Adults That Act Like A Child Quotes

A child thinks and acts like a child. But when you are grown, you act and think like an adult. Too many people are still childish and immature and fail to realize it's a setback in their lives.

When I was a child I spoke like a child, thought like a child, acted as a child. But now that I am and adult i put my childish ways behind me.

I was starting to realize how much the presence of a child could make adults act more like adults.

The characteristics a young child exhibits that make them difficult to care for are the same ones we will long for as they become adults—saying no, disagreeing, and having their own ideas, plans, and purpose.

At least when I was an adult, I had a name for what was wrong with me: manic depression. It's easier to make sense of things - even very disturbing things like sexual acting out and suicidality - when there's a big, fat label slapped on top. But as a child, I knew nothing. I had no diagnosis. All I had was a vague and gnawing awareness that I was different from other children, and that different was not good. Different must be kept hidden.

The battle over the messy room is a battle over space. When we choose to call it her room but then continue to act like the room belongs to us, we invade our child’s space and eliminate the possibility that she can develop her own sense of respect for her own space.

Most people are afflicted with an inability to say what they see or think. They say there’s nothing more difficult than to define a spiral in words; they claim it is necessary to use the unliterary hand, twirling it in a steadily upward direction, so that human eyes will perceive the abstract figure immanent in wire spring and a certain type of staircase. But if we remember that to say is to renew, we will have no trouble defining a spiral; it’s a circle that rises without ever closing. I realize that most people would never dare to define it this way, for they suppose that defining is to say what others want us to say rather than what’s required for the definition. I’ll say it more accurately: a spiral is a potential circle that winds round as it rises, without ever completing itself. But no, the definition is still abstract. I’ll resort to the concrete, and all will become clear: a spiral is a snake without a snake, vertically wound around nothing. All literature is an attempt to make life real. All of us know, even when we act on what we don’t know, life is absolutely unreal in its directly real form; the country, the city and our ideas are absolutely fictitious things, the offspring of our complex sensation of our own selves. Impressions are incommunicable unless we make them literary. Children are particularly literary, for they say what they feel not what someone has taught them to feel. Once I heard a child, who wished to say that he was on the verge of tears, say not ‘I feel like crying’, which is what an adult, i.e., an idiot, would say but rather, ’ I feel like tears.’ And this phrase -so literary it would seem affected in a well-known poet, if he could ever invent it - decisively refers to the warm presence of tears about to burst from eyelids that feel the liquid bitterness. ‘I feel like tears’! The small child aptly defined his spiral. To say! To know how to say! To know how to exist via the written voice and the intellectual image! This is all that matters in life; the rest is men and women, imagined loves and factitious vanities, the wiles of our digestion and forgetfulness, people squirming- like worms when a rock is lifted - under the huge abstract boulder of the meaningless blue sky.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

If you work with or around children, you often hear a lot about how resilient they are. It's true; I've met children who've been through things that would drive most adults to the brink. They look and act, most of the time, like any other children. In this sense – that they don't succumb to despair, that they don't demand a space for their pain – it's very true that children are resilient. But resiliency only means that a thing retains its shape. That it doesn't break, or lose its ability to function. It doesn't mean a child forgets the time she shared in the backyard with her mother gardening, or the fun they had together watching Bedknobs and Broomsticks at the Astro. It just means she learns to bear it. The mechanism that allowed Lisa Sample to keep her head above water in the wak of her mother's departure has not been described or cataloged by scientists. It's efficient, and flexible, and probably transferable from one person to another should they catch the scent on each other. But the rest of the details about it aren't observable from the outside. You have to be closer than you really want to get to see how it works.

People with an entertaining rigid structure are brought up in environments in which the parents are uncomfortable with expressing feelings. This is not to say that the parents do not care, but they do not express feelings like affection, warmth, and caring or feel comfortable with expressing such feelings (Keleman). The experience within the family is not one of intimacy and true interchange of feeling. To contend with the situation, the child may learn to draw out the parents by being cute, entertaining, or charming. Although being charming is something most children do naturally to some extent, the difference in the case of people with an entertaining rigid structure is that this becomes the primary mode of relating. Furthermore, the entertaining rigid structure pattern is reinforced as the parents respond primarily to the child's charm, rather than to their own feelings. Therefore, such children effectively learn that they will not get the reaction they crave without using that behavior. At the same time, these children are also developing or have developed a discomfort with intimacy that is similar to that of their parents. As a result, people with an entertaining rigid structure as adults act out this pattern in which they are energized or emotionally fed by being able to cause another person to be attracted to them, but they become anxious if the person becomes too close or expresses "real" feeling. Love is what they are really craving, and they think they are getting it, but are not. In other words, they have mistaken the energy of attraction for love.

The Kinsey staff asked questions of children, learning about sexuality in the family. And other psychologists, psychiatrists and paediatricians, including Benjamin Spock, explored this burgeoning field. As a result, it was known that children will naturally touch their genitals to experience a sense of pleasure. It was also known, from working with victims of childhood incest that small children will act in inappropriate sexual ways with adults if they are trained through abuse to do so. The methods used on Cheryl and the other 'lab rats' were meant to create an Alter personality that would both perform and tolerate sexual acts that are only appropriate for consenting adults. More important in their thinking, by limiting the experience to just one personality (ego state), the personality normally seen would behave like any other child who had not been sexually abused in any way.

