Parent Cue Quotes

Parents abandon their children. Children abandon their parents. Parents protect or forsake, but they always forsake. Children stay or go but they always go. And it's all unfair, especially the sound of the words, because language is pleasing and confusing, because ultimately we would like to sing or at least whistle a tune, to walk alongside the stage whistling a tune. We want to be actors waiting patiently for the cue to go onstage. But the audience left a long time ago.

I don’t think I like that boy.” He growled, glaring for effect, just in case I hadn’t figured out his oh-so-subtle interpersonal cues. “He’s a sweet kid,” I insisted, folding the gray blazer over my arm. “He’s a teenage boy,” Cal said, his dark eyes narrowed. “They’re all sexual deviants under the surface. I should know. I was a teenage boy once.” “Thousands of years ago,” I countered. “Times may change, but testosterone does not.

In theory, taarof means putting others before yourself. In practice, it means when someone comes to your house, you have to offer them food; but since your guest is supposed to taarof, they have to refuse; and then you, the host, must taarof back, insisting that it's really no trouble at all, and that they absolutely must eat; and so on, until one party gets too bewildered and finally gives in... It's not an American Social Cue. When Mom met Dad's parents for the first time, they offered her a drink, which she politely declined- and that was that. She really did want something to drink, but she didn't know how to go about asking.

As children become increasingly less connected to adults, they rely more and more on each other; the whole natural order of things change. In the natural order of all mammalian cultures, animals or humans, the young stay under the wings of adults until they themselves reach adulthood. Immature creatures were never meant to bring one another to maturity. They were never meant to look to one another for primary nurturing, modelling, cue giving or mentoring. They are not equipped to give one another a sense of direction or values. As a result of today`s shift to this peer orientation, we are seeing the increasing immaturity, alienation, violence and precocious sexualization of North American Youth. The disruption of family life, rapid economic and social changes to human culture and relationships, and the erosion of stable communities are at the core of this shift.

The process of socialization is nowhere near complete at age five or six, when modern children start spending up to half their waking hours taking their cues from other people's children. Because they accompany their parents' daily routine, homeschooled kids spend plenty of time interacting with people of all ages, which I think most people would agree is a far more natural, organic way to socialize.

During disasters young children usually take their cues from their parents. As long as their caregivers remain calm and responsive to their needs, they often survive terrible incidents without serious psychological scars.

We can look outside of ourselves for some larger example out in the sky someplace—maybe even in our imaginations. But in the end, we will imitate each other. In the end, children will imitate their parents, and parents will imitate their parents. And nation will imitate nation. In the end, we will take our cues from each other, until one of us steps out and says, “Not that way. This way.

Recognizing the power of relationships and relational cues is essential to effective therapeutic work and, indeed, to effective parenting, caregiving, teaching and just about any other human endeavor. This would turn out to be a major challenge as we started working with the Davidian children. Because, as I soon discovered, the CPS workers, law enforcement officers and mental health workers involved in trying to help the children were all overwhelmed, stressed out and in a state of alarm themselves.

But in childhood you may have learned to disregard your inner messages and do what other people thought was right for you. There’s a huge cost for that later, setting you up for living a life that is not what you want. Instead, try to rediscover yourself from the inside out, listening for those cues that tell you what to seek and what to avoid.

As the adults, we are the ones who set the stage for vitality, love, or disharmony in the home. We set ourselves up for one or the other, and our children take their cues from us.

As we develop as infants and toddlers, we learn many of our social, moral and ethical cues from our parents.

The imagination circuit is taught to respond to the most minimal of cues. A book is an arrangement of twenty-six phonetic symbols, ten numerals, and about eight punctuation marks, and people can cast their eyes over these and envision the eruption of Mount Vesuvius or the Battle of Waterloo. But it's no longer necessary for teachers and parents to build these circuits. Now there are professionally produced shows with great actors, very convincing sets, sound, music. Now there's the information highway. We don't need the circuits any more than we need to know how to ride horses. Those of us who had imagination circuits built can look in someone's face and see stories there; to everyone else, a face will just be a face.

high-reactive child’s ideal parent: someone who “can read your cues and respect your individuality; is warm and firm in placing demands on you without being harsh or hostile; promotes curiosity, academic achievement, delayed gratification, and self-control; and is not harsh, neglectful, or inconsistent.

a high-reactive child’s ideal parent: someone who “can read your cues and respect your individuality; is warm and firm in placing demands on you without being harsh or hostile; promotes curiosity, academic achievement, delayed gratification, and self-control; and is not harsh, neglectful, or inconsistent.

We usually bring her helmet with us, but we left it back in the hotel room this time." I gasp. I also try to decide what kind of flowers I'll bring to her funeral after I strangle the life from her body. I should have stayed in Jersey, like Mom said. Shouldn't have come here with Chloe and her parents. What business do I have in Florida? We live on the Jersey Shore. If you've seen one beach, you've seen them all, right? But noooooooo. I had to come and spend the last of my summer with Chloe, because this would be our last summer together before college, blah-blah-blah. And now she's taking revenge on me for not letting her use my ID to get a tattoo last night. But what did she expect? I'm white and she's black. I'm not even tan-white. I'm Canadian-tourist white. If the guy could mistake her for me, then he shouldn't be giving anyone a tattoo, right? I was just protecting her. Only, she doesn't realize that. I can tell by that look in her eyes-the same look she wore when she replaced my hand sanitizer with personal lubricant-that she's about to take what's left of my pride and kick it like a donkey. "Uh, we didn't get your name. Did you get his name, Emma?" she asks, as if on cue. "I tried, Chloe. But he wouldn't tell me, so I tackled him," I say, rolling my eyes. The guy smirks. This almost-smile hints at how breathtaking a real one would be. The tingling flares up again, and I rub my arms.

As noted, an infant baboon learns her place in the hierarchy from her mother. A human child’s lessons about status are more complex—there is implicit cuing, subtle language cues, the cognitive and emotional weight of remembering the past (“When your grandparents emigrated here they couldn’t even . . .”) and hoping about the future (“When you grow up, you’re going to . . .”). Baboon mothers teach their young appropriate behavioral context; human parents teach their young what to bother dreaming about.

In attunement, it is the infant who leads and the mother who follows. “Where their roles differ is in the timing of their responses,” writes John Bowlby, one of the century’s great psychiatric researchers. The infant initiates the interaction or withdraws from it according to his own rhythms, Bowlby found, while the “mother regulates her behaviour so that it meshes with his... Thus she lets him call the tune and by a skillful interweaving of her own responses with his creates a dialogue.” The tense or depressed mothering adult will not be able to accompany the infant into relaxed, happy spaces. He may also not fully pick up signs of the infant’s emotional distress, or may not be able to respond to them as effectively as he would wish. The ADD child’s difficulty reading social cues likely originates from her relationship cues not being read by the nurturing adult, who was distracted by stress. In the attunement interaction, not only does the mother follow the child, but she also permits the child to temporarily interrupt contact. When the interaction reaches a certain stage of intensity for the infant, he will look away to avoid an uncomfortably high level of arousal. Another interaction will then begin. A mother who is anxious may react with alarm when the infant breaks off contact, may try to stimulate him, to draw him back into the interaction. Then the infant’s nervous system is not allowed to “cool down,” and the attunement relationship is hampered. Infants whose caregivers were too stressed, for whatever reason, to give them the necessary attunement contact will grow up with a chronic tendency to feel alone with their emotions, to have a sense — rightly or wrongly — that no one can share how they feel, that no one can “understand.” Attunement is the quintessential component of a larger process, called attachment. Attachment is simply our need to be close to somebody. It represents the absolute need of the utterly and helplessly vulnerable human infant for secure closeness with at least one nourishing, protective and constantly available parenting figure. Essential for survival, the drive for attachment is part of the very nature of warm-blooded animals in infancy, especially. of mammals. In human beings, attachment is a driving force of behavior for longer than in any other animal. For most of us it is present throughout our lives, although we may transfer our attachment need from one person — our parent — to another — say, a spouse or even a child. We may also attempt to satisfy the lack of the human contact we crave by various other means, such as addictions, for example, or perhaps fanatical religiosity or the virtual reality of the Internet. Much of popular culture, from novels to movies to rock or country music, expresses nothing but the joys or the sorrows flowing from satisfactions or disappointments in our attachment relationships. Most parents extend to their children some mixture of loving and hurtful behavior, of wise parenting and unskillful, clumsy parenting. The proportions vary from family to family, from parent to parent. Those ADD children whose needs for warm parental contact are most frustrated grow up to be adults with the most severe cases of ADD. Already at only a few months of age, an infant will register by facial expression his dejection at the mother’s unconscious emotional withdrawal, despite the mother’s continued physical presence. “(The infant) takes delight in Mommy’s attention,” writes Stanley Greenspan, “and knows when that source of delight is missing. If Mom becomes preoccupied or distracted while playing with the baby, sadness or dismay settles in on the little face.

