Or wait a minute, we have this and this and this to do. No, you can't go. At least when you say no, you know why you said no. How often we say no, we are the foggiest because it sounded good.

• 1:20:34Speaker 00

  You know, why, why did I say that? I don't know. So yes, later, give me a minute. The third, I often use with adolescents, but you really can use it with anyone who's verbal. Uh, Mom, can I have the car keys? Convince me. Why should I spend all my energy at my age convincing my adolescent she can have? Let her spend all her useful energy. Convince me why she should. Um, oh, look, Mom, all my friends, I'm not convinced. Mom, you let Maria, I'm not convinced. Mom, if you don't give me the car keys, you gotta take all of us to play practice. I'm convinced. And then when your sixteen-year-old says, can I stay out all night? A good line is, no. There is a time and a place for no. And they're gonna say, how come?

• 1:21:16Speaker 00

  And our typical response is, cuz I said so, which is not a wise reason at all. Um, they're gonna go out the back window after you lock the front door. They still won't know why. Tell them why. Kid, you can't stay all night because a sex, jail, drugs, and personal safety. What? Nope, you can't stay out all night because of sex, jail, drugs and personal safety. Mom, you don't trust me. Oh, yeah, I do. I trust you from the moment you walk out of this house in the morning to you come back in the evening. It takes less than ten minutes to get involved in sex, jail or drugs, and I just trust you're not. But after midnight in this community, there's a whole lot less to do with sex, jail or drugs. And I just don't want to put you in a position you can't yet handle. Oh, but mom, everybody's staying out. Not true, you're not.

• 1:22:01Speaker 00

  You don't love me. I do. I'm not gonna argue, but I do. They're not gonna be real happy. Many of our kids, though, will be relieved because now they can say, Mom won't let me. And you get to be the funny daddy while they're still developing that strong backbone of their own.

• 1:22:19Shane Parrish?

  I like that approach a lot where you can take the blame for the kids. My mom won't let me, my dad won't let me. And then that gives them an out and a way to save face.

• 1:22:29Speaker 00

  Yeah.

• 1:22:30Shane Parrish?

  Without them having to stand up and say, I don't want to do drugs, which is really a hard position to put them in.

• 1:22:35Speaker 00

  Yes. And, and also now that they all have their phones, a text, a code word that they can text to you that means, please come get me, or I'm scared, or I'm worried. And you'd be right there and you can even walk into that party and just say, John,

• 1:22:54Speaker 00

  you didn't get something that you need to come home right now. And they'll think, whoa, is she firm? And, and I, we took in when, before we had our own children, kids who were troubled adolescents. And one of them was on the verge of being sent back to juvie hall if he messed up one more time. And I said, you can always blame it on me. I'll back you up. And this was new for him and he came running in the house ahead of his buddies, said, tell me no, tell me no. And I had no idea what I was telling him no about, but he said, tell me no, tell me no. And so his buddy come on in and, Mom, all the foster kids called me, Mom. And I, Mom, Mom, can I go to, I said, nope. Oh, come on.

• 1:23:39Speaker 00

  Nope, you can, and never mind you, I have no idea where I'm staying. But I, no, and I got even firmer. No, you absolutely asked me one more time. It's gonna be a bigger no. No, oh, they, she won't let me. And then after they left, they said, explain this to me? Well, they were gonna go do something he knew he would get in serious trouble for. But he had, we had that agreement that if he needs me to say no, I'll say it.

• 1:24:04Shane Parrish?

  How long did it take the foster kids to integrate into the family?

• 1:24:08Speaker 00

  Well, I didn't have kids then. We took in the kids before we had kids. We took in, uh, young offenders that while they were being adjudicated or leaving one foster care to another. My husband was a psych rehab counselor. I was a special ed teacher. Uh, some of these kids were my students. So some of them, that boy in particular had me morning, noon, right?

• 1:24:31Shane Parrish?

  What a phenomenal place to land, though.

• 1:24:33Speaker 00

  Oh, we loved it. And you know, I told my own kids, we've handled kids who have seriously harmed others and uh, hurt themselves. So you're gonna have to work hard at shocking us. They all three did, by the way, in the teen years. Uh, they worked hard. Uh, but again, you go back to it's not life threatening, morally threatening, unhealthy, let it go. The purple hair will grow out.

• 1:24:57Shane Parrish?

  Nobody likes admitting they're wrong. How should parents admit that they made a mistake to their kids? They reacted, they dis or punished too much or?