Care and concern imply another aspect of love; that of responsibility. Today responsibility is often meant to denote duty, something imposed upon one from the outside. But responsibility, in its true sense, is an entirely voluntary act; it is my response to the needs, expressed or unexpressed, of another human being. To be “responsible” means to be able and ready to “respond.” Jonah did not feel responsible to the inhabitants of Nineveh. He, like Cain, could ask: “Am I my brother’s keeper?” The loving person responds. The life of his brother is not his brother’s business alone, but his own. He feels responsible for his fellow men, as he feels responsible for himself. This responsibility, in the case of the mother and her infant, refers mainly to the care for physical needs. In the love between adults it refers mainly to the psychic needs of the other person. Responsibility could easily deteriorate into domination and possessiveness, were it not for a third component of love, respect. Respect is not fear and awe; it denotes, in accordance with the root of the word (respicere = to look at), the ability to see a person as he is, to be aware of his unique individuality. Respect means the concern that the other person should grow and unfold as he is. Respect, thus, implies the absence of exploitation. I want the loved person to grow and unfold for his own sake, and in his own ways, and not for the purpose of serving me. If I love the other person, I feel one with him or her, but with him as he is, not as I need him to be as an object for my use. It is clear that respect is possible only if I have achieved independence; if I can stand and walk without needing crutches, without having to dominate and exploit anyone else. Respect exists only on the basis of freedom: “l’amour est l’enfant de la liberté” as an old French song says; love is the child of freedom, never that of domination.

Whenever my colleagues and I encounter a boy who acts "normal"—not explosively violent, not oppositional to every word, not obsessed with killing and dying, not focused on sexual objectification—we are overjoyed with his potential. Here is one who has a stronger foundation on which to build, one who will not knock down his every success like a child with a brick castle to see if the adults will keep helping him rebuild.

All literature is an attempt to make life real. As all of us know, even when we don’t act on what we know, life is absolutely unreal in its directly real form; the country, the city and our ideas are all absolutely fictitious things, the offspring of our complex sensation of our own selves. Impressions are incommunicable unless we make them literary. Children are particularly literary, for they say what they feel and not what someone has taught them to feel. Once I heard a child, who wished to say that he was on the verge of tears, say not ‘I feel like crying,’ which is what an adult, i.e. an idiot, would say, but rather, ‘I feel like tears.’ And this phrase – so literary it would seem affected in a well-known poet, if he could ever invent it – decisively refers to the warm presence of tears about to burst from eyelids that feel the liquid bitterness. ‘I feel like tears’! That

Adults tend to forget – or perhaps never appreciated in the first place if lifelong non-readers themselves – what a vital part of the process rereading is for children. As adults, rereading seems like backtracking at best, self-indulgence at worst. Free time is such a scarce resource that we feel we should be using it only on new things. But for children, rereading is absolutely necessary. The act of reading is itself still new. A lot of energy is still going into (not so) simple decoding of words and the assimilation of meaning. Only then do you get to enjoy the plot – to begin to get lost in the story. And only after you are familiar with the plot are you free to enjoy, mull over, break down and digest all the rest. The beauty of a book is that it remains the same for as long as you need it. It’s like being able to ask a teacher or parent to repeat again and again some piece of information or point of fact you haven’t understood with the absolute security of knowing that he/she will do so infinitely. You can’t wear out a book’s patience. And for a child there is so much information in a book, so much work to be done within and without. You can identify with the main or peripheral character (or parts of them all). You can enjoy the vicarious satisfaction of their adventures and rewards. You also have a role to play as interested onlooker, able to observe and evaluate participants’ reactions to events and to each other with a greater detachment, and consequent clarity sometimes, than they can. You are learning about people, about relationships, about the variety of responses available to them and in many more situations and circumstances (and at a much faster clip) than one single real life permits. Each book is a world entire. You’re going to have to take more than one pass at it.

If a parent behaves in a negative way around their child, then, guess what, their child is going to grow up with a negative mindset. This means that as parents we carry a huge responsibility on our shoulders. And yet how many of us can really say we’re leading by example? I worry that we’re becoming a nation of lazy parents. We’re so concerned with ourselves, we’re so narcissistic, that we forget that if we start acting like kids, our kids will start acting like babies. There’s a knock-on effect. Adults, increasingly, are acting like teenagers. Teenagers, more and more, are acting like children. Children are regressing into babies. There are adults who can barely look after themselves. They play the victim all the time and think only of me, me, me. Their kids don’t stand a fucking chance. No wonder there’s a whole generation of children who stick their heads in their laptops or tablets and never come out. We’re supposed to be taking steps forward in life, not tumbling back!

Just as you cannot invade your children’s emotional space, you cannot give them a room (or any physical space in the home, even a small corner), call it theirs, and then continue to act as if it belongs to you. If it is indeed their room, then it is up to them to keep, explore, clean (or not clean), and organize. That means no barging in. Knock. And ask if you may come in. Wait for them to invite you in. I know it seems weird; their room is in your house, after all. But this is what it means to extend respect for another person’s space. You’d like them to give you the same respect, right? But you cannot expect that respect when you don’t initiate and model it for your child.

When Does Social Anxiety Appear? Social anxiety can develop at any age. Many people remember feeling afraid during social situations as early as kindergarten. Others don’t develop symptoms until they are adults. However, social anxiety most commonly appears in adolescence, between the ages of 15 and 20. When you think about the changes that are taking place in your life at this time, this fact makes a lot of sense. As a teenager, you are expected to act more like an adult than a child. You are beginning to take on adult responsibilities and see yourself as a part of society. Meeting the expectations of others and making a good impression are very important. As a result, you may worry about what others think of you and be afraid of acting incorrectly.

