Category: Talking to children

Back to School

Back_to_school

For many parents it’s back to school this week, a time of mixed emotions. I’m sure that I am not alone in feeling a sense of relief (thank God I’m no longer responsible for them 24/7 or for organising who will be responsible for them 24/7), sadness (how the heck did they get this big? A minute ago I was wiping their bottom) and anxiety (how will they get on with their new teacher?).

The “Back to School” prep has all been done. This year, thanks to a last minute job application form that was due, the majority was delegated to Banker. For the first time, he braved John Lewis alone with the kids to battle over the last Size 3 Geox, AND he ironed on all the name labels on the new uniforms. This latter he did correctly this time as last year when he was assigned this task he spent an hour ironing on sticker name labels (used for books and pencil cases etc) rather than the iron-on name labels (used for clothing). They obviously didn’t stick and I had an absolute barney as I had to repeat the task. This year all was done to standard, which goes to show that these parenting tasks need not be the preserve of mums (if we are happy to tolerate a hiccup or two)! All I did was get Lil Bro his back-to-school haircut and then they were set.

As soon as my kids saw their friends they were off without a backward glance.

I toddled off to the shops. It was with sadness that on my return from the shops, a good hour after the school bell had tolled that I saw a mum and her son outside the school gates. I heard a snapshot of their conversation “Just go in and talk to the others. It’ll be fine.” It occurred to me that for some families, “back-to-school” is not just a logistic nightmare of name labels, new shoes and haircuts, but a return to a battle-ground and heartache.

As an autism specialist, it is not uncommon for my clients to loathe school and in extremis to refuse to go to school. Anxiety is the most common co-morbidity in children with autism, and it is also the most common mental health problem in primary school aged children. So here are a few pointers on school refusal:

Try to find the cause for anxiety

  • Encourage your child to feel safe to talk to you about their problems. This requires a non-judgemental attitude and a guarantee of confidence and that they will not get into trouble. They will also need to know that they will be taken seriously, and that you will have the resources and strength to help them. Many children I see in clinic do not disclose bullying to parents as “it will worry them”, “they won’t believe me”, “they will only confront the situation and make it worse” or “they won’t be able to do anything”.
  • Often it is not sufficient to ask your child why they will not/ do not want to go to school. Persistent badgering on this question may cause more harm than good if it is not forthcoming given encouragement. Sometimes your child may not fully understand their own emotions or the cause of their emotions and therefore cannot tell you even if they wanted to. In this instance, it is up to you to speak to teachers and friends and come up with your best guesses. Discuss these hunches with your child in a non-judgemental way: “If I were in your shoes, I’d be a little scared of your new teacher…” and see whether any of them chime with your child. This is a favourite child psychiatrist strategy of mine as usually one of your guesses will be correct and when you see a child’s face respond to you verbalising their darkest emotions, you can tell that you’ve got to the heart of it and work can begin.

If you find a cause then dealing with the cause will be your next step. Some common causes for school refusal in primary aged children are:

  • bullying/ social ostracisation by peers
  • bullying/ fear of a teacher/ fear of being told off
  • anxiety about a particular subject: fear of failure in an academic subject, fear of being ridiculed in P.E.
  • anxiety about leaving the parent (separation anxiety) for fear something may happen to the parent.

Sometimes, there is no one-single cause and anxiety may be generalised or the sum of minor anxieties that can overwhelm. Working through each one, however minor, can be important.

Dealing with the cause should always involve:

  • Working together with the school. The natural parental instinct is to do your utmost to protect your child which can mean confronting the school staff or the parents of other children. Try to stay calm and keep an even head – whatever happens, getting other parents and teachers on side will lead to better outcomes for your child than making adversaries.
  • Supporting your child. As well as in relation to the identified cause, increasing your child’s self-esteem, resilience and social skills will always help.