AUTHOR’S NOTE Dear reader: This story was inspired by an event that happened when I was eight years old. At the time, I was living in upstate New York. It was winter, and my dad and his best friend, “Uncle Bob,” decided to take my older brother, me, and Uncle Bob’s two boys for a hike in the Adirondacks. When we left that morning, the weather was crisp and clear, but somewhere near the top of the trail, the temperature dropped abruptly, the sky opened, and we found ourselves caught in a torrential, freezing blizzard. My dad and Uncle Bob were worried we wouldn’t make it down. We weren’t dressed for that kind of cold, and we were hours from the base. Using a rock, Uncle Bob broke the window of an abandoned hunting cabin to get us out of the storm. My dad volunteered to run down for help, leaving my brother Jeff and me to wait with Uncle Bob and his boys. My recollection of the hours we spent waiting for help to arrive is somewhat vague except for my visceral memory of the cold: my body shivering uncontrollably and my mind unable to think straight. The four of us kids sat on a wooden bench that stretched the length of the small cabin, and Uncle Bob knelt on the floor in front of us. I remember his boys being scared and crying and Uncle Bob talking a lot, telling them it was going to be okay and that “Uncle Jerry” would be back soon. As he soothed their fear, he moved back and forth between them, removing their gloves and boots and rubbing each of their hands and feet in turn. Jeff and I sat beside them, silent. I took my cue from my brother. He didn’t complain, so neither did I. Perhaps this is why Uncle Bob never thought to rub our fingers and toes. Perhaps he didn’t realize we, too, were suffering. It’s a generous view, one that as an adult with children of my own I have a hard time accepting. Had the situation been reversed, my dad never would have ignored Uncle Bob’s sons. He might even have tended to them more than he did his own kids, knowing how scared they would have been being there without their parents. Near dusk, a rescue jeep arrived, and we were shuttled down the mountain to waiting paramedics. Uncle Bob’s boys were fine—cold and exhausted, hungry and thirsty, but otherwise unharmed. I was diagnosed with frostnip on my fingers, which it turned out was not so bad. It hurt as my hands were warmed back to life, but as soon as the circulation was restored, I was fine. Jeff, on the other hand, had first-degree frostbite. His gloves needed to be cut from his fingers, and the skin beneath was chafed, white, and blistered. It was horrible to see, and I remember thinking how much it must have hurt, the damage so much worse than my own. No one, including my parents, ever asked Jeff or me what happened in the cabin or questioned why we were injured and Uncle Bob’s boys were not, and Uncle Bob and Aunt Karen continued to be my parents’ best friends. This past winter, I went skiing with my two children, and as we rode the chairlift, my memory of that day returned. I was struck by how callous and uncaring Uncle Bob, a man I’d known my whole life and who I believed loved us, had been and also how unashamed he was after. I remember him laughing with the sheriff, like the whole thing was this great big adventure that had fortunately turned out okay. I think he even viewed himself as sort of a hero, boasting about how he’d broken the window and about his smart thinking to lead us to the cabin in the first place. When he got home, he probably told Karen about rubbing their sons’ hands and feet and about how he’d consoled them and never let them get scared. I looked at my own children beside me, and a shudder ran down my spine as I thought about all the times I had entrusted them to other people in the same way my dad had entrusted us to Uncle Bob, counting on the same naive presumption that a tacit agreement existed for my children to be cared for equally to their own.

PLACEMENT The Physical Transference of Care and Saying Good-bye "A toddler cannot participate in a discussion of the transition process or be expected o understand a verbal explanation. [They benefit] tremendously by experiencing the physical transference of care, and by witnessing the former caregiver's permission and support for [their new guardians] to assume their role. The toddler pays careful attention to the former caregiver's face and voice, listening and watching as [they talk] to [their new guardians] and invites the [guardians'] assumption of the caregiver's role. The attached toddler is very perceptive of [their] caregiver's emotions and will pick up on nonverbal cues from that person as to how [they] should respond to [their] new family. Children who do not have he chance to exchange good-byes or to receive permission to move on are more likely to have an extended period of grieving and to sustain additional damage to their basic sense of trust and security, to their self-esteem, and to their ability to initiate and sustain strong relationships as they grow up. The younger the child, the more important it is that there be direct contact between parents and past caregiveres. A toddler is going to feel conflicting loyalties if [they] are made to feel on some level that [they] must choose between [their] former caregiver and [their] new guardians ...

A person can also develop avoidant behaviors without making the direct connection to a traumatic cue from the past. This is often true when the abuse or trauma took place within the context of early caregiving relationships. If a child was abused in the context of an intimate relationship (by a parent, for example), they will find intimacy-emotional and physical closeness-threatening. They will often long to be connected but find themselves anxious, confused, or overwhelmed when they get close to someone. They will avoid intimacy in a relationship; if intimacy can’t be avoided, they will sabotage or undermine the relationship. This is one of the most common but least appreciated effects of developmental trauma.

Aaaaaaaaaaaaaaaaand they’ve gone into full Fitzphie eye-staring mode—so that’s our cue!” Keefe announced, fumbling for his home crystal. He hooked his arm around Ro’s, but she locked her knees. “Nope, I have one more question for Pretty Boy, first.” Sophie and Keefe groaned. Fitz crossed his arms and tilted his chin up. “Okay, hit me with it.” Ro flashed all of her pointed teeth. “If Sophie can’t find out who her genetic parents are, does that change anything for you?” He frowned. “Why wouldn’t she be able to?” “Doesn’t matter,” Ro told him. “Just answer the question.” “But… the question makes no sense!” Fitz argued. “It’s not like the information doesn’t exist. If we needed to, we could pull it right out of Forkle’s brain.” He glanced at Sophie. “Wait—should we just do that?” “It’s plan Z,” Keefe told him.

The parents of high-reactive children are exceedingly lucky, Belsky told me. “The time and effort they invest will actually make a difference. Instead of seeing these kids as vulnerable to adversity, parents should see them as malleable—for worse, but also for better.” He describes eloquently a high-reactive child’s ideal parent: someone who “can read your cues and respect your individuality; is warm and firm in placing demands on you without being harsh or hostile; promotes curiosity, academic achievement, delayed gratification, and self-control; and is not harsh, neglectful, or inconsistent.” This advice is terrific for all parents, of course, but it’s crucial for raising a high-reactive child. (If you think your child might be high-reactive, you’re probably already asking yourself what else you can do to cultivate your son or daughter. Chapter 11 has some answers.)