It moves a child from depending upon adults and unlocks the desire to venture forth, discover, or make sense of their experiences. Play is where the spirit that underlies growth is revealed and vitality is expressed. In short, play is the act of self-creation. The type of play young children need is characterized by freedom, enjoyment, and a leap into settings to explore. They need bounded spaces in which to freely move, with perimeters formed by the adults who care for them. Play is a spontaneous act that arises from a particular state of mind—you can’t teach or command a child to play. There are three essential characteristics to play: it is (1) not work, (2) not for real, and (3) expressive and exploratory. This definition can be used to evaluate what activities truly foster ideal conditions for play.

Elizabeth snapped awake in a terrified instant as the door to her bed chamber was flung open near dawn, and Ian stalked into the darkened room. “Do you want to go first, or shall I?” he said tightly, coming to stand at the side of her bed. “What do you mean?” she asked in a trembling voice. “I mean,” he said, “that either you go first and tell me why in hell you suddenly find my company repugnant, or I’ll go first and tell you how I feel when I don’t know where you are or why you want to be there!” “I’ve sent word to you both nights.” “You sent a damned note that arrived long after nightfall both times, informing me that you intended to sleep somewhere else. I want to know why!” He has men beaten like animals, she reminded herself. “Stop shouting at me,” Elizabeth said shakily, getting out of bed and dragging the covers with her to hide herself from him. His brows snapped together in an ominous frown. “Elizabeth?” he asked, reaching for her. “Don’t touch me!” she cried. Bentner’s voice came from the doorway. “Is aught amiss, my lady?” he asked, glaring bravely at Ian. “Get out of here and close that damned door behind you!” Ian snapped furiously. “Leave it open,” Elizabeth said nervously, and the brave butler did exactly as she said. In six long strides Ian was at the door, shoving it closed with a force that sent it crashing into its frame, and Elizabeth began to vibrate with terror. When he turned around and started toward her Elizabeth tried to back away, but she tripped on the coverlet and had to stay where she was. Ian saw the fear in her eyes and stopped short only inches in front of her. His hand lifted, and she winced, but it came to rest on her cheek. “Darling, what is it?” he asked. It was his voice that made her want to weep at his feet, that beautiful baritone voice; and his face-that harsh, handsome face she’d adored. She wanted to beg him to tell her what Robert and Wordsworth had said were lies-all lies. “My life depends on this, Elizabeth. So does yours. Don’t fail us,” Robert had pleaded. Yet, in that moment of weakness she actually considered telling Ian everything she knew and letting him kill her if he wanted to; she would have preferred death to the torment of living with the memory of the lie that had been their lives-to the torment of living without him. “Are you ill?” he asked, frowning and minutely studying her face. Snatching at the excuse he’d offered, she nodded hastily. “Yes. I haven’t been feeling well.” “Is that why you went to London? To see a physician?” She nodded a little wildly, and to her bewildered horror he started to smile-that lazy, tender smile that always made her senses leap. “Are you with child, darling? Is that why you’re acting so strangely?” Elizabeth was silent, trying to debate the wisdom of saying yes or no-she should say no, she realized. He’d hunt her to the ends of the earth if he believed she was carrying his babe. “No! He-the doctor said it is just-just-nerves.” “You’ve been working and playing too hard,” Ian said, looking like the picture of a worried, devoted husband. “You need more rest.” Elizabeth couldn’t bear any more of this-not his feigned tenderness or his concern or the memory of Robert’s battered back. “I’m going to sleep now,” she said in a strangled voice. “Alone,” she added, and his face whitened as if she had slapped him. During his entire adult life Ian had relied almost as much on his intuition as on his intellect, and at that moment he didn’t want to believe in the explanation they were both offering. His wife did not want him in her bed; she recoiled from his touch; she had been away for two consecutive nights; and-more alarming than any of that-guilt and fear were written all over her pale face. “Do you know what a man thinks,” he said in a calm voice that belied the pain streaking through him, “when his wife stays away at night and doesn’t want him in her bed when she does return?

Here’s an intervention that’s aimed at shame detection and reduction: “Hmm . . . it’s hard to find your ‘I’m sorry’ voice. I have times like that too. I’ll use it for you before you find it again.” Then you, the parent, go to your other child and say, “I’m sorry I took your lovie. I know that was upsetting. Is there anything I can do to make it better?” And then—and this is key—no dart eyes, no lecture, no “See, that was easy!” Just trust—yes, TRUST—that this sank in and move on. Maybe later in the day, when you see that shame is no longer present (you’ll notice because your child is back to her playful self), you can say something like, “Apologizing is hard. It’s even hard for me and I’m an adult!” Or you can use stuffed animals to act out a situation that didn’t feel good to one of the animals and model a struggle around apologizing. Then pause and see what your daughter says. But note that none of this reflection or learning or growth is possible when shame is present.

My relationship with my father had always been about my version of things; I never contemplated what might have happened in his life to make him act the way he did. I never considered his story. I was a child, yes, but then I was an adult. It's hard for me to have sympathy for my father because a lot of his behavior I find inexcusable, but it's important for me to look at his story as independent from my own, and try to have a little empathy. I had never thought about being his child. I thought about him being my father, but never the other way around. Empathy. We both had none...I don't know if it was the best he could do, but I also don't know that it wasn't...I told him that I now understood my father's limitations along with my own. I thought our relationship was about me showing him how great I was, when truly he was most likely trying to prove to me how great he was. He was wondrously obsessed with himself, as I was with his affection for me. Today I'm able to say with confidence that I do love my father. I don't know how much I like his behavior, but in the end, isn't love more valuable than like?