Avoid pitfalls:

  • Sometimes, parents will allow children to stay off school due to school refusal. It is important to remember that this can inadvertently encourage problems as you are in effect teaching your child that crying and fussing will lead to a day off school. Sometimes it is impossible to get a child into school, but if this is the case, then schoolwork should be done at home rather than a pleasurable day at home watching TV and playing computer games. An incredibly boring or taxing day of chores at home may lead some children to the conclusion that school is preferable!
  • If at all possible, get children back into school as quickly as possible because the longer that they are off school, the harder it will be to get them back.

 

A Room of One’s Own

Room

I’m writing from the eaves of the in-laws’ farmhouse in the middle of nowhere in rural France. Sunlight is pouring in from the mosquito netted windows where the shutters, traditional of the region, have been flung open against the two foot thick walls.

Outside, set against the gently undulating silver of wheat fields that form patchworks with the bright-yellow of the sunflower fields, a blue oasis nestles like a magnet to small brown children. I can hear their high pitched squeals and splashes of water as they cannon-ball/ dive/ slide/ leap into their granny’s pool. The sun is forever shining; the ipad-hardened eyes of gritty-city children have opened to the simple delights of warm weather and water. This is not the chlorine infused, electrically heated sanatorium-like institutions where they are used to being drilled to swim strokes, but a splashing/ shouting/ dive-bombing free-for-all under the semi-watchful eye of Banker relaxing on a sun lounger.

And the best part?

I don’t have to be there.

I can hole up in a room of my own with my laptop. I feel I can only now truly understand Virginia’s sentiments.

September is upon us and I wonder if there are other parents out there like me who are finally feeling free? Feeling that for the most part the intensive back-breaking part of our job as a parent has been broken. The start-up we started has flourished and is headed for break-even. That we can finally breathe.

This time last year, I was still weighted with nervous anticipation about how Lil Bro would fair at school and mourning the loss of small kissable feet and their replacement with sweaty ones laden with verrucas. This year, having seen Lil Bro gain in confidence and social skill over the last year and Big Sis continue to thrive, I feel differently; almost as if a weight has been lifted; a strange mixture of relief, freedom and entitlement. As the kids approach 8 and 6 years, not even the most chauvinist can dare say that their needs now require the “maternal” instinct. Having given up sleep, life and career for the best part of a decade, I feel excitement that these next years might be my time to reclaim my life. That “me-time” that had been consigned to history might actually make a re-appearance and that I might actually be able to take time to feed my soul with books, art, writing rather than my children broccoli, cucumber and disliked super-foods. Requisite selflessness can now secede into my more natural selfish position.

That yoga class, that recipe, that job opportunity, those designer clothes, that hair-cut, that book I meant to write. That woman I meant to be. It now seems so much more possible. I would have shouted it to the roof tops “THERE IS LIGHT AT THE END OF THE TUNNEL!”, had I not known it to be inhabited by a family of loirs.

Then in strops Big Sis, wet and dripping, fresh from the pool; a vision in pink which is now “so babyish” but whose body had failed to grow as quickly as her attitudes meaning that she is still forced by me to wear the pink goggles, swimming costume and flip flops. She is closely followed by a trail of wet footprints.

Big Sis: Where’s my towel?

Me: I don’t know. Where did you leave it when you last used it?

Big Sis: I dunno

Me: Well, where did your father say it was?

Big Sis: I didn’t ask him. I came to ask you.

Me [incredulous]: You walked 50 metres from the pool where your father was and where your towel is most likely to be, to ask me hiding up a flight of stairs on my laptop having been nowhere near the pool today where your towel is because you think I might know?!!

AAARGGGH!

Did I say a light at the end of the tunnel? I meant a firefly…

Pool

We need to talk about weight

Eating rocky road

I recently read an article from the British Medical Association which advised that obesity in children needed to be tackled by all doctors, teachers and social workers, much in the same way as child protection matters; that the crisis in childhood obesity was such that it was beyond something that only health professionals should help manage.