Our overview of lagging skills is now complete. Of course, that was just a sampling. Here’s a more complete, though hardly exhaustive, list, including those we just reviewed: > Difficulty handling transitions, shifting from one mind-set or task to another > Difficulty doing things in a logical sequence or prescribed order > Difficulty persisting on challenging or tedious tasks > Poor sense of time > Difficulty maintaining focus > Difficulty considering the likely outcomes or consequences of actions (impulsive) > Difficulty considering a range of solutions to a problem > Difficulty expressing concerns, needs, or thoughts in words > Difficulty understanding what is being said > Difficulty managing emotional response to frustration so as to think rationally > Chronic irritability and/or anxiety significantly impede capacity for problem-solving or heighten frustration > Difficulty seeing the “grays”/concrete, literal, black-and-white thinking > Difficulty deviating from rules, routine > Difficulty handling unpredictability, ambiguity, uncertainty, novelty > Difficulty shifting from original idea, plan, or solution > Difficulty taking into account situational factors that would suggest the need to adjust a plan of action > Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g., “Everyone’s out to get me,” “Nobody likes me,” “You always blame me,” “It’s not fair,” “I’m stupid”) > Difficulty attending to or accurately interpreting social cues/poor perception of social nuances > Difficulty starting conversations, entering groups, connecting with people/lacking basic social skills > Difficulty seeking attention in appropriate ways > Difficulty appreciating how his/her behavior is affecting other people > Difficulty empathizing with others, appreciating another person’s perspective or point of view > Difficulty appreciating how s/he is coming across or being perceived by others > Sensory/motor difficulties

Therefore the winds, piping to us in vain, as in revenge, have sucked up from the sea contagious fogs.…” Pestilential, a note in the text explains, next to the word contagious, in Kirsten’s favorite of the three versions of the text that the Symphony carries. Shakespeare was the third born to his parents, but the first to survive infancy. Four of his siblings died young. His son, Hamnet, died at eleven and left behind a twin. Plague closed the theaters again and again, death flickering over the landscape. And now in a twilight once more lit by candles, the age of electricity having come and gone, Titania turns to face her fairy king. “Therefore the moon, the governess of floods, pale in her anger, washes all the air, that rheumatic diseases do abound.” Oberon watches her with his entourage of fairies. Titania speaks as if to herself now, Oberon forgotten. Her voice carries high and clear over the silent audience, over the string section waiting for their cue on stage left. “And through this distemperature, we see the seasons alter.” All three caravans of the Traveling Symphony are labeled as such, THE TRAVELING SYMPHONY lettered in white on both sides, but the lead caravan carries an additional line of text: Because survival is insufficient.

I teach excessively agreeable people to note the emergence of such resentment, which is a very important, although very toxic, emotion. There are only two major reasons for resentment: being taken advantage of (or allowing yourself to be taken advantage of), or whiny refusal to adopt responsibility and grow up. If you’re resentful, look for the reasons. Perhaps discuss the issue with someone you trust. Are you feeling hard done by, in an immature manner? If, after some honest consideration, you don’t think it’s that, perhaps someone is taking advantage of you. This means that you now face a moral obligation to speak up for yourself. This might mean confronting your boss, or your husband, or your wife, or your child, or your parents. It might mean gathering some evidence, strategically, so that when you confront that person, you can give them several examples of their misbehaviour (at least three), so they can’t easily weasel out of your accusations. It might mean failing to concede when they offer you their counterarguments. People rarely have more than four at hand. If you remain unmoved, they get angry, or cry, or run away. It’s very useful to attend to tears in such situations. They can be used to motivate guilt on the part of the accuser due, theoretically, to having caused hurt feelings and pain. But tears are often shed in anger. A red face is a good cue. If you can push your point past the first four responses and stand fast against the consequent emotion, you will gain your target’s attention—and, perhaps, their respect. This is genuine conflict, however, and it’s neither pleasant nor easy.

No one acts in a void. We all take cues from cultural norms, shaped by the law. For the law affects our ideas of what is reasonable and appropriate. It does so by what it prohibits--you might think less of drinking if it were banned, or more of marijuana use if it were allowed--but also by what it approves. . . . Revisionists agree that it matters what California or the United States calls a marriage, because this affects how Californians or Americans come to think of marriage. Prominent Oxford philosopher Joseph Raz, no friend of the conjugal view, agrees: "[O]ne thing can be said with certainty [about recent changes in marriage law]. They will not be confined to adding new options to the familiar heterosexual monogamous family. They will change the character of that family. If these changes take root in our culture then the familiar marriage relations will disappear. They will not disappear suddenly. Rather they will be transformed into a somewhat different social form, which responds to the fact that it is one of several forms of bonding, and that bonding itself is much more easily and commonly dissoluble. All these factors are already working their way into the constitutive conventions which determine what is appropriate and expected within a conventional marriage and transforming its significance." Redefining civil marriage would change its meaning for everyone. Legally wedded opposite-sex unions would increasingly be defined by what they had in common with same-sex relationships. This wouldn't just shift opinion polls and tax burdens. Marriage, the human good, would be harder to achieve. For you can realize marriage only by choosing it, for which you need at least a rough, intuitive idea of what it really is. By warping people's view of marriage, revisionist policy would make them less able to realize this basic way of thriving--much as a man confused about what friendship requires will have trouble being a friend. . . . Redefining marriage will also harm the material interests of couples and children. As more people absorb the new law's lesson that marriage is fundamentally about emotions, marriages will increasingly take on emotion's tyrannical inconstancy. Because there is no reason that emotional unions--any more than the emotions that define them, or friendships generally--should be permanent or limited to two, these norms of marriage would make less sense. People would thus feel less bound to live by them whenever they simply preferred to live otherwise. . . . As we document below, even leading revisionists now argue that if sexual complementarity is optional, so are permanence and exclusivity. This is not because the slope from same-sex unions to expressly temporary and polyamorous ones is slippery, but because most revisionist arguments level the ground between them: If marriage is primarily about emotional union, why privilege two-person unions, or permanently committed ones? What is it about emotional union, valuable as it can be, that requires these limits? As these norms weaken, so will the emotional and material security that marriage gives spouses. Because children fare best on most indicators of health and well-being when reared by their wedded biological parents, the same erosion of marital norms would adversely affect children's health, education, and general formation. The poorest and most vulnerable among us would likely be hit the hardest. And the state would balloon: to adjudicate breakup and custody issues, to meet the needs of spouses and children affected by divorce, and to contain and feebly correct the challenges these children face.

Despite the superficial similarities created by global technology, the dynamics of peer-orientation are more likely to promote division rather than a healthy universality. One need only to look at the extreme tribalization of the youth gangs, the social forms entered into by the most peer-oriented among our children. Seeking to be the same as someone else immediately triggers the need to be different from others. As the similarities within the chosen group strengthen, the differences from those outside the groups are accentuated to the point of hostility. Each group is solidified and reinforced by mutual emulation and cue-taking. In this way, tribes have formed spontaneously since the beginning of time. The crucial difference is that traditional tribal culture could be passed down, whereas these tribes of today are defined and limited by barriers among the generations. The school milieu is rife with such dynamics. When immature children cut off from their adult moorings mingle with one another, groups soon form spontaneously, often along the more obvious dividing lines of grade and gender and race. Within these larger groupings certain subcultures emerge: sometimes along the lines of dress and appearance, and sometimes along those of shared interests, attitudes, or abilities, as in groups of jocks, brains, and computer nerds. Sometimes they form among peer-oriented subcultures like skateboarders, bikers, and skinheads. Many of these subcultures are reinforced and shaped by the media and supported by cult costumes, symbols, movies, music, and language. If the tip of the peer-orientation iceberg are the gangs and the gang wannabes, at the base are the cliques. Immature beings revolving around one another invent their own language and modes of expression that impoverish their self-expression and cut them off from others. Such phenomena may have appeared before, of course, but not nearly to the same extent we are witnessing today. The result is tribalization.