You were taught that even when the charism of celibacy and chastity is present and embraced, the attractions, the impulses, the desires will still be present. So the first thing you need to do is be aware that you are a human being, and no matter how saintly or holy you are, you will never remove yourself from those passions. But the idea was making prudent choices. You just walk away. Celibacy is a radical call, and you’ve made a decision not to act on your desire.” Today, seminaries say they screen applicants rigorously. In Boston, for example, a young man must begin conversations with the vocations director a year before applying for admissions, and then the application process takes at least four months. Most seminaries require that applicants be celibate for as long as five years before starting the program, just to test out the practice, and students are expected to remain celibate throughout seminary as they continue to discern whether they are cut out to lead the sexless life of an ordained priest. Some seminaries screen out applicants who say they are sexually attracted to other men, but most do not, arguing that there is no evidence linking sexual orientation to one’s ability to lead a celibate life. The seminaries attempt to weed out potential child abusers, running federal and local criminal background checks, but there is currently no psychological test that can accurately predict whether a man who has never sexually abused a child is likely to do so in the future. So seminary officials say that in the screening process, and throughout seminary training, they are alert to any sign that a man is not forming normal relationships with adults, or seems abnormally interested in children. Many potential applicants are turned away from seminaries, and every year some students are forced out. “Just because there’s a shortage doesn’t mean we should lessen our standards,” said Rev. Edward J. Burns,

Anyone want to help me start PAPA, Parents for Alternatives to Punishment Association? (There is already a group in England called ‘EPPOCH’ for end physical punishment of children.) In Kohn’s other great book Beyond Discipline: From Compliance to Community, he explains how all punishments, even the sneaky, repackaged, “nice” punishments called logical or natural consequences, destroy any respectful, loving relationship between adult and child and impede the process of ethical development. (Need I mention Enron, Martha Stewart, the Iraqi Abu Ghraib prisoner abuse scandal or certain car repairmen?) Any type of coercion, whether it is the seduction of rewards or the humiliation of punishment, creates a tear in the fabric of relational connection between adults and children. Then adults become simply dispensers of goodies and authoritarian dispensers of controlling punishments. The atmosphere of fear and scarcity grows as the sense of connectedness that fosters true and generous cooperation, giving from the heart, withers. Using punishments and rewards is like drinking salt water. It does create a short-term relief, but long-term it makes matters worse. This desert of emotional connectedness is fertile ground for acting-out to get attention. Punishment is a use of force, in the negative sense of that word, not an expression of true power or strength. David R. Hawkins, M.D., Ph.D. author of the book Power v. Force writes “force is the universal substitute for truth. The need to control others stems from lack of power, just as vanity stems from lack of self-esteem. Punishment is a form of violence, an ineffective substitute for power. Sadly though parents are afraid not to hit and punish their children for fear they will turn out to be bank robbers. But the truth may well be the opposite. Research shows that virtually all felony offenders were harshly punished as children. Besides children learn thru modeling. Punishment models the tactic of deliberately creating pain for another to get something you want to happen. Punishment does not teach children to care about how their actions might create pain for another, it teaches them it is ok to create pain for another if you have the power to get away with it. Basically might makes right. Punishment gets children to focus on themselves and what is happening to them instead of developing empathy for how their behavior affects another. Creating

As the Princess performs the impossible balancing act which her life requires, she drifts inexorably into obsession, continually discussing her problems. Her friend Carolyn Bartholomew argues it is difficult not to be self-absorbed when the world watches everything she does. “How can you not be self-obsessed when half the world is watching everything you do; the high-pitched laugh when someone is talking to somebody famous must make you very very cynical.” She endlessly debates the problems she faces in dealing with her husband, the royal family, and their system. They remain tantalizingly unresolved, the gulf between thought and action achingly great. Whether she stays or goes, the example of the Duchess of York is a potent source of instability. James Gilbey sums up Diana’s dilemma: “She can never be happy unless she breaks away but she won’t break away unless Prince Charles does it. He won’t do it because of his mother so they are never going to be happy. They will continue under the farcical umbrella of the royal family yet they will both lead completely separate lives.” Her friend Carolyn Bartholomew, a sensible sounding-board throughout Diana’s adult life, sees how that fundamental issue has clouded her character. “She is kind, generous, sad and in some ways rather desperate. Yet she has maintained her self-deprecating sense of humour. A very shrewd but immensely sorrowful lady.” Her royal future is by no means well-defined. If she could write her own script the Princess would like to see her husband go off with his Highgrove friends and attempt to discover the happiness he has not found with her, leaving Diana free to groom Prince William for his eventual destiny as the Sovereign. It is an idle pipe-dream as impossible as Prince Charles’s wish to relinquish his regal position and run a farm in Italy. She has other more modest ambitions; to spend a weekend in Paris, take a course in psychology, learn the piano to concert grade and to start painting again. The current pace of her life makes even these hopes seem grandiose, never mind her oft-repeated vision of the future where she see herself one day settling abroad, probably in Italy or France. A more likely avenue is the unfolding vista of charity, community and social work which has given her a sense of self-worth and fulfillment. As her brother says: “She has got a strong character. She does know what she wants and I think that after ten years she has got to a plateau now which she will continue to occupy for many years.” As a child she sensed her special destiny, as an adult she has remained true to her instincts. Diana has continued to carry the burden of public expectations while enduring considerable personal problems. Her achievement has been to find her true self in the face of overwhelming odds. She will continue to tread a different path from her husband, the royal family and their system and yet still conform to their traditions. As she says: “When I go home and turn my light off at night, I know I did my best.