The facts on childhood obesity and its negative impact on health outcomes are overwhelming. In 2012 almost 30% of children aged 2-15 years were estimated to be obese (Solmi 2015); and childhood obesity is associated with adult obesity and negative outcomes including diabetes, heart disease, stroke, asthma, polycystic ovaries, joint problems, poor mental health and cancer (Solmi 2015). Worryingly, with the increase in children’s waistlines, some of these conditions, only associated with adult poor health when I was at medical school (e.g. type 2 diabetes), are now regularly seen in childhood and adolescence (Solmi 2015).

And yet, as a clinician who is aware of all this, I still find it hard to do what the British Medical Association advises me to do. How exactly do I tell a teenage girl presenting with depression and low self-esteem in my clinic “Err, by the way, on top of everything else, you are over-weight.” You can see why that might not go down so well. Of course, if a child brings it up themselves, we jump at the chance to provide help, and in instances where children are clearly obese, I muster the courage to bring it forward as an issue, but where a child is just “overweight” rather an obese; I struggle to bring it up if it is not brought forward as an issue. Who wants angry parents shouting “We came here for your advice on mental health and you tell us our son is fat?” It’s not necessarily how I’d like to spend a morning, and yet, the best prevention for obesity is to curtail problems at this “over-weight” point before “obesity” has set in and psychological and behavioural patterns are entrenched. A quick consult of my medical colleagues and they say the same, unless the condition being consulted on is related to obesity, it is not brought forward routinely. Not many GPs are saying “Here’s the antibiotic for your chest infection, and by the way, I notice you are overweight so would you like a diet plan too?” I wonder if any teachers are actively calling out students and advising them of their weight issues, I would think that that was also pretty hard. Yet, if people in frontline contact with children getting increasingly poorer in health before their eyes do not stop to notify or intervene, what hope is there for prevention? Further as overweight children become the norm, we start to adjust our markers of normality and children who on measurement are overweight go unnoticed.

The issue of weight is a tricky one because of the links between weight, body image and self-esteem. Can you inform someone of their increasingly dangerous weight without affecting their self-esteem? If my own cowardly inaction is representative of most people, it would seem that most people think that you cannot; and there is a strong public perception that preserving self-esteem is more critical than informing someone that their current lifestyle choices may lead them to an early grave. The fear of precipitating low self-esteem and an eating disorder tends to ride high in people’s minds. Yet the prevalence of eating disorders is minute compared to the overwhelming problem of obesity. Reports indicate that even amongst the most at risk groups (females aged 10-19) the highest reported rates of anorexia only reach 34.6 per 100 000 population and bulimia 35.8 per 100 000. Do the maths, and that’s less than 1% of the population compared to 30% suffering from obesity.

The weight issue came up for me a few years back. My frugal upbringing meant that I grew up with the mantra of “Finish everything on your plate” and wasting food was a cardinal sin. I was denied chocolates and cakes, not because of worries about the waistline but purely because my parents couldn’t afford treats. The two unfortunate consequences of this upbringing on my own parenting were a) I continued my parents’ line of a waste not want not attitude to food; but b) I wanted to indulge my children with the cakes I never had.

So it shouldn’t have been such a surprise when Big Sis came home with the school health visitor card showing that she was 50th percentile for height but 75th percentile on weight; but it was a big surprise to me (it is optimal health-wise to be on the same percentile for weight as height). In my eyes, she did not look in any way over weight, yet, on paper, her percentiles were heading that way. When I told other mums about it, they all without fail thought denial was an appropriate option. “No, she’s fine, you shouldn’t worry.”; “It’s a mistake” or “You mustn’t let her know.” The thing was, I wasn’t worried, but there was no way that I was going to be in denial about it, and I worry that this type of supportive advice from other parents whilst well-intentioned is counter-productive. It may dissuade parents from taking action and lead to a false sense of security.