Here, for example, is a hypothetical: A football team is going to an away game when one of their vans breaks down. So they ask the mother of one of the players if they can borrow her van to transport them. Sure, she says, but I’m not going to drive. And so she asks the assistant coach to drive the team for her. But then, as they’re driving along, something horrible happens: the van skids off the road and flips over; everyone inside dies. There is no criminal case here. The road was slippery, the driver wasn’t intoxicated. It was an accident. But then the parents of the team, the mothers and fathers of the dead players, sue the owner of the van. It was her van, they argue, but more important, it was she who appointed the driver of her van. He was only her agent, and therefore, it is she who bears the responsibility. So: What happens? Should the plaintiffs win their suit? Students don’t like this case. I don’t teach it that often—its extremity makes it more flashy than it is instructive, I believe—but whenever I did, I would always hear a voice in the auditorium say, “But it’s not fair!” And as annoying as that word is—fair—it is important that students never forget the concept. “Fair” is never an answer, I would tell them. But it is always a consideration. He never mentioned whether something was fair, however. Fairness itself seemed to hold little interest for him, which I found fascinating, as people, especially young people, are very interested in what’s fair. Fairness is a concept taught to nice children: it is the governing principle of kindergartens and summer camps and playgrounds and soccer fields. Jacob, back when he was able to go to school and learn things and think and speak, knew what fairness was and that it was important, something to be valued. Fairness is for happy people, for people who have been lucky enough to have lived a life defined more by certainties than by ambiguities. Right and wrong, however, are for—well, not unhappy people, maybe, but scarred people; scared people. Or am I just thinking this now? “So were the plaintiffs successful?” I asked. That year, his first year, I had in fact taught that case. “Yes,” he said, and he explained why: he knew instinctively why they would have been. And then, right on cue, I heard the tiny “But it’s not fair!” from the back of the room, and before I could begin my first lecture of the season—“fair” is never an answer, etc., etc.—he said, quietly, “But it’s right.

The key point is that these patterns, while mostly stable, are not permanent: certain environmental experiences can add or subtract methyls and acetyls, changing those patterns. In effect this etches a memory of what the organism was doing or experiencing into its cells—a crucial first step for any Lamarck-like inheritance. Unfortunately, bad experiences can be etched into cells as easily as good experiences. Intense emotional pain can sometimes flood the mammal brain with neurochemicals that tack methyl groups where they shouldn’t be. Mice that are (however contradictory this sounds) bullied by other mice when they’re pups often have these funny methyl patterns in their brains. As do baby mice (both foster and biological) raised by neglectful mothers, mothers who refuse to lick and cuddle and nurse. These neglected mice fall apart in stressful situations as adults, and their meltdowns can’t be the result of poor genes, since biological and foster children end up equally histrionic. Instead the aberrant methyl patterns were imprinted early on, and as neurons kept dividing and the brain kept growing, these patterns perpetuated themselves. The events of September 11, 2001, might have scarred the brains of unborn humans in similar ways. Some pregnant women in Manhattan developed post-traumatic stress disorder, which can epigenetically activate and deactivate at least a dozen genes, including brain genes. These women, especially the ones affected during the third trimester, ended up having children who felt more anxiety and acute distress than other children when confronted with strange stimuli. Notice that these DNA changes aren’t genetic, because the A-C-G-T string remains the same throughout. But epigenetic changes are de facto mutations; genes might as well not function. And just like mutations, epigenetic changes live on in cells and their descendants. Indeed, each of us accumulates more and more unique epigenetic changes as we age. This explains why the personalities and even physiognomies of identical twins, despite identical DNA, grow more distinct each year. It also means that that detective-story trope of one twin committing a murder and both getting away with it—because DNA tests can’t tell them apart—might not hold up forever. Their epigenomes could condemn them. Of course, all this evidence proves only that body cells can record environmental cues and pass them on to other body cells, a limited form of inheritance. Normally when sperm and egg unite, embryos erase this epigenetic information—allowing you to become you, unencumbered by what your parents did. But other evidence suggests that some epigenetic changes, through mistakes or subterfuge, sometimes get smuggled along to new generations of pups, cubs, chicks, or children—close enough to bona fide Lamarckism to make Cuvier and Darwin grind their molars.

Toilet training by 8 months and Elimination communication. My parents used the so-called “Elimination communication” method. It means that parents use timing, signals and cues to eliminate waste and can do that either from birth or later. In Russia, they start at 2- 3 months by holding the baby in squat or ‘potty’ position above a small basin, a toilet or a waterproof fabric. The position is very comfortable for babies. Parents always say “pees-pees” or “aaa-aaa,” so the baby learns these words very early. Usually, by 7-8 months, when a child can sit firmly, they introduce him to a potty. By that time, the kid really knows what “pees” and “aaa” mean and give signals to parents. One of the most detailed descriptions about EC is written by Ingrid Bauer in her book Diaper Free: The Gentle Wisdom of Natural Infant Hygiene. The secrets of this method are: 1. Learn baby’s cues and schedule. Daniella either freezes or loudly calls before she poops now, when she is 12 months. Before, her signals included pausing in the middle of activity, turning red, a sudden cry, staring or mimicking straining. If she is sleeping, she arches or gathers in her stomach when pees. These are very common signs for babies. Also, it is usual for them to go soon after waking up or eating, and sometimes after walks. 2. Teach baby to know your cues. As mentioned earlier, create some sound signals each time baby goes. It can be anything. Most common are “psss,” “pees,” “aaa,” “fuuu” or whistling. 3. Be persistent and punctual. As soon as you feel, see or hear the signals that baby needs to go, take him, hold him and let him ease himself! 4. Encourage! Make a big deal about correct signals by applauding. Little babies love applause. 5. There will be accidents. Whatever you do, there will be misses. From the child’s viewpoint, your baby will feel much better wearing cotton undies and escaping diaper rash. He will finally be potty trained much earlier.

The cliche about autism is that the syndrome impedes the ability to love, and I began this research interested in how much a parent could contrive to love a child who could not return the affection. Autistic children often seem to inhabit a world on which external cues have limited impact; they may seem to be neither comforted by nor engaged with their parents are not motivated to gratify them.

MY PARENTS WERE Fresh Off the Boat, I’m a chinkstronaut, and my kids will be on spaceships. I didn’t allow America to sell me in a box with presets and neither should you. Take the things from America that speak to you, that excite you, that inspire you, and be the Americans we all want to know; then cook it up and sell it back to them for $28.99. Cue Funk Flex to drop bombs on this. All my peoples from the boat, let ’em know: WEOUTCHEA.

MY PARENTS WERE Fresh Off the Boat, I’m a chinkstronaut, and my kids will be on spaceships. I didn’t allow America to sell me in a box with presets and neither should you. Take the things from America that speak to you, that excite you, that inspire you, and be the Americans we all want to know; then cook it up and sell it back to them for $28.99. Cue Funk Flex to drop bombs on this. All my peoples from the boat, let ’em know: WEOUTCHEA.

Toddlers who resist attaching to their parents may look to their older siblings or peers for cues to “acceptable” behavior. Stressing the importance and responsibility of being a role model is often an effective way to help an older sibling feel important during the adoption transition.

FOR MY SPIRITUAL LIFE... What’s the ONE Thing I can do to help others... ? What’s the ONE Thing I can do to improve my relationship with God... ? FOR MY PHYSICAL HEALTH... What’s the ONE Thing I can do to achieve my diet goals... ? What’s the ONE Thing I can do to ensure that I exercise... ? What’s the ONE Thing I can do to relieve my stress... ? FOR MY PERSONAL LIFE... What’s the ONE Thing I can do to improve my skill at ________... ? What’s the ONE Thing I can do to find time for myself... ? FOR MY KEY RELATIONSHIPS... What’s the ONE Thing I can do to improve my relationship with my spouse/partner... ? What’s the ONE Thing I can do to improve my children’s school performance... ? What’s the ONE Thing I can do to show my appreciation to my parents... ? What’s the ONE Thing I can do to make my family stronger... ? FOR MY JOB... What’s the ONE Thing I can do to ensure that I hit my goals... ? What’s the ONE Thing I can do to improve my skills... ? What’s the ONE Thing I can do to help my team succeed... ? What’s the ONE Thing I can do to further my career... ? FOR MY BUSINESS... What’s the ONE Thing I can do to make us more competitive... ? What’s the ONE Thing I can do to make our product the best... ? What’s the ONE Thing I can do to make us more profitable... ? What’s the ONE Thing I can do to improve our customer experience... ? FOR MY FINANCES... What’s the ONE Thing I can do to increase my net worth... ? What’s the ONE Thing I can do to improve my investment cash flow... ? What’s the ONE Thing I can do to eliminate my credit card debt... ? BIG IDEAS So how do you make The ONE Thing part of your daily routine? How do you make it strong enough to get extraordinary results at work and in the other areas of your life? Here’s a starter list drawn from our experience and our work with others. Understand and believe it. The first step is to understand the concept of the ONE Thing, then to believe that it can make a difference in your life. If you don’t understand and believe, you won’t take action. Use it. Ask yourself the Focusing Question. Start each day by asking, “What’s the ONE Thing I can do today for [whatever you want] such that by doing it everything else will be easier or even unnecessary?” When you do this, your direction will become clear. Your work will be more productive and your personal life more rewarding. Make it a habit. When you make asking the Focusing Question a habit, you fully engage its power to get the extraordinary results you want. It’s a difference maker. Research says this will take about 66 days. Whether it takes you a few weeks or a few months, stick with it until it becomes your routine. If you’re not serious about learning the Success Habit, you’re not serious about getting extraordinary results. Leverage reminders. Set up ways to remind yourself to use the Focusing Question. One of the best ways to do this is to put up a sign at work that says, “Until my ONE Thing is done—everything else is a distraction.” We designed the back cover of this book to be a trigger —set it on the corner of your desk so that it’s the first thing you see when you get to work. Use notes, screen savers, and calendar cues to keep making the connection between the Success Habit and the results you seek. Put up reminders like, “The ONE Thing = Extraordinary Results” or “The Success Habit Will Get Me to My Goal.” Recruit support. Research shows that those around you can influence you tremendously. Starting a success support group with some of your work colleagues can help inspire all of you to practice the Success Habit every day. Get your family involved. Share your ONE Thing. Get them on board. Use the Focusing Question around them to show them how the Success Habit can make a difference in their school work, their personal achievements, or any other part of their lives.