• 1:25:06Speaker 00

  Yep, I blew it. Um, you know, we all, uh, we all lose it. You know, we, we yell and scream, how dare you? You're grounded for six months. I mean, why would you get, wanna get home for six months? But we, if you've ever done that, you can always pull back, just like we teach kids. We can always pull back and say, I lost it. Give me a few moments to come up with something that makes sense and I will. No, you are not grounded for life. Um, I had a friend ground her adolescent for six months, including senior prom.

• 1:25:36Speaker 00

  Because she lost it and, uh,

• 1:25:40Shane Parrish?

  So often, we see admitting we're wrong.

• 1:25:44Speaker 00

  That didn't make sense. Go back. And you just say to the kid, I blew that one. Now, sometimes you have to say, I blew it. I'm gonna go back outside. I'm gonna calm myself down. I'm gonna start over, which gives them a tool for how to do it too. And they see that we make mistakes and we're vulnerable. And what's hard is when your kids say you blew it. And I had one, I was lecturing in Toronto, and we were in an elevator, and I had taken my son with me that on that trip. And he turned around, he was 13, and he looked at all the people that were talking about the lecture I'd just given, and he said, well, would you like to be, for me to be good or bad, so you can see how she handles it? You know, like, oh, please.

• 1:26:29Speaker 00

  So, yeah, humor always helps. If you blow it, humor helps too. No, you're not grounded for life. But let me come up with something that makes sense. And by the way, I'm open to suggestions. It's okay to ask a kid for some suggestions of what to do. And some kids will say, spank me, and say, well, that's off limits. I don't do that. It destroys my dignity, and it will destroy yours too. So let's come up with another option.

• 1:26:53Shane Parrish?

  And then tell them to try again if it's not in line with what happened.

• 1:26:58Speaker 00

  Yeah, yeah.

• 1:26:59Shane Parrish?

  One of the techniques you use in the book that I thought was particularly interesting, and I tried it on my kids last night, was the sit. Can you explain that and when to use it?

• 1:27:09Speaker 00

  If you hit, you sit.

• 1:27:10Shane Parrish?

  Yeah.

• 1:27:11Speaker 00

  Yeah, if you hit, you sit. Okay, let's look at timeout. Because I'm often asked about that. There's time in, there's time out, and some people have an interesting timeout. I had a parent in one of my workshops say, I have a wonderful timeout program. It works. Our son hits his sister, he goes and sits. I don't even have to tell him anymore. I go, oh, that's not working. If he's still hitting.

• 1:27:36Shane Parrish?

  There's something wrong there.

• 1:27:37Speaker 00

  Yeah. So do I believe in timeout? Not that kind. But I do believe in timeout. When a child bops another kid over the head. I say, whoa, it's alright to be angry. It's not alright to hit your brother. I want to separate those two. It is alright to be angry. It's not alright to hit your brother. You need to take time out to calm down and to figure out how you're gonna fix what you just did. The purpose of time out is to calm down and to figure out how you're gonna fix what you just did. That's the purpose of it. So many timeouts. It's obligatory timeout and the obligatory I'm sorry. And that's the little boy who will hit his sister and go sit and then come up and say, I'm sorry, and not mean it, you know, and still hit his sister.

• 1:28:22Speaker 00

  Um, but I also give him options. I say, you can sit in your rocker room or on my lap. Now, people in behavior mod said, why am I gonna let him sit on my lap? Uh, I've been trained in behavior mod with rats. I'm not gonna use it on kids. Uh, and so, uh, sometimes a very out of control child needs a very in control adult. And just rocking them may help soothe them. The goal is to calm them down. Then they have to deal with what they did. So I give him a choice, rocker room or on my lap. Notice I give him three choices. You give a strong willed child two, they'll try to figure out which, uh, one they, you want them to do. Uh, and they'll choose the other just to spite you. But you give them three, they're confused. So, uh, rocker room or on my lap.

• 1:29:06Speaker 00

  When they're done, calming down, now the work begins. Um, and mom, I'm ready. Okay, if, if he says, I'm done being mad and they're still angry. I say, whoa, not yet. Do you wanna go for a walk? Maybe sitting isn't what calms them down. You gotta know your kid. Um, but he's getting attention from you. He's calming down. Now he still has gotta do the work. It's the three Rs. He hit his brother. Restitution, you have to own and fix what you did. I hit my brother, uh, with a toy and it broke the toy. Um, figure out how you're gonna keep it from happening again. And this is where you teach him to share. It's that here's you, here's your brother. You control half, your brother controls half. You influence a whole and know is a complete sentence. That if he says, if he doesn't wanna give you the toy, you gotta find something else to do, kind of thing.