That night as Banker piled Big Sis’ plate up high with pasta and insisted she finish it as it was a waste to leave it, I made skewed eyes at him and squeaked side-ways out of my mouth “She doesn’t have to. If she’s full, she doesn’t have to finish it.” From then on, I consciously ensured that there were more healthy snacks around the house and *tried* to curtail the grandparents’ habit of allowing children free reign to chocolate and Oreos. The whole family got involved in more sport at the weekends. It wasn’t a big deal, but it needed to be in my consciousness so I could act. I don’t think that Big Sis’s self-esteem is linked to her weight and I hope to prevent it ever becoming so.

I do wish that we could talk more openly about weight without hurting people’s feelings. I hope that one day society can move towards consciously uncoupling self-esteem from weight; and weight can become a purely physical health concern (like a verruca?), and maybe then doctors, teachers and parents could better prevent this major and deadly health problem.

References:

Currin, Schmidt, Treasure & Jick. Time trends in eating disorder incidence. The British Journal of Psychiatry Jan 2005, 186 (2) 132-135.

Solmi & Morris. Association between childhood obesity and use of regular medications in the UK: longitudinal cohort study of children aged 5–11 years. BMJ Open 2015

 

Why parents should have zero-tolerance for sibling rivalry

jack n jill

I was recently asked for some advice, as is an occupational hazard. “We’re about to have a second child. How do we prepare our child for the arrival of a sibling, because of the inevitable jealousy?” To my surprise, even before I could answer; my husband who has been well versed in my opinions answered for me.

“She has zero-tolerance on siblings not getting along.”

I was surprised at his succinct synopsis of my position, but “yes”, that is indeed my view. For me, the bond that I have with my two sisters is very important. Even though personality-wise we probably would not have been in the same circle of friends had we been peers, as sisters we are closer than the pre-election polls. Even though I rarely socialise with my siblings outside family events, if anything in my life happened, they would be the first people that I would contact and vice versa. I would never be alone in a crisis because I know that they would be supporting me – come what may. Friendships and marriages may come and go, parents will pass away, but siblings are with you, living in your time and generation – for life.

This is not just me being whimsical but is born out in science. Warm, supportive sibling relationships that lack conflict are related to having better psychological wellbeing as children and into adulthood (Buhrmester and Furman1990; Buist et al. 2013; Kim et al. 2007). The reverse is also true; hostile and aggressive sibling relationships are associated with higher levels of anxiety, depression, low self-esteem and anti-social behaviour (Campione-Barr et al. 2013; Dunn et al. 1994ab; Padilla-Walker et al. 2010; Stocker 1994).

Maybe this is nothing to do with sibling relationship, but related to parenting and genetics? Argumentative parents have argumentative children that don’t get on and become argumentative and anti-social adults. This doesn’t seem to be the case. In fact, the literature suggests that warm, collaborative sibling relationships instill resilience (an invisible protective shield if you will) in children. For example, there is evidence that good sibling relationships protect children from all manner of adversity from bickering parents that fight all the time, negative life events (such as natural disaster and death of a loved one), high risk neighbourhoods, low-income backgrounds and bullying (Jenkins and Smith 1990; Tucker et al. 2013, Gass et al. 2007, Criss and Shaw 2005; Widmer and Weiss 2000, Bowes et al. 2010). Very recently published work suggests that siblings can even protect against the negative impact of parental mental health problems. Keeton (2015) found that in children of parents who met clinical criteria for anxiety disorder, the psychological impact of having a parent with anxiety disorder on children was moderated by the quality of the relationships between the children. In effect, the closeness of siblings allowed children to protect each other from the negative impact of a parent suffering a significant mental health problem. All in all, the evidence suggests that sibling relationships are just as important in a child’s psychological development as parents and friends.