Deep Breathing First show children how to produce anxiety in themselves. Ask them to take many shallow breaths so that they are panting. They will have some of the same feeling that they have with anxiety. Then, show them how to fill up their bellies (diaphragms) with air. Have them blow out the scared feeling first, being careful to blow all of the air out. Next have them breathe in and hold the air. Then blow all of the way out again, and breathe in again. It is important that they are really filling their lungs, and slowing down their breathing. Children like being capable of stopping an anxious response. They also begin to recognize when their shoulders are up, and they are taking shallow little breaths. With non-verbal cues from parents, who gently push shoulders down, rub their backs, and take deep breaths with them, children can correct their breathing and take control of their anxiety. In time, they can do this for themselves. Many children are so anxious, that when asked to take a deep breath, they cannot get a deep breath in unless they blow out first. I work with children until they can get a “jelly belly” (a soft, relaxed tummy). It works well for some older children to have a timer on their watches which is set to go off on the hour. The timer reminds them to do diaphragmatic breathing throughout the day. This helps anxious children feel much better. With hyper-arousal reduced, they melt down less frequently.

Here is a report by a parent who usually had good timing, so most drowsy cues were absent: Drowsy in this context doesn’t mean about to fall asleep (half closed eyes, barely able to keep open). When my son was a baby he would become very still about 10 minutes before he fell asleep—he is a wiggle worm, so it was noticeable. He would also gaze for long periods of time at something. This was the window when he needed to be put down for his nap. If I waited until it passed and he was really tired, he would fight sleep. So when “the stare” appeared, I would check his diaper, swaddle him, and put him down. He would gaze at his mobile for a while and then fall asleep. The baby should be awake when you put her down for her nap. You aren’t trying to ease her down and then sneak out—you want her to be able to fall asleep on her own, without rocking, patting, and so on. Try to catch her in that drowsy pre-sleep period—for many babies it is right around one to two hours after waking for the day. Start watching for signs at around thirty to ninety minutes, and I bet you will soon be able to tell when she is ready to go down. Good luck! DROWSY SIGNS Drowsy Cues or Sleepy Signs as He Becomes Drowsy: Moving into the Sleep Zone Decreased activity, less animated, becomes quieter Eyes less focused on surroundings, appears glazed over Eyelids drooping Pulling ears Slower motions, less social, less vocal Less interested in toys or people Sucking is weaker or slower Yawning Past Drowsy: Short on Sleep (SOS) Distress Signs Begin to Appear Fatigue Signs: Entering Overtired Zone. Becoming Overtired Mild fussiness, irritability, cranky Crying upon awakening Rubbing eyes Think of these symptoms of overtiredness as signaling the distress of being short on sleep (SOS): “Help me, I need sleep!

Individuals who score higher on emotional intelligence tests tend to report better relationships with friends, parents, and romantic partners. Makes sense. They’re more likely to accurately interpret nonverbal cues, understand someone else’s feelings, and know which strategies could support another person to feel something more or less.

Grace doesn’t fit well with stricter models of parenting. Grace often contradicts parenting plans that want to distill roles down into checklists. Grace-based parenting is a heart-activated plan that takes its cues from a daily walk with Jesus Christ. Because of this, grace and strict parenting textbooks will never find themselves in agreement.

I’m having a baby.” Cue the pregnant pause––pun intended. On the other side of the pond, my brother’s confused expression says it all. “With who?” “I don’t know.” “Jesus, you don’t know who the father is? How many people are you dating?” “Shut up. I’m not pregnant yet. I’m searching for a man to share parental responsibility.” “What?” “Co-parenting. We legally share a child.” “Like a sperm donor?” He looks unhappy with this turn of events. As much as I love my brother, and I do, he’s a total caveman when it suits him. “I’ll volunteer my sperm,” a deep voice shouts in the background. Alex turns in the direction of the voice. “Not if I stuff your nuts down your throat first, Hayes. That’s my baby sister you’re talking about.” “By a minute,” I feel the need to clarify. “You’re still my baby sister.” 

Cracking the Crying Code Sure, crying is a baby’s only form of communication—but that doesn’t mean you’ll always know exactly what he or she is trying to say. Not to worry. This cheat sheet can help you figure out what those whimpers, wails, and shrieks really mean: “I’m hungry.” A short and low-pitched cry that rises and falls rhythmically and has a pleading quality to it (as in “Please, please feed me!”) usually means that baby’s in the market for a meal. The hunger cry is often preceded by hunger cues, such as lip smacking, rooting, or finger sucking. Catch on to the clues, and you can often avoid the tears. “I’m in pain.” This cry begins suddenly (usually in response to something unexpectedly painful—for instance, the jab of a needle at shot time) and is loud (as in ear-piercing), panicked, and long (with each wail lasting as long as a few seconds), leaving the baby breathless. It’s followed by a long pause (that’s baby catching his or her breath, saving up for another chorus) and then repeated, long, high-pitched shrieks. “I’m bored.” This cry starts out as coos (as baby tries to get a good interaction going), then turns into fussing (when the attention he or she is craving isn’t forthcoming), then builds to bursts of indignant crying (“Why are you ignoring me?”) alternating with whimpers (“C’mon, what’s a baby got to do to get a cuddle around here?”). The boredom cry stops as soon as baby is picked up or played with. “I’m overtired or uncomfortable.” A whiny, nasal, continuous cry that builds in intensity is usually baby’s signal that he or she has had enough (as in “Nap, please!” or “Clean diaper, pronto!” or “Can’t you see I’ve had it with this infant seat?”). “I’m sick.” This cry is often weak and nasal sounding, with a lower pitch than the “pain” or “overtired” cry—as though baby just doesn’t have the energy to pump up the volume. It’s often accompanied by other signs of illness and changes in the baby’s behavior (for example, listlessness, refusal to eat, fever, and/or diarrhea). There’s no sadder cry in baby’s repertoire or one that tugs harder at parental heartstrings than the “sick” cry.

Neither of his parents had interacted with him in a way that helped him make sense of his world, which contributed to his inability to get along with other people and remained a constant buffer between him and his siblings. It also made reading social cues extremely difficult, if not impossible, for him—a problem he has to this day.

Whether you take your cues from postmodernism (it’s all a performance) or your parents (you can be anything you want, dear), most of us are made to think that identity is mutable. Your identity can change, sometimes as easily as buying new clothes or finding a new watering hole, with people who know you not as a banker but as the guy who likes to go bowling and drink old-fashioneds on Friday nights.