• 1:29:51Speaker 00

  Uh, so you very quickly, but he says, I won't hit him again. Okay, that's what you won't do, but what will you do instead? So then you give him the options there. And then the third is to heal. Now, your brother didn't get off to such a great start today, being bumped over the head with his favorite toy, that you now have to go and buy him a new one or fix this one. Let's see if it's repairable, that kind of thing. What can you do to help him have a better day? And he says, well, he likes to be pulled in the wagon. So here's the five-year-old pulling the three-year-old. The five-year-old knows his own goodness. The three-year-old knows his own, his brother's goodness. And they heal so they can go back and fight later in the day. Because, believe me, kids fight. But it's a matter of you hit, you sit. They know that right away. You hit, you sit.

• 1:30:34Speaker 00

  You need to calm down and, and work through the process.

• 1:30:38Shane Parrish?

  Did you have family meetings? And if so, what, what was discussed? How were they run? And what was the frequency of them?

• 1:30:47Speaker 00

  Yes, we had family meetings and they were loosely put together when there was a need to come together as a family to decide. When they were older, we talked to them about options for holidays. Now, they didn't get to choose, oh, we want to go to Australia. We had limits and boundaries. We said, we're going to go to this place. And what can we do? And talk about it. As they got even older, you know, they were better at planning trips. When they were five, it was a matter of who's going to do the map reading? And what do you think we need to put in the cooler to get us from this point to this point? Problem solving, basically. If there was an issue in the family where mom or dad had to leave because somebody was

• 1:31:31Speaker 00

  ill or something, we had a really big issue where our kid's godfather was kidnapped in Lebanon. He was in 1983. He was one of the Lebanon seven. And we held many family meetings over what do we do to be effective? And our kids were like 10 and, and nine and seven at that point. And so we, we decided, we've always had family meals at the table. TV was off. But when Marty was kidnapped, Ted Koppel used to have a show every night.

• 1:32:07Speaker 00

  Um, so date me. Uh, and so we watched TV uh while we ate to get caught up on what what's happening with the hostages. So, you know, every family's gonna deal with different kinds of very difficult issues. Um, and uh Marty did come to stay with us a period of time after he was released and and our kids were very close to him. He was their godfather. Uh, and so that was a traumatic time to deal with it. Uh, we also, when our kids were about the same age, um, uh, my brother-in-law died and we had the two kids, one older than our oldest and one the same age as our oldest.

• 1:32:50Speaker 00

  And so we had them and what do you do uh when all the other adults are planning a funeral that nobody had planned on and all of those things? So we got together, the the three kids, myself, my husband, of course, was with the family helping plan everything, cause it was his brother, and the two whose father had died and said, okay, what should we do this afternoon to in to remember in a special way, um, Perry and and Shay's dad? Um, and they all just kinda looked kinda solemn and then Perry said, I think we ought to go to a Walt Disney movie, cause dad loved those with us.

• 1:33:30Shane Parrish?

  Hmm.

• 1:33:31Speaker 00

  Okay, so we're going to a Walt Disney movie. You know, but it was a matter of coming together. And and so we didn't have meetings every week. I know some families do that. Our lives were just a little more hectic. Uh, but we did know a format for a meeting that we would have, that we all listened to one another and we didn't frown on anybody's suggestions. We would tell them how we felt. And I think those are all important skills in communication. Um, and if there's an issue uh where we have a problem, it needs to be solved, um, okay, we had a chore, nobody, nobody likes to do bathrooms. It's just a reality at our house, nobody liked to do bathrooms. Okay, how can we make this something?

• 1:34:13Speaker 00

  Okay, we all, we'll all rotate the bathroom, but we all have to do a stint at the bathrooms. Now, if there's a chore, um, one of my kids loved to cook and another liked, uh, not especially, but she didn't like to cook, so she would uh clean up. Uh, it's a working those kinds of things out. Uh, and if the one who always had to clean up says, but you're using too many dishes here. Okay, what can we do to solve that kind of a problem? It's all you got a problem with your plan. Basically is a formula that we use. We, I, you know, I like to have some kind of structure there. You got a problem? Okay, what's the plan?

• 1:34:49Shane Parrish?

  I'm a huge fan of that because it it gets the kids out of uh, knowing what to do and get some thinking how to do it.

• 1:34:56Speaker 00

  Yeah, yeah.