Living life as a young adult is hard because we are just learning how things are. Getting into a relationship is hard and not easy. A guy shouldn't act like a child. A guy needs to give his attention to his girl other than playing xbox or playstation. A guy should treat his girl with love and treat her like a queen. A guy should be honest, caring, funny, and sweet. A guy should call you everyday, making sure you are alright or even texts you. A guy should never leave you on read. A guy needs to see everyday that he has someone so special in his life that could love, care, and have someone to life with. If a guy doesn't care about you and treats you like crap, then he is just a child. At the end he loses you and sees you go off with another guy who would treat you more better. Thinking to himself, what did he just do or what he lost...

Living life as a young adult is hard because we are just learning how things are. Getting into a relationship is hard and not easy. A guy shouldn't act like a child. A guy needs to give his attention to his girl other than playing xbox or playstation. A guy should treat his girl with love and treat her like a queen. A guy should be honest, caring, funny, and sweet. A guy should call you everyday, making sure you are alright or even texts you. A guy should never leave you on read. A guy needs to see everyday that he has someone so special in his life that could love, care, and share his life with. If a guy doesn't care about you and treats you like crap, then he is just a child. At the end he loses you and sees you go off with another guy who would treat you more better. Thinking to himself, what did he just do or what he lost...

major argument of this book is that Americans are not just exceptionally religious but that our dominant religion has become exceptionally literal and fantastical—childlike—during the last fifty years in particular. The fantasies of perpetual youth, Kids “R” Us Syndrome, also appeared fifty years ago, when American adults started becoming more than ever like adolescents and children in our tastes and ways of thinking. These simultaneous spikes could be a coincidence, but they look to me like another case of cultural symbiosis. And childlike magical thinking synergy isn’t limited to Christian kinds. “How do you get yourself to a point of believing?” Rhonda Byrne asks in The Secret, the Oprah-endorsed New Age guide to success-by-wishing-and-pretending. “Start make-believing. Be like a child, and make-believe. Act as if you have it already. As you make believe you will begin to believe you have received….Your belief that you have it, that undying faith, is your greatest power. When you believe you are receiving, get ready, and watch the magic begin!

Recognizing that parental responsibility is insufficient for successful child-rearing, but still not conscious of the role of attachment, many experts assume the problem must be in the parenting know-how. If parenting is not going well, it is because parents are not doing things right. According to this way of thinking, it is not enough to don the role; a parent needs some skill to be effective. The parental role has to be supplemented with all kinds of parenting techniques — or so many experts seem to believe. Many parents, too, reason something like this: if others can get their children to do what they want them to do but I can't, it must be because I lack the requisite skills. Their questions all presume a simple lack of knowledge, to be corrected by “how to” types of advice for every conceivable problem situation: How do I get my child to listen? How can I get my child to do his homework? What do I need to do to get my child to clean his room? What is the secret to getting a child to do her chores? How do I get my child to sit at the table? Our predecessors would probably have been embarrassed to ask such questions or, for that matter, to show their face in a parenting course. It seems much easier for parents today to confess incompetence rather than impotence, especially when our lack of skill can be conveniently blamed on a lack of training or a lack of appropriate models in our own childhood. The result has been a multibillion-dollar industry of parental advice-giving, from experts advocating timeouts or reward points on the fridge to all the how-to books on effective parenting. Child-rearing experts and the publishing industry give parents what they ask for instead of the insight they so desperately need. The sheer volume of the advice offered tends to reinforce the feelings of inadequacy and the sense of being unprepared for the job. The fact that these methodologies fail to work has not slowed the torrent of skill teaching. Once we perceive parenting as a set of skills to be learned, it is difficult for us to see the process any other way. Whenever trouble is encountered the assumption is that there must be another book to be read, another course to be taken, another skill to be mastered. Meanwhile, our supporting cast continues to assume that we have the power to do the job. Teachers act as if we can still get our children to do homework. Neighbors expect us to keep our children in line. Our own parents chide us to take a firmer stand. The experts assume that compliance is just another skill away. The courts hold us responsible for our child's behavior. Nobody seems to get the fact that our hold on our children is slipping. The reasoning behind parenting as a set of skills seemed logical enough, but in hindsight has been a dreadful mistake. It has led to an artificial reliance on experts, robbed parents of their natural confidence, and often leaves them feeling dumb and inadequate. We are quick to assume that our children don't listen because we don't know how to make them listen, that our children are not compliant because we have not yet learned the right tricks, that children are not respectful enough of authority because we, the parents, have not taught them to be respectful. We miss the essential point that what matters is not the skill of the parents but the relationship of the child to the adult who is assuming responsibility.