I don't know the key to success, but the key to failure is trying to please everyone." (258) My parents were Fresh Off the Boat, I'm a chinkstronaut, and my kids will be on spaceships. I didn't allow America to sell me in a box with presets and neither should you. Take the things from America that speak to you, the excite you, that inspire you, and be the Americans we all want to know; then cook it up and sell it back to them for $28.99. Cue Funk Flex to drop bombs on this. All my peoples from the boat, let'em know: WEOUTCHEA. (272)

Touching Like nodding, touching shows interest. Upon meeting someone, the best way to show respect and sincere interest is to shake hands. A warm, firm handshake shows that you have an open, friendly social attitude. Don’t be afraid to be the first to smile, offer your name, and extend your hand—people will appreciate your interest and willingness to connect. With whom should you shake hands? These days, it’s appropriate to shake hands man to man, woman to woman, or man to woman—in both social and business contexts while exchanging names with other people. (Of course, a man should use a slightly gentler grip when shaking a woman’s hand.) A number of clients who have come to me say that their previous therapists or their parents have advised them to take a dance class in order to gain interactive skills and desensitize themselves to social anxiety. That’s a good idea. But it’s not that simple. The ideal situation would be one in which you could progress through the various levels of intimacy at a natural pace in an actual interactive situation. Developing a keen sense of interactive chemistry will help you to understand what type of touching behavior is appropriate. As for other, more personal forms of touch, these should be undertaken more cautiously, and with keen attention to the body language of the other person. When it seems appropriate, gestures such as taking someone’s arm or offering your own as you enter or leave a room or cross the street, touching a companion’s back as you introduce him or her to an acquaintance—all of these are fairly noncommittal, but are a display of caring and interest. When you try these things, take special note of the response you get. Remember that body language involves communication between two people. Not only do you need to give signals of friendliness and approval but also to take cues from the other person involved.

Whether it’s revving up, getting louder, testing the rules, fussing over a decision, or becoming less coordinated, spirited kids are letting you know when their intensity is rising. You don’t have to wait until they are weeping uncontrollably to detect their sadness or screaming in fury to sense their anger. Emotions are much easier to manage when they are at a lower level of intensity. It’s very likely that you have indeed felt your child’s cues in your gut but may have ignored them because you were too tired or rushing to get somewhere. Perhaps you ignored them because you thought responding to these cues reinforces your child’s negative behavior, but reading the cues is like smelling smoke. If you follow up quickly, you may be able to smother the fire before it engulfs you, saving you an hour of total turmoil.

Most little girls are born with an innate aptitude for reading emotional cues and for verbalizing their emotional reactions. This is a common sex difference that many parents notice early in their child’s development. Nonetheless, parents and other authority figures communicate to girls and adult women that noticing and expressing emotions is a weakness. In many ways, society holds male development as the model of normal and, in turn, treats what is different as inherently wrong. All sorts of judgmental terms are used to communicate to young girls, and later to adult women, that others do not welcome their negative emotional reactions.

Conscientious parents often become alarmed when they discover attachment research, worrying that their occasional impatience of their ordinary lapses in attunement may permanently damage their kids. In real life there are bound to be misunderstandings, inept responses, and failures of communication. Because mothers and fathers miss cues or are simply preoccupied with other matters, infants are frequently left to their own devices to discover how they can calm themselves down. Within limits this is not a problem. Kids need to learn to handle frustrations and disappointments. With "good enough" caregivers, children learn that broken connections can be repaired. The critical issue is whether they can incorporate a feeling of being viscerally safe with their parents or other caregivers.

sexual thoughts are only the beginning of why it would be a disaster if we could read each other’s minds,” continued Hall, right on cue. “And I’m not talking about just being able to read each other’s surface thoughts, which would be bad enough, but being able to read each other’s innermost thoughts. The problem goes far beyond just reading all the white lies we tell each other dozens of times a day to spare each other’s feelings.” “Like telling your friend you like her new outfit when you actually despise it?” “Right. You could argue that these lies are at least told for the right reasons. But what I’m talking about is far worse. People wishing other people were dead. Wives learning what their husbands are really thinking about when they’re pretending to be listening to them, and vice versa. Or what their partners are thinking about during sex. Spouses learning of the sordid details of past infidelities, both real and fantasized. Subordinates who despise their bosses. You think there are any employees only pretending to laugh at the bosses’ jokes? Coworkers who badmouth colleagues behind their backs. Kids learning what their parents really think about their fifth grade art projects, and their general criticisms and disappointments. And parents reading the hatred toward them that nearly all kids feel at one time or another. And revealed prejudices, even among the best and most open-minded of us. Not necessarily just against blacks, or whites, or Asians, or homosexuals, or Arabs. But against the obese. Rednecks. Snobs. Sluts. Believe me, I’ve been reading minds. I know.

People often consider social relationships only as negative forces in drug use. However, what they fail to understand is the complexity of group behavior. Human beings have always devised means of determining who is “us” and who is “them,” and the consumption of specific foods or drugs is typically one way of doing so. Teens are especially sensitive to these cues of belongingness, and so if drug use is the price of group membership, it’s one that many are willing to pay. Some groups, however, mark their boundaries by avoiding certain types of drug use—for example, athletes rejecting smoking, 1960s hippies rejecting hard liquor in favor of marijuana and LSD, and blacks avoiding methamphetamine because it is seen as a white drug. From the level of the clique to the level of the national culture, behavior related to drugs isn’t only about getting high; it’s often used to delineate group membership and social standing. The social aspects of drug use also change with age. For example, having children and getting married are both associated with reductions in drug use; one of many studies with similar findings in this literature found that people who are married are three times more likely to quit using cocaine and those who have children are more than twice as likely to stop.1 Similar data shows that people with close family and romantic relationships tend to have better outcomes in treatment2—and students’ feelings of social warmth and connectedness to school and parents are linked with reductions in drug problems.

Through research, we now know our parental instincts are right, and this idea of “spoiling” babies is misguided. We reassure parents that when a baby cries, it’s simply sending out an SOS. If we ignore our baby’s crying, we are teaching our baby that the world is a place that won’t respond to his message. We cannot spoil a baby by responding to him. Our emotional availability and responsiveness to his emotional cues are the most effective ways of creating independence and resilience in him.

One of the best lessons babies learn in face-to-face play with us is that the world (and we are the baby’s world at that moment) will respond and not ignore their wishes. We can do our best parenting if we: Stay emotionally warm and available. Stay responsive to our baby’s cues.

there are two pokers that can pop Baby’s balloon and ruin her fun—and ours. The first is uncoordinated play between parents. When we parents compete for Baby’s attention instead of joining together to play the same game, Baby seems to hate it. One parent may suddenly withdraw from the play, or swoop in and cut off the other parent. In response, Baby may arch her back, frown, cry, or, in baby language, seem to yell, “This is messing me up. Knock it off!” The second balloon buster for Baby is being overstimulated. When we parents are ignoring Baby’s cues that say, “No! I don’t want to do this!” Baby may signal this subtly at first, but if she’s ignored, she’ll turn up the volume. If “No” still doesn’t work, she’ll just plain withdraw. That’s not good. We’ve lost connection with Baby. But

usually take their cues from their parents. As long as their caregivers remain calm and responsive to their needs, they

It may be surprising to hear that parenting should be relatively easy. Getting our child to take our cues, follow directions, or respect our values should not require strain and struggle or coercion, nor even the extra leverage of rewards. If pressure tactics are required, something is amiss. Kirsten’s mother and father had come to rely on force because, unawares, they had lost the power to parent.

I did that because I love you." While the intention behind your actions is undoubtedly filled with love, there's something important to understand – your kids do not experience your intentions, they experience your manifestations. Children are incredibly perceptive and sensitive to the nuances of communication. They pick up on more than just the words we say; they keenly observe our voice tone, body language, facial expressions, and actions. These nonverbal cues carry a powerful impact on how they interpret our love. So, as parents, it's crucial to be mindful of what we manifest. When we communicate with frustration, impatience, or anger, our children might not interpret that as love, even if that's the intention behind it. Conversely, when we show genuine warmth, affection, and understanding, they feel cherished and cared for. #ParentingInsights

I took my cue from Mom and stuck to that story. I was happy to cast her and Dad as vigilant, fully present parents. That’s who they wanted to be. That’s who they are: the parents who would go to the ends of the earth for their children. Only in my case, they went to the wrong end.