• 1:34:57Shane Parrish?

  And they gotta figure it out. You're not telling them.

• 1:34:59Speaker 00

  Yes. You still the adult. You are their parent till they reach puberty. And then you become their mentor, their model, their guide. I really dislike it when people say, my teenager is my best friend. I say, get a life.

• 1:35:12Speaker 00

  You know, they need a mentor. They don't need a friend right now, not you as a friend. Then in adulthood, you can become their friend and you better become a good friend because they do pick out your nursing home. Um, and so we need to uh, move through that progression. But it's critical during those formative years that we are truly a parent. And then we become a mentor and a guide. And then we can become a good friend in their adult years.

• 1:35:38Shane Parrish?

  Two questions left before we wrap up. I want to talk about teens and social media and.

• 1:35:43Speaker 00

  Oh, yes.

• 1:35:46Speaker 00

  Now we have a five year olds on social media, but yes.

• 1:35:49Shane Parrish?

  How do we as parents be responsible with our children? And what what kind of conversations should we be having with them? And what kind of monitoring, if any, should we put in place? And how do?

• 1:36:00Speaker 00

  It's the very same thing as red pajama, blue pajama. Um, I mean, some of our kids today come out of the womb knowing how to use the phone because mom and dad were using it in the in the room. And when they were born, you know, texting to their friends, sending pictures. And you see an eighteen month old who takes a picture book and tries to slide it and it won't. It doesn't change because they're so used to sliding on the phone. Uh, and so what we want to do is teach kids three things to be digitally savvy, smart about the tools they're using. And this starts very young. And I know we often think that we don't need to teach them because they don't have a cell phone yet. But I was working uh, with the Department of Defense schools in Europe. And I had done a day session for teachers.

• 1:36:45Speaker 00

  And then I was working with the parents at night. And then in the day, I had third and fourth graders together and then fifth and sixth graders together. And teachers were in the back. And I said to third and fourth graders, can anyone here tell me how you might be mean on a cellphone? This little boy shot his hand up, had a smirk on his face, and he told me how he had been mean, not how he could be mean.

• 1:37:10Shane Parrish?

  Oh, wow.

• 1:37:11Speaker 00

  He said, I asked my classmate, and he was real cocky. He said, I asked my classmate if I could borrow his phone to call my mom, and then he had this smirk, and he said, but I didn't call my mom. I went into his phone book, and a lot of you say, I know a lot of parents who don't know how to do this, but I went into his phone book and sent an ugly text message to every one of them and got him in trouble, and he's laughing, right? The teachers in the back of the room were stunned. You know who's the most stunned? The fourth grade teacher, his mother.

• 1:37:39Shane Parrish?

  Oh, wow.

• 1:37:41Speaker 00

  She believed she didn't have to teach him this stuff because he didn't have his cellphone yet. No, he borrowed a friend's. So I believe it's important about age five, we start teaching them to be savvy about the tools they use, to be civil, and that's where we put the structures on it. I used to use the old Sufi saying, that our words must pass through three gates. First, is it true? Not kind of true, maybe true, half true, a rumor, but is it true? Is it necessary to say? Something may be true, but not necessary to say. And the last is, is it kind? If it won't pass through all three gates, don't you dare push send. But it also is true in the offline world, too. Is it true? Is it necessary? Is it kind?

• 1:38:23Speaker 00

  And again, we're fighting in a climate today with adults not going through those three gates before they engage their mouth or their fingers. So we've got to work against that. So we teach them to be digitally savvy, digitally civil, digitally safe. Now, it starts about age five. You have limits and boundaries, of course you would, just like crossing the street for a five-year-old. More limits and boundaries, and fewer responsibilities and decision-making, and then you constantly increase the responsibilities and decision-making as they demonstrate ability. And age appropriateness, then um you look at what limits and boundaries can we put on it?

• 1:39:05Speaker 00

  I believe through the early teen years, it's important that we know their passwords, that they trust us and we trust them, but trust, and I use Ronald Reagan's uh comment, trust but verify.

• 1:39:18Shane Parrish?

  Right.

• 1:39:19Speaker 00

  Uh with them, because there's so much dangerous stuff out there today. Um and we need to talk to them. I I try to stay up and there is a wonderful website. Um started here in Colorado, commonsensemedia.org. And you can subscribe to it free and it will give you the latest apps, the latest games. Um the latest uh concerns with movies. And they've done a wonderful thing. They hired experts in the field. Uh to make handouts for parents and educators. Uh from preschool all the way through high school on digitally.