There’s a general sense now that children’s rights, children’s needs, children’s wants and desires have taken on too prominent a place in our family lives. That we’ve over indulged them and now have to tighten the reins. The backlash is, at base, against ourselves — against a form of boomer and postboomer parenting that many agree has gone off the rails. But the targets of that backlash — its victims — are children. 'People as individuals and in societies mistreat children in order to fulfill certain needs through them, to project internal conflicts and self-hatreds outward, or to assert themselves when they feel their authority has been questioned,' Young-Bruehl wrote. We often use children as pillars for our narcissism, she said, and, in particular, tend to use them to provide salve for our narcissistic wounds. The more that we’re wounded — and, I think it’s fair to argue that almost all of us have been wounded in the devastating economic downturn of the past several years — the more angrily we make our demands. The more adults feel 'beleaguered and without power,' she noted, the more rage they vent at their kids for not making them feel valued, respected, even loved. Young-Bruehl noted that the concept of childism can — and should — force us to think differently about the whole range of parent behavior ranging from spanking to child abuse, just like the acknowledgment of sexism in society led us decades ago to think differently about rape. With a heightened understanding of prejudice against women, rape came to be seen less as an outgrowth of unrestrained male libido and more as a perverse manifestation of the abuse of male power: incest too, soon afterward, came to be seen in that light. Her extrapolation from sexism to childism teaches, then, that we can’t simply think of freakish acts of child abuse — like the case of the 9-year-old Alabama girl run to death by her stepmother and grandmother as punishment for eating a candy bar — as entirely isolated crimes. We have to think of them in a context of prejudice against children — and of diffuse adult feelings of impotence and rage — that is widespread enough that it’s all too easy for an unbalanced parent to cross the line between discipline and abuse.

It moves a child from depending upon adults and unlocks the desire to venture forth, discover, or make sense of their experiences. Play is where the spirit that underlies growth is revealed and vitality is expressed. In

The inner child is a petrified part of our psyche that formed when we were limited in our emotional coping abilities. This is why many of us act like children when we are threatened or upset. The reality is that many of us are stuck in this childlike state. We are emotionally illiterate because we are little children in adult bodies.

I was looking for a child who’d act like a golden retriever, following my every order, adoring me. I didn’t realize I was bringing a human being into the world, someone who would grow into an adult with their own wants and needs.

Big” is a word we use to cajole a child: “Be a big girl!” “Act like the big kids!” Having it applied to you as an adult is a cloaked reminder of what people really think, of the way we infantilize and desexualize fat people. (Desexualization is just another form of sexualization. Telling fat women they’re sexless is still putting women in their sexual place.) Fat people are helpless babies enslaved to their most capricious cravings. Fat people do not know what’s best for them. Fat people need to be guided and scolded like children. Having that awkward, babyish word dragging on you every day of your life, from childhood into maturity, well, maybe it’s no wonder that I prefer hot chocolate to whiskey and substitute Harry Potter audiobooks for therapy.

Our malleable brains as children make us amazing learners, receptive to every experience and primed to take any shape our culture decrees. Think, for example, about how a child born in a multicultural home can grow up to speak two or three languages fluently. But it also causes us to take on all forms of childhood conditioning. Ever notice how often a child asks why? The typical parent’s response to the steady barrage of why, why, why is usually something along the lines of: “Because I said so.” “Because that’s the way it is.” “Because God wanted it this way.” “Because Dad says you need to do it.” Statements like these cause children to get trapped in a thicket of Brules they may not even realize are open to question. Those children grow up to become adults trapped by restrictions and rules that they have taken to be “truth.” Thus we absorb the rules transmitted by culture and act in the world based on these beliefs. Much of this conditioning is in place before the age of nine, and we may carry many of these beliefs until we die—until or unless we learn to challenge them.

Or when you’re drunk, your brain doesn’t have the ability to differentiate your feelings from your selves’, which leads you to act impulsively when influenced by your Red-self; like a child, when influenced by your Yellow-self; or to do everything slowly and act like Einstein, when influenced by your Blue-self. Same thing applies for other types of drugs.” -Samera

In many of our modern, sophisticated congregations, children are often viewed as distractions. We tolerate children only to the extent they promise to become "adults" like us. Adult members sometimes complain that they cannot pay attention to the sermon, they cannot listen to the beautiful music, when fidgety children are beside them in the pews. "Send them away," many adults say. Create "Children's Church" so these distracting children can be removed in order that we adults can pay attention. These professors at Duke University conclude their point by noting, Interestingly, Jesus put a child in the center of his disciples, "in the midst of them," in order to help them pay attention.... The child was a last-ditch effort by God to help the disciples pay attention to the odd nature of God's kingdom. Few acts of Jesus are more radical, countercultural, than his blessing of children. (Nashville: Abingdon, 1989, p. 96)

Keep the tone light and avoid confrontational dialogue. Regardless of where the role-playing leads, stay calm so your child can think instead of react. Don't jump in with answers. Let her fill in the blanks and come up with her own suggestions or solutions....Truly cool parents are nonjudgemental adults who respect children and don't try to act like kids themselves or be their best friend.

In an intriguing study by Richard Fabes and Nancy Eisenberg at the University of Arizona, researchers played a tape of a baby crying to a group of kindergarten and second-grade boys and girls and monitored their physiological and behavioral reactions.3 Specifically, they noted whether the child tried to eliminate the troubling sound by turning off the speaker or to soothe the baby in a manner that had been demonstrated previously by an adult—talking to the baby over the speaker. The results? The girls were less upset by the crying. They made greater efforts to calm the baby and less often moved to turn the speaker off. Boys whose heart rate pattern showed that they were quite stressed by the crying also were quick to “turn off” the crying with a flip of the speaker switch. These distressed boys were also more likely to act aggressively toward the baby—telling it to “shut up,” for instance. Boys whose heart rate showed a lower stress level were more likely to comfort the infant. The researchers theorized that children—in this case, boys—who are more easily stressed by emotional responses may prefer to avoid them. In other words, boys who have trouble managing their own emotions may routinely tune out the cues of other people’s upset.

Psychologist Alfred Adler developed a theory of birth order in the 20th century. The theory claims that the order in which a child is born shapes their development and personality. Firstborn children act like mini-adults. They're diligent and want to excel at everything they do. As the leader of the pack, firstborns often tend to be reliable, conscientious, structured, cautious, controlling, achievers, and responsible.