He describes eloquently a high-reactive child’s ideal parent: someone who “can read your cues and respect your individuality; is warm and firm in placing demands on you without being harsh or hostile; promotes curiosity, academic achievement, delayed gratification, and self-control; and is not harsh, neglectful, or inconsistent.

Traditions are conditioned reflexes. Throughout Part 2 of this book, you will find suggestions for establishing family traditions that will trigger happy anticipation and leave lasting, cherished memories. Traditions around major holidays and minor holidays. Bedtime, bath-time, and mealtime traditions; sports and pastime traditions; birthday and anniversary traditions; charitable and educational traditions. If your family’s traditions coincide with others’ observances, such as celebrating Thanksgiving, you will still make those traditions unique to your family because of the personal nuances you add. Volunteering at the food bank on Thanksgiving morning, measuring and marking their heights on the door frame in the basement, Grandpa’s artistic carving of the turkey, and their uncle’s famous gravy are the traditions our kids salivated about when they were younger, and still do on their long plane rides home at the end of November each year. (By the way, our dog Lizzy has confirmed Pavlov’s observations; when the carving knife turns on, cue the saliva, tail wagging, and doggy squealing.) But don’t limit your family’s traditions to the big and obvious events like Thanksgiving. Weekly taco nights, family book club and movie nights, pajama walks, ice cream sundaes on Sundays, backyard football during halftime of TV games, pancakes in Mom and Dad’s bed on weekends, leaf fights in the fall, walks to the sledding hill on the season’s first snow, Chinese food on anniversaries, Indian food for big occasions, and balloons hanging from the ceiling around the breakfast table on birthday mornings. Be creative, even silly. Make a secret family noise together when you’re the only ones in the elevator. When you share a secret that “can’t leave this room,” everybody knows to reach up in the air and grab the imaginary tidbit before it can get away. Have a family comedy night or a talent show on each birthday. Make holiday cards from scratch. Celebrate major family events by writing personalized lyrics to an old song and karaoking your new composition together. There are two keys to establishing family traditions: repetition and anticipation. When you find something that brings out excitement and smiles in your kids, keep doing it. Not so often that it becomes mundane, but on a regular and predictable enough basis that it becomes an ingrained part of the family repertoire. And begin talking about the traditional event days ahead of time so by the time it finally happens, your kids are beside themselves with excitement. Anticipation can be as much fun as the tradition itself.

Kids look to their mothers and fathers for emotional cues. They need their parents to validate their feelings and guide them. When parents fail to do this, kids begin to doubt themselves.

The drawing depicted what he had seen the day before: an airplane slamming into the tower, a ball of fire, firefighters, and people jumping from the tower’s windows. But at the bottom of the picture he had drawn something else: a black circle at the foot of the buildings. I had no idea what it was, so I asked him. “A trampoline,” he replied. What was a trampoline doing there? Noam explained, “So that the next time when people have to jump they will be safe.” I was stunned: This five-year-old boy, a witness to unspeakable mayhem and disaster just twenty-four hours before he made that drawing, had used his imagination to process what he had seen and begin to go on with his life. Noam was fortunate. His entire family was unharmed, he had grown up surrounded by love, and he was able to grasp that the tragedy they had witnessed had come to an end. During disasters young children usually take their cues from their parents. As long as their caregivers remain calm and responsive to their needs, they often survive terrible incidents without serious psychological scars.

The logistics of getting them around were just completely insurmountable,” said Hanson-Press. “I was really stressed every single day about getting them around.” Cue HopSkipDrive, a Los Angeles start-up that has been described as ride-hailing for children. Founded by three Angelenos who are also moms, the service chauffeurs only children ages 7 to 17. In many ways, it's similar to transport network companies such as Uber, Lyft and SideCar (Uber requires customers to be over 18). Drivers are contractors who use their own vehicles to transport passengers. All drivers undergo third-party background checks and vehicle inspections. Parents can book rides for their kids through a mobile app and pay through a cashless transaction. But there are also significant differences. Unlike Uber, whose drivers simply need to have experience behind the wheel, HopSkipDrive drivers are required to have at least five years of experience caring for children (this can mean people who are themselves parents, nannies, teachers, camp counselors, etc.). And like Shuddle, a similar service that operates in the San Francisco Bay Area, all drivers are vetted in person. HopSkipDrive checks drivers' references and will even go for a ride with each driver it signs up. All rides are covered by insurance specific to transporting minors.

Consider eliminating TV time. This eliminates a possible cause of aggression (which is more likely when kids are in daycare) and also shifts your child’s focus back to you as the leader from whom he takes his cues.

In her book Asperger Syndrome and Adolescence: Practical Solutions for School Success, Brenda Smith Myles identifies six areas of difficulty for adolescents with Asperger’s: • Lack of understanding that nonverbal cues express meaning and attitudes. Teens miss out on many social opportunities because they don’t understand that a smile and glances from another person could mean they like him, or that teachers give a “look” that is a warning and should be interpreted as meaning to calm down and get to work. • Problems with using language to initiate or maintain a conversation. AS teens will often start a conversation with a comment that seems irrelevant, or may walk up to a group of teens and want to join in, but does not because he doesn’t know how or when to join in. • Tendency to interpret words or phrases concretely. AS teens often only understand the literal meanings of words and phrases and not expressions such as “You’re pulling my leg” and “Pull yourself together.” Or, as in the example from Luke Jackson’s book quoted earlier, they will do exactly as told and will not understand the implied statement, which leads teachers to think the teen is a smart aleck. • Difficulty understanding that other people’s perspective in conversation need to be considered. This can lead to one-sided monologues, because the AS student is talking about his area of interest and is not monitoring whether or not the listener is interested. • Failure to understand the unspoken rules of the hidden curriculum or a set of rules everyone knows, but that has not been specifically taught. Things that are important to teens, such as how to dress, what to say to whom, how to act, and how to know the difference between gentle teasing and bullying. • Lack of awareness that what you say to a person in one conversation may influence how that individual relates to you in the future. A teen may make a candid remark to another teen, not realizing it was hurtful, and may be puzzled by the person’s lack of response later that day.

When dad is absent,” she explained, “it basically provides young girls with a cue about what the future holds in terms of the mating system they are born into.

productive kid and a juvenile delinquent. Parents with the happiest kids started this habit early in their parenting careers and then continued it over the years. They kept track of their children’s emotions the way some people keep track of their stock portfolios or favorite baseball team. They did not pay attention in a controlling, insecure style but in a loving, unobtrusive way, like a caring family physician. They knew when their kids were happy, sad, fearful, or joyful, often without asking. They could read and interpret with astonishing accuracy their child’s verbal and nonverbal cues.

All of this means that, from a scientific viewpoint, morality does not stem from God. Instead, it has its roots in brain chemicals and is supported by strong cultural conditioning. Parents pass their morals along to their children, and individuals take social cues regarding "right" and "wrong" behaviors from friends, family, media influence and more. Religious texts are just an attempt to codify acceptable behaviors into a set of laws. Unfortunately, these rules can quickly become outdated, irrelevant and even painfully arbitrary.