• 1:39:57Shane Parrish?

  Uh that's awesome.

• 1:39:58Speaker 00

  Very savvy and safe, but uses a different terminology. So that's a tool that I use regularly. Um then the other one, uh stop cyberbullying. Uh dot org that Perry Aftab started is made for middle school and high school kids. And their parents to help them help their kids stay safe. And civil and uh savvy about it. I mean, the tools are changing so rapidly. And you've got to know that kids are not targeting their their peers. Uh on Facebook now because grandma's on Facebook. They're using apps and they're using them quite effectively. And these are tools. They are. That's all they are. They can be used for good or for ill.

• 1:40:41Shane Parrish?

  And parents have an obligation to kind of keep up with what's going on.

• 1:40:45Speaker 00

  We do, and so do we educators, both of us do. But I also feel very strongly. Rafi, the singer, started the Red Hood Project. Uh Rafi, Beluga the Whale was one of his famous songs. After a young girl had killed herself after being targeted by a predator from the Netherlands. Uh and she lived in Canada, Amanda Todd. And she thought she was communicating with a fifteen year old. And he blackmailed her. Um, and the, our crack team here in the United States actually found him in the Netherlands and found her and over two hundred other US and Canadian boys and girls who had been blackmailed by him.

• 1:41:27Shane Parrish?

  Oh, man.

• 1:41:27Speaker 00

  And, uh, so he was so angry, he started the Red Hood Project that you can subscribe to, but his whole push is that, yes, teachers and parents can help keep kids safe.

• 1:41:41Shane Parrish?

  Would you talk to your kids about examples like that, or would you hide them from it?

• 1:41:45Speaker 00

  Oh, no, I would, I would. Um, age appropriate, ability appropriate, again, but he goes to Google and Twitter and Yahoo and the latest app producers and Facebook and says, you've got to help us out, you've got the money, you've got the resources, you need to help keep our kids safe. Because educators and parents cannot do it alone, and the police department will be overwhelmed. Um, and so we need to be able to have that conversation and, and demand that these companies that are developing these tools, help us, help our kids be safe. Um, it's more the issue of safety.

• 1:42:27Speaker 00

  Uh, but also, you know, we have an obligation to teach our kids to be savvy about these tools, not be used by them, but to be able to use them effectively. And civil, probably civil is the most important. Um, sometimes kids will hide behind the anonymity of, uh, the net, but other times, people say, well, it's that anonymity. No, sometimes they can hardly wait to get to school to see how the targeted kids responding to their vile comments to her the day before, when they've used their full names, because there's nothing going to happen to them. Now, I was a part of developing David's Law in San Antonio, Texas, drafting that law for cyber issues, because I think he was, uh, this-

• 1:43:12Shane Parrish?

  What is that law, say?

• 1:43:14Speaker 00

  Uh, it's a cy- on cyber bullying, it's called David's Law. You can look it up in the Texas State Legislature. It was one of the first to deal with, uh- Holding kids accountable if they tell someone to kill themselves, as had happened to David. If they demean or harass someone on the web, to hold them accountable. And our laws have not caught up. And so, parents have a kid being relentlessly tormented, and what do we do? We can't take it into our own hands as much as we'd like to, but the law says they haven't reached a point. Well, now they have. And it's, you know, what different degrees of offenses there.

• 1:43:57Speaker 00

  So, you know, we need all of us to help keep our kids safe. The online, offline worlds. We used to talk about the real world and then the online world. Well, we can't use that language anymore. It's online, offline have merged to create the real world for our young people today. I spent, I'm seventy, I spend a lot of time trying to keep up.

• 1:44:19Speaker 00

  You know, Fortnite is now a popular.

• 1:44:22Shane Parrish?

  Oh, my God, tell me about it.

• 1:44:25Speaker 00

  And it frightens me because it, and people will say, oh, don't be such a funny daddy. But I know the research behind what military has done to help break down the barrier for killing someone. And it's that same kind of thing, breaking down those barriers, those inhibitions. Kids are becoming desensitized to offline.

• 1:44:47Shane Parrish?

  If you were a parent, would you allow your child to play that? Or would it be supervised or framed? Or how would you go about that?

• 1:44:53Speaker 00

  Um, I'm not a real fan of censorship, but age appropriate and ability appropriate. And I believe that game was developed for older people. It was not developed for seven year olds. However, let me just brighten you a little bit more.