When we’re kids, we start off authentically ourselves before our experiences change us into our adult personas. But if we’re trying to reclaim that innocence, how can we get there by using those false adult tools? We need to act like the inner child that we want to get in touch with.

A distraction can teach younger children how to be well behaved. Focus on the other hand can do same for older children. When younger children are fussy and acting in ways that we do not like, distractions can give them something else to think about and get them to change their behaviour. A young child crying...distract him. Same with when they are not doing so well in school sef, find a distraction that can teach them what they ordinarily weren't learning. From ages 0 to 7 you can't ALWAYS be too serious with a child. That sweet that you gave a 3 year old crying that got him to stop was just a distraction from the real issue that caused him to cry. That toy with which they "play and count with" is just a distraction from the seriousness of counting say without a toy. As they grow older however, distractions do the opposite... They get a child to lose CONCENTRATION. And forget what matters. That's understandable, right? The less distraction the better, now. Focus is more like it. Also, focus is learnt. Children aren't born with FOCUS or ability to pay attention. At times, when a child performs below our expectations in school, it's because they haven't learnt how to focus. How to focus is serious business, too. It's not just about doing one thing at a time, it's about doing that thing right ONE TIME. EVERY opportunity is perfect to teach a child to learn how to focus. On the dinning table...while they eat let them eat only, no chit chat. Let them chew slowly so they can focus on HOW THE FOOD tastes. When they talk, let them slow down and think as they talk. Teach them to be PRESENT in the EVERY MOMENT. In the toilet even, many kids spend too long there cos, they are THINKING AND POOING. Yes, I know many adults who find inspiration in the toilet, but certainly not a way to train a child, believe me. If they deliberately went in there to think, that's a different matter , in fact that's what adults who think in there do. They deliberately choose to THINK, there. Focus helps with fostering the GROWTH MINDSET even. And helps with self-confidence. If a child is not confident, he most likely lacks the ability to focus 100%. Focus is beyond paying attention, parents. Focus is more about SETTING A goal and reaching that GOAL.

Here is how this might happen. We all react judgmentally when a child or adult—or, indeed, a society—is acting improperly, unfairly, or badly. The error strikes us emotionally. We intuit that a pattern upon which individual and social adaptation depends has been disrupted and violated. We are annoyed, frustrated, hurt, or grief-stricken at the betrayal. This does not mean that each of us, reacting emotionally, has been successful at articulating a comprehensive philosophy of good and evil. We may never put our finger on what has gone wrong. However, like children unfamiliar with a new game but still able to play it, we know that the rules are being broken.

Often adults fail to realize that they simply can’t reason with a toddler and thus they spend more time talking than acting. No matter how well you use them, words are often little more than sounds to young children. Actions, like removing a child from a forbidden temptation by picking him up and carrying him to another location, provide an unmistakable message.

Sometimes people can't identify their feelings because they were talked out of them as a children. The child says, "I'm angry," and the parent says, "Really? Over such a tiny thing? You're so sensitive!" Or the kid says, "I'm sad," and the parent says, "Don't be sad. Hey, look, a balloon!" Or the child says, "I'm scared," and the parent says, "There's nothing to be worried about. Don't be such a baby." But nobody can keep profound feelings sealed up forever. (...) With two chaotic parents who argued with abandon and liberal strings of expletives, sometimes so loudly that the neighbors complained - she had been forced to act as a grownup prematurely, like an underage driver navigating her life without a license. She rarely got to see her parents acting like adults, like her friends' parents. She'd had to parent herself, and her younger brother too. Children, however, don't like having to be hyper-competent. So it's not surprising that she wants me to be the mother for her now. I can be the normal parent who safely and lovingly drives the car, and she can have the experience of being taken care of in a way she never has before. But in order to cast me in the competent role, she believes she has to cast herself as the helpless one, letting me see only her problems. Patients often do this as a way to ensure that hte therapist won't forget about their pain if they mention something positive. Good things happen in her life too, but I only rarely hear about them; if I do, it's either in passing or months after they occurred.

time. Up in the air, above the situation, he asks if it is really the end of the world if he doesn’t get the job. The answer is ‘No, it isn’t’ and although it is very disappointing, he can deal with the disappointment and consequences because he is an adult Human and not a Chimp or child. He also knows logically that he may still be able to do something about the situation and must not allow the Chimp to think catastrophically. Step 5: He now goes into Human mode and asks himself, ‘What can I do about the situation?’ He answers: ‘I can choose the emotions I want and I can choose to act like an adult. Being emotional isn’t going to help anything, least of all me. I can’t think of anything practical to do at this point in time – this I must accept. I can choose to accept the situation rather than keep on saying “what if” or “this shouldn’t have happened” or even worse, “life should be fair”.’ Step 6: Eddie decides to put his Human in charge and decides to actively change his emotional approach to the situation. On a practical point he considers his options to either wait in the hope that another bus appears or to go home and phone the interview organiser. Step 7: Despite his disappointment he might manage a smile and be thankful that the sun will still rise tomorrow. He remains focused on the solution and not the problem. Of course, you may want to react differently or deal with the situation differently if you were in his position. It is just an example of how it might go. Clearly there are endless possibilities. The main point is that he has decided to act as a Human and not as a Chimp and to choose positive emotions despite the setback. Choice despite seriousness The scenario above was not so serious but what happens if a real crisis occurs? Imagine a young man who has had an accident on a motorbike and has been left paralysed from the waist down. Sadly this is not an uncommon event. How does he deal with this type of crisis? This time when he gets up into the helicopter and tries to gain perspective the answer is not so good. His whole life has just changed and not for the better. It would be totally unreasonable for anyone to say to him get a perspective and smile. He will need to go through a grieving process. All of us respond differently to the same situation, so there are no rights or wrongs when responding to a severe crisis. It is about understanding your response and making choices about how you want to manage it. The simple steps described are helpful for minor crises and immediate and transient stress but they need modifying