When evaluating a new client for degree of independence, I consider four factors: 1. Emotional issues: Does the person have good resources within himself or herself for coping independently with emotional issues that come up, or does he or she turn to parents not only for advice, but for cues as to how to react to the event in question? 2. Financial issues: Does the adult child earn an adequate living on his or her own, or does he or she rely heavily on parental input for things such as job contacts, supplemental funds, or housing? 3. Practical issues/interactive situations: Can the person manage day-to-day living, finances, nutrition, exercise, and housekeeping? 4. Career/Education issues: Does the person have a rewarding job or career that is commensurate with his or her abilities and offers the potential for further success? Is the person willing to learn new things to increase his or her productivity or compensation? These are the basic skills of living, many of which are addressed in the social ability questionnaire. Just as there are levels of social functioning, so too there are levels of independent functioning. All three of the following levels describe an adult with some degree of dependency problems. A healthy adult is someone who is independent financially, is able to manage practical and interactive issues, and who stays in touch with family but does not rely almost solely on family for emotional support. Level 1—Low Functioning Emotional issues: Lives at home with parent(s) or away from home in a fully structured or supervised environment. Financial issues: Contributes virtually nothing financially to the running of the household. Practical issues: Chooses clothes to wear that day, but does not manage own wardrobe (i.e., laundry, shopping, etc.). Relies on family members to buy food and prepare meals. Does few household chores, if any. May try a few tasks when asked, but seldom follows through until the job is finished. Career/education issues: Is not table to keep a job, and therefore does not earn an independent living. Extremely resistant to learning new skills or changing responsibilities. Level 2: Moderately functioning Emotional issues: Lives either at home or nearby and calls home every day. Relies on parents to discuss all details of daily life, from what happened at work or school that day to what to wear the next day. Will call home for advice rather than trying to figure something out for him- or herself. Financial issues: May rely on parents for supplemental income—parents may supply car, apartment, etc. May be employed by parents at an inflated salary for a job with very few responsibilities. May be irresponsible about paying bills. Practical issues: Is able to make daily decisions about clothing, but may rely on parents when shopping for clothing and other items. Neglects household responsibilities such as laundry, cleaning and meal planning. Career/education issues: Has a job, but is unable to cope with much on-the-job stress; job is therefore only minimally challenging, or a major source of anxiety—discussed in detail with Mom and Dad. Level 3: Functioning Emotional issues: Lives away from home. Calls home a few times a week, relies on family for emotional support and most socializing. Few friends. Practical issues: Handles all aspects of daily household management independently. Financial issues: Is financially independent, pays bills on time. Career/education issues: Has achieved some moderate success at work. Is willing to seek new information, even to take an occasional class to improve skills.

The transmission of culture assures the survival of the particular forms given to our existence and expression as human beings. It goes much beyond our customs and traditions and symbols to include how we express ourselves in gestures and language, the way we adorn ourselves in dress and decoration, what and how and when we celebrate. Culture also defines our rituals around contact and connection, greetings and good-byes, belonging and loyalty, love and intimacy. Central to any culture is its food — how food is prepared and eaten, the attitudes toward food, and the functions food serves. The music people make and the music they listen to is an integral part of any culture. The transmission of culture is, normally, an automatic part of child-rearing. In addition to facilitating dependence, shielding against external stress, and giving birth to independence, attachment also is the conduit of culture. As long as the child is properly attaching to the adults responsible, the culture flows into the child. To put it another way, the attaching child becomes spontaneously informed, in the sense of absorbing the cultural forms of the adult. According to Howard Gardner, a leading American developmentalist, more is spontaneously absorbed from the parents in the first four years of life than during all the rest of a person's formal education put together. When attachment is working, the transmission of culture does not require deliberate instruction or teaching on the part of the adult or even conscious learning on the part of the child. The child's hunger for connection and inclination to seek cues from adults take care of it. If the child is helped to attain genuine individuality and a mature independence of mind, the passing down of culture from one generation to another is not a process of mindless imitation or blind obedience.

When a child becomes so attached to her peers that she would rather be with them and be like them, those peers, whether singly or as a group, become that child's working compass point. It will be her peers with whom she will seek closeness. She will look to her peers for cues on how to act, what to wear, how to look, what to say, and what to do. Her peers will become the arbiters of what is good, what is happening, what is important, and even of how she defines herself.

The chief and most damaging of the competing attachments that undermine parenting authority and parental love is the increasing bonding of our children with their peers. The disorder affecting the generations of young children and adolescents now heading toward adulthood is rooted in the lost orientation of children toward the nurturing adults in their lives. Far from seeking to establish yet one more medicalpsychological disorder here — the last thing today's bewildered parents need — we are using the word disorder in its most basic sense: a disruption of the natural order of things. For the first time in history young people are turning for instruction, modeling, and guidance not to mothers, fathers, teachers, and other responsible adults but to people whom nature never intended to place in a parenting role — their own peers. They are not manageable, teachable, or maturing because they no longer take their cues from adults. Instead, children are being brought up by immature persons who cannot possibly guide them to maturity. They are being brought up by each other. The term that seems to fit more than any other for this phenomenon is peer orientation. It is peer orientation that has muted our parenting instincts, eroded our natural authority, and caused us to parent not from the heart but from the head — from manuals, the advice of “experts,” and the confused expectations of society.

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.

The Great Crack hadn't gone so well. Someone had decided that glow sticks were preferable to candles on Christmas Eve, at least for the 5:00 PM service when the most children were present. Everyone was to take a glow stick, snap it on cue, and wave it aloft during the singing of Silent Night, bathing the sanctuary in a warm, nuclear green glow. Unfortunately, this same someone had left all the sticks outside on the steps until five minutes before she needed them, and since the temperature was hovering just above zero, the goo had gone quite solid. The sticks did crack — “exploded” would be a better description — and green chunks of glowing ice sprayed across the congregation. Several parents took their kids over to the ER in Boone, not sure if they'd ingested any of the chemicals or not. No one showed any lasting effects though.

Allison shared her thoughts on why so many people are challenged when it comes to building wealth: • They’re playing the game of comparisons by using social cues to decide what’s important and how they compete with others. “Parents especially can be so competitive,” she says. • “People need to face the reality of where they are.” In other words, gaining an awareness and appreciation of your financial situation can lead to realistic decisions about how to move forward. • They think small decisions do not have consequences. Allison learned to appreciate the compounding power of small decisions as she worked in the below-freezing chill of the Midwest to earn money.

colorblindness doesn’t solve the problem of racism. First, it doesn’t work. Kids see color, and research suggests they begin to draw conclusions about color-based differences early on. As early as preschool, children have begun to pick up cues about race and gender from popular culture, from parents and from peers, such that they begin to form hierarchies on the basis of those identities.

Elias and Flora were found by their maid unconscious in their bedroom, in the very home their children had purchased for them. Elias was hospitalized and survived the incident, but, unfortunately, Flora passed away. It was discovered that a faulty hot-water heater pilot light had pumped gas fumes into the home, and she succumbed to them.15 Now cue the conspiracy theories as to why so many Disney movies have characters with parental issues!

Natalie gave him a smile and lifted the mug to her lips. The tea was just right. ‘Who’s the FLO on this?’ Murray asked, referring to the family liaison officer who’d be with the officer breaking the news to Ava’s parents. ‘Tanya Granger. I told her we’d go over later to talk to them. Give them a chance for the news to sink in first.’ Natalie brushed to one side the printed articles they’d retrieved from the Internet, and spoke again. ‘DI Howard Franks led the original investigation. He had to retire from the force soon afterwards on account of his wife’s health. She’s sadly passed away since. He’ll be in any minute to take us through it. Has to drop off his daughters at school first.’ On cue, the ex-detective arrived, dressed in jeans, a sweatshirt and a light-coloured bomber jacket.

Children, just like us adults, react badly to the unknown, to the strange and unfamiliar, especially when they themselves are trying to adjust to a new situation like the start of a school year. Although their social hierarchies aren’t always so easy to influence, most bullying and social rejection begins with fear of the unfamiliar, and adults have much more influence over the process than they may believe. When children understand why someone behaves oddly, they give him or her more slack, generally. And the younger the children are, the more easily they are influenced by both obvious and subtle cues of rejection and acceptance from adults. These cues often set the tone for the children’s status systems, and teachers and parents can either minimize bullying or unfortunately, maximize it, by either strongly discouraging or tolerating the scapegoating of those who are “different.

Internalizers are notorious for not taking good care of themselves. Believing it’s up to them to improve or fix everything, they often end up neglecting their own health, especially the need for rest. As they work to attend to everything they think they need to do, they often overlook even basic physical cues, including pain and fatigue.