• 1:45:07Speaker 00

  There is an online program where somebody has developed a form of that, that young kids. And this is something parents need to be aware of. Uh, in the Roblox, where kids go online and get invited by friends and they thought, and they may, parent may think their, their kid is just playing good games here because, oh no, somebody's communicating with them, somebody else is inviting them to talk. Uh, oh, what is this? Well, somebody did a, a form of Fortnite that doesn't have any of those restrictions on it. And you can have a five-year-old, seven-year-old, six-year-old playing it. Um, now, I know there are parents who have actually hired coaches so their

• 1:45:50Speaker 00

  kids can get better at it. And they've hired coaches themselves so they can beat their sons or daughters at it. I've got serious concerns about it. Because I have, I, and part of it's my own world history, uh, my own life's history. I work in Rwanda with orphans from the ninety-four genocide. I see what happens with hateful rhetoric, uh, is a short walk to hate crimes to crimes against humanity. And, uh, and I also look at, um, the good research out there about what happens with all that violence. Any violence our kids are exposed to, whether it's online or offline, become a part of

• 1:46:30Speaker 00

  their worldview. And we need to be tuned into that. Um, and, uh, so I have a problem with that, with young kids, the frontal portion of their brains are not fully developed. Um, there's a lot wrong with that for young people. Now, I probably get a lot of grief and people saying, oh, there's nothing that bad about it. Um, but in my book, uh, just because it's not wrong doesn't make it right. I talk about, um, the whole issue of what's so wrong with all this violence and violent video games. It isn't just that one. Uh, and again, there's people who will say, well, the research has said,

• 1:47:09Speaker 00

  That it's not that bad. Well, let's look and see who did the resource, uh, research for it.

• 1:47:18Speaker 00

  And when we find out who did it, if it's the people developing the games, you know, that's going to be skewed. If it's people who are truly concerned about the, what's happening in kids' lives and in their minds and are willing to look at it objectively, and now I think we are seeing some good research on that. But I, I think it's critical that we take a serious look at what's, what's wrong with all the violence that kids are being exposed to.

• 1:47:54Speaker 00

  And if we can do that, then I believe we can show kids that, you know, violence in our homes, I don't care, maybe it's the way we treat one another. It isn't just the online, but how do we speak to one another in our homes as adults? How do we speak to one another?

• 1:48:14Speaker 00

  When we're talking to our neighbors, how do we correspond? Are we always online?

• 1:48:20Speaker 00

  And if we're always online, when a kid walks into school, from school and we're on our phones, do we get off our phone? So that they can communicate with us and say, how was your day? And the kid walks in head down, shoulders down and is fine. This isn't fine. But I want to go back here just a moment, the, the deadly consequences, what's wrong with all this violence? Real or imagined acts of violence tend to cultivate a sense of danger, of mistrust, of alienation and gloom in our kids, none, none of what our kids need today. And children who are regularly exposed and engaged in media violence, and that isn't just the gaming, but media violence in general,

• 1:49:05Speaker 00

  they're more likely to become desensitized to real life violence. So they won't see other kids at school being mean to another kid as such an awful thing, when it really should. Their guts ought to say this is awful. One of the scary things is they imitate that violence that they see and hear. Uh, they also, some of them, for some, they become easily intimidated or depressed. Because it's online and offline for them. Others become fearful and distrustful of others. Oh, that really creates community. Um, and I think one of the most important things that happen is they miss their natural, healthy fear clues. Our bodies want to keep us alive.

• 1:49:45Speaker 00

  And if they become fearful, full of fear, they don't get tuned in to things that should bother them. Little ones will say, I don't want to go to Uncle George's. Cause they're listening to their little guts saying it's not a good place to be and we don't live. But if they're fearful of, you know, stranger danger, which drives me crazy. Cause we usually have to go to a stranger if we need something or if we need help. Uh, then they miss their fear clues. And they're often lulled into thinking that they are safe when in familiar surroundings with familiar people. And that's not always true. Uh, and when you have those video games, the, you know, there are pluses. It does draw them into intricate systems where they learn to play and interact with one another.

• 1:50:30Speaker 00

  Um, it does strengthen eye-hand coordination as surgeons, they use it. Quick thinking and cooperation and imagination and problem solving. Um, and it does, some of the games can invite kids to be thoughtful and caring and come up with solutions to quandaries or dilemmas like SimCity. And the UN has developed some wonderful games for that. But there are probable negatives as well. Uh, when you're playing a video game, it requires little more than quick, aggressive, violent responses to perceive threats. You see something pop up right away, you've got to respond. It glorifies violence as a legitimate solution to problems and violence is not a solution. Like Liz Lotzner said, conflict is inevitable, violence is not.