The codependency movement and other currently popular self-help approaches portray relationships in a way that is remarkably similar to the views held in the first half of the twentieth century about the child-parent bond (remember the “happy child” who is free of unnecessary attachments?). Today’s experts offer advice that goes something like this: Your happiness is something that should come from within and should not be dependent on your lover or mate. Your well-being is not their responsibility, and theirs is not yours. Each person needs to look after himself or herself. In addition, you should learn not to allow your inner peace to be disturbed by the person you are closest to. If your partner acts in a way that undermines your sense of security, you should be able to distance yourself from the situation emotionally, “keep the focus on yourself,” and stay on an even keel. If you can’t do that, there might be something wrong with you. You might be too enmeshed with the other person, or “codependent,” and you must learn to set better “boundaries.

The most powerful tool parents have for sharing their way of life and their values, is the example they set, the behavior they model all of the time. In every waking moment of the child's life, especially in the first three years, he is learning and becoming more and more like those people he finds around him. He will imitate their way of walking, moving and talking, the vocabulary, the handling of objects, the emotions, manners, taste, the respect and consideration (or lack of) for others, and on and on. The first important thing we can do is to surround him with the kind of people we want him to emulate. These are his first teachers. Practicing the correct way to ladle soup. The second thing to keep in mind is to avoid correcting when the action or behavior can be taught in another way. For example, if a child is continually slamming the door very loudly, the best approach is to: (1) Note that the child needs to be shown how to close a door carefully and quietly. (2) Choose a neutral moment at a later time, (which means not an emotionally charged moment when the adult is upset by the door slamming). (3) Give an amusing, exaggerated, and interesting lesson, showing the child how to close the door—turning the handle so carefully and closing the door so slowly that there is no sound whatsoever. Try other doors, do it over and over, as long as both are enjoying it. With these lessons the adult can teach many important lessons, such as brushing teeth, putting away toys, and pouring milk. But if a child reaches for a hot pot handle, or runs into the street, we correct, act immediately!

What is peer orientation? Orientation, the drive to get one's bearings and become acquainted with one's surroundings, is a fundamental human instinct and need. Dis-orientation is one of the least bearable of all psychological experiences. Attachment and orientation are inextricably intertwined. Humans and other creatures automatically orient themselves by seeking cues from those to whom they are attached. Children, like the young of any warm-blooded species, have an innate orienting instinct: they need to get their sense of direction from somebody. Just as a magnet turns automatically toward the North Pole, so children have an inborn need to find their bearings by turning toward a source of authority, contact, and warmth. Children cannot endure the lack of such a figure in their lives: they become disoriented. They cannot endure what I call an orientation void. The parent, or any adult acting as parent substitute, is the nature-intended pole of orientation for the child, just as adults are the orienting influences in the lives of all animals that rear their young. It so happens that this orienting instinct of humans is much like the imprinting instinct of a duckling. Hatched from the egg, the duckling immediately imprints on the mother duck — he will follow her around, heeding her example and her directions until he grows into mature independence. That is how nature would prefer it, of course. In the absence of the mother duck, however, the duckling will begin to follow the nearest moving object—a human being, a dog, or even a mechanical toy. Needless to say, neither the human, the dog, nor the toy are as well suited as the mother duck to raise that duckling to successful adult duckhood. Likewise, if no parenting adult is available, the human child will orient to whomever is near. Social, economic, and cultural trends in the past five or six decades have displaced the parent from his intended position as the orienting influence on the child. The peer group has moved into this orienting void, with deplorable results.

Ever since I was a child, ever since I became wrongly convinced I had to be bigger and smarter than I really was, I’ve been trying to perform, trying to convince people I was more capable than I really was. I’d been sending that same nine-year-old kid who took the tape recorder apart out into the world to speak and perform and interact with people. She asked me to come back and sit in the adult chair and tell the nine-year-old what I thought about him. I didn’t know what to say. She asked me to imagine what he looked like, and I immediately pictured the chubby kid from the movie The Goonies. I smiled. I liked the kid. He was funny and disarming and yet still only nine years old. He seemed alone and afraid, and the only way he could get attention was to convince everybody around him he was smarter and stronger than he actually was. My therapist asked me, again, to say something to him. I looked at him for a while and he looked back, wide eyed and curious. I finally spoke up and said I liked him. I told him I thought he was funny and charming and smart. “Anything else?” my therapist said. “Yeah,” I said. “I also want to say I’m sorry. I’m sorry for pushing you out there in the world so you could impress people for us and fight for us and make money for us while I sat in here and read books.” The moment was powerful for me. I’d completely disassociated from the kid who had taken apart his tape recorder. I hardly knew him. I’d not raised him to maturity and he’d spent the last thirty years lonely and desperate for attention. It’s no wonder I hid from the world. It’s no wonder parties made me tired or I got exhausted after I spoke. It’s no wonder criticism made me angry or I overreacted to failure. I think the part of me I sent out to interact with the world was, in some ways, underdeveloped, still trying to be bigger and smarter as a measure of survival.