• 1:51:15Speaker 00

  And it sets other people up as adversaries, preys, or targets, rather than people that we need to communicate with. That Martin Buber's "I am thou in our common humanity." You know, "I am, I and you are thou. I'm unique, you're unique, and we have a lot in common." It does, we know it to be true, military abuse. It breaks down our natural inhibition to killing. It also does something that neurologists have found out, and neuroscience. It creates neural pathways that connect violence with pleasure and rewards, rather than sadness and sympathy and fright. And that ought to scare us all. And it's nonstop stimulation, can provide comfort, and becomes a source of soothing.

• 1:51:59Speaker 00

  We have young people waking up at night, having to get online to play something to soothe them back to sleep. And we do know that for some kids, it can become addictive. So we have to look at the deadly consequences and what's so wrong with all the violence, whether it's online or offline.

• 1:52:17Shane Parrish?

  I think that's something all parents and educators should reflect on. I want to end with a question on sex and drugs, and how we should talk to our kids. I mean, my kids, we can use my kids as hypotheticals. They're sort of like eight and nine right now. Walk me through how I should talk to them about that over the next 10 years? And what do I need to be doing now to lay the foundations?

• 1:52:41Speaker 00

  I'm sorry, younger, using the proper words. Very young.

• 1:52:47Speaker 00

  A little three-year-old in the garage, she started miming by vagina. It's just people are like, "Ugh," you know? And we have 105 words for penis. 125 for breasts and one ankle. You know, we have to start young, teaching kids to use their proper words. I want a little boy to say that there's something, "My penis feels funny." And instead of using all these euphemisms, "wee-wee, sausage and..."

• 1:53:17Speaker 00

  Bacon, or twigs, and berries, and all the different words that we use. Junk, family jewels, to use them. And you say, but why? Well, when they reach middle school, they won't be calling one another slut, whore, fag, queer, or bitch. Which are derogatory sexual terms. So we start young. You said, well, eight, nine, no. No, we start even younger. We start giving them the proper terms. We talk to them about limits and boundaries, just like we talked about limits and boundaries in every other part of their lives. That sexuality is an integral part of their being. So that instructions, how do we treat them? How do we treat their bodies? How do we talk to them, when they're real, real young, about proper words?

• 1:54:00Speaker 00

  Then, as they're getting older, and we're seeing puberty drop, with especially our young girls today. And so the "talk", quote unquote, has had to come earlier. But if we couch it in being free about talking about our bodies properly, and talking about that we don't violate somebody else's space. And then we can start talking about the difference between teasing and taunting. You say, but what does that have to do with sexuality? Teasing is laughing with somebody. Taunting is laughing at somebody. So if we can start about age five, talking to kids about the difference between teasing, which is a mutual thing.

• 1:54:41Speaker 00

  It's lighthearted, clever, and benign. It's only a small part of your relationship. And both parties are laughing. And taunting, it's one-sided, it's a small, it's the only part of the relationship you have. These bigoted comments thinly disguised as jokes. In teasing, when the other person appears distressed, we stop. In taunting, we keep going. So if we teach them that, then by fourth grade, we can start talking to kids about the difference between flirting, which is normal, natural, necessary to keep the human race going, and sexual bullying, which is none of those. Because the checklist for teasing and flirting is very similar.

• 1:55:27Speaker 00

  For taunting and sexual bullying are very similar. So that's why I said we have to start young, so it isn't just dropping in the talk. Being open. When a kid asks a question about sexuality. You're driving in the car, and you're Uh, eight-year-old says, Daddy, where did I come from? And your mind's going, huh, I'm, mom, I'm, where do I start? Where do I start? And he, and you start talking about, well, mom and I loved one another. And he says, no, no, is it New Jersey or New York? You know, finding out where the kid's coming from. Um, and not be upset when they bring something up. If they use a gross sexual term to stop them in its tracks, because that's mean and cruel.

• 1:56:08Shane Parrish?

  Right.

• 1:56:09Speaker 00

  Uh, and then get some help. There's some good programs out there. Um, I know my, uh, oldest granddaughter's eleven. And the hospital actually had several sessions for moms and daughters to attend and fathers and sons to attend about your changing body. And they had it well-developed and it, it provided an environment of lots of girls and lots of women and lots of boys and lots of men to help, um, kids talk about this. Uh, and, uh, uh, use those kinds of resources. And then when they, um, notice their bodies, yeah, you notice, see if one is developing earlier than other girls. And do you need to get a little sanitary pack and have that ready? So you're ready.

• 1:56:54Speaker 00

  Uh, and she won't be afraid to tell you that she started her period. Or mom, uh, I want a bra. We've sexualized our young children and we've got to get away from that. Uh, so that they can normally develop, uh, just like development of everything else. The final portion of their brains, their emotions. And then become tuned in to, um, that un-age, where they're unable to be an adult and unable to be a child and wanting desperately to be both. Um, and that's that, that thirteen through fifteen years. And those are hard on everybody, including the kid. The wonder years weren't so really wonderful when it comes to their identity,

• 1:57:38Speaker 00

  their self-identity, their sexual identity. And asking lots of questions and be open. And it, and you can honestly say, I'm gonna have to look that up. Uh, or, uh, talk to me about why, um, it's important for you to know that right now. Um, and it, it's being open and, uh, talking to them. They're hearing things, they're able to see things online that you and I were never exposed to. Uh, for good and for ill. There's some good stuff that kids are finding out, um. And it's through media, but there's also some stuff that's not healthy. Uh, Dr. Phil Zimbardo um did some amazing work. He did the Stanford Prison Experiment.

• 1:58:23Speaker 00

  But he also uh did a TEDx talk and you can look it up under uh Phil Zimbardo. Um, I guess the name of the talk is, but it's about our young boys and what pornography is doing to them. And and why it's so dangerous, um, the kind that's out there today and what it does to their sense of relationships with the real world, young girls that they hopefully will fall in love with.

• 1:58:48Shane Parrish?

  I think it has a huge impact on adults too, doesn't it?

• 1:58:51Speaker 00

  Yes, we know it does. We know it does on relationships. But so you you know, as an adult, your brain is fully developed. Theirs is not. Their own sexual identity, their sense of self in relation to other human beings is not. So it has really devastating effects. And so we need to be tuned into those kinds of things. And again, age appropriate, ability appropriate, what their interests are. Um, uh, and they do need to know how their body is developing. And if you're uncomfortable with it or you're not sure. My generation, my mother uh didn't know the words, all the proper body parts because they never used them. Um, and they were never told what they were.

• 1:59:33Shane Parrish?

  Right.

• 1:59:34Speaker 00

  Uh, and so generation was reading our bodies ourselves, you know? Uh, which I gave to uh my daughters uh when they were fifteen and sixteen. Um, and uh it, but now there's a lot out there. Seek it out, ask for help, use your programs that you have in your community that will help you. But being honest and open, remember, if your kids can tell you the good, the bad and the ugly, going back to, you know, not praising them and not using rewards and punishments, uh, it'll come much easier where they feel like they can talk to you about anything. Use humor. Um, and I also, while we're on that with drugs and sex, you don't have to tell them everything you did wrong.

• 2:00:19Speaker 00

  You can deal with life lessons, but they really, there are things your parents don't know, it's probably best that your kids don't know either. And there was a real teachable moment in it, you're getting your kid out of the local jail and you ended up there once too, you know, sharing that with them. But in a way of, you know, we can get through this and the like, I'm here for you, kind of thing. But telling about all your experiences with drugs in the 80s probably isn't the best idea. So, you know, we learn from those things. There are things you don't have to share. There's oversharing. So, and we want them to feel good about their sexuality, regardless, you know, wherever

• 2:01:04Speaker 00

  they fit on whatever spectrum there is. And to be open to them and let them know that we love them, that we're here for them, that they are who they are.

• 2:01:15Shane Parrish?

  I think that's a great spot to end this conversation, Barbara. Thank you so much. This was a phenomenal exploration of how to raise kids and how to think about it from a parenting and a teacher perspective, and I really appreciate you taking the time.

• 2:01:29Speaker 00

  Well, kids are worth it. They are worth our time, our energy, our resources to help them be all they can be, because that's what matters.

• 2:01:41Shane Parrish?

  Hey, guys. This is Shane again. Just a few more things before we wrap up. You can find show notes at farnamstretblog.com/podcast. That's F-A-R-N-A-M-S-T-R-E-E-T-B-L-O-G.com/podcast. You can also find information there on how to get a transcript. And if you'd like to receive a weekly email from me filled with all sorts of brain food, go to farnamstretblog.com/newsletter. This is all the good stuff I've found on the web that week that I've read and shared with close friends, books I'm reading, and so much more. Thank you for listening.