This makes sense to me. Much adolescent and adult unhappiness comes from feeling “alone”/ “unaccepted”/ “friendless”/ “unsupported”. I have met many unhappy adults in my time as an adult psychiatrist of whom I just thought “You know what? You’d be fine if you just had a supportive friend.” That’s just exactly what a brother or sister could and should be; and whilst as parents we have little or no say in who our children choose to be friends with in adolescence and adult life, we have much control over whether siblings get along or not, and are perfectly placed to ensure that our children, via their siblings, have a strong support network for life.

So why have we as a population of parents come to expect sibling rivalry and discord? When we see it happening, we shrug our shoulders and say “siblings –eh?” We may take some cursory action “Don’t hit your sister”, “Get off your brother’s back and put down that brick that you were using to pummel his head”, but all in all, we assume that this is run of the mill sibling behaviour. In effect, we at best tolerate it, at worst encourage it. Romulus and Remus were raised by a wolf. I am not sure what happened with the Millibands…

My own childhood experiences were different. My mother came from a family of 7 extremely close siblings. Even though they live on different continents and their ages outspan a decade, they still go on holiday together and skype each other regularly. They laugh, joke, bitch and support each other as much now as pensioners as they did when they were children. My mother told me that in her family the older children were each allocated a younger child to look after growing up. Second Uncle had to piggy back my mother on long outings and my mother in turn had to rock third Uncle to sleep. I am sure that this responsibility and encouragement of care fostered an affection that has lasted into their old age.

In turn, I remember very clearly my mother explicitly saying to my sisters and I as children “You three are best friends. You are all each other have and must support each other.” I remember thinking sulkily at the time; I am so not best friends with these two. That one has just pulled my hair, and that one has just scratched my face. But we moved several times as children, first from Taiwan to Wales and then Wales to London, changing primary schools 4 times in 8 years, and so it turned out to be true. While friends came and went, “Laurel and Hardy” as I liked to imagine them then or “The Two Ugly Sisters” (to my narcissistic Cinderella off course) were always with me. And guess what, as adults, we are like best friends.

So what of my own children?

Banker was right. I take a zero-tolerance view of siblings not getting along. Like my mother, I insist to them that “they are best friends” daily, whether they like it or not. Sure they fight all the time, but underneath I know that they love each other dearly. When Lil Bro had a hard day in the school playground, Big Sis gave him advice. When an umbrella at a cafe blew over and grazed Big Sis spilling her drink, Lil Bro immediately gave her his. And in the evenings when they snuggle up together, I swear, its the sweetest moment for a parent.

Here are a few other things that I did/ try to do, all of which being non-scientific and are just my interpretation of what might help siblings get along.

  • My number one advice is to ensure that your children feel loved and secure in themselves. Children who have “secure attachment” to their parents have all manner of better prospects throughout childhood and into adulthood. The more secure a child feels in themselves, the less prone they will be to jealousy, and the more generous they will be to their siblings. So ensuring a child grows up feeling secure from the outset helps a great deal.

 

  • Prepare for a new sibling. Throughout pregnancy, the prospect of Lil Bro’s arrival was talked about as a massive positive. A little brother for you to help me look after. A little brother to play with you. Read books about new babies and about siblings that get along (Topsy and Tim is good for this). Buy your child a baby doll and play together at looking after it. Be as realistic about this as possible as this will help role play and rehearse what is to come. Massively praise any caring actions and discourage rough handling.

 

  • Allow a bond to be made with a new sibling. I know that parents can be precious about babies, but being overly-guarded and excluding a child from their baby sibling can lead to loss of opportunity for siblings to bond, and also the older sibling feeling somehow excluded. Where possible, always involve siblings. Place the baby on the sibling’s lap and help them cuddle the new sibling and play with them. This is perfectly safe as long as children are well-prepped and you are supervising.

 

  • Deal with jealousy. Jealousy between siblings will be inevitable at times even with secure children, but how you manage it can dampen or amplify its existence. Firstly, you must anticipate situations where this may occur and notice it when it happens. Then, rather than ignore it, it should be addressed as soon as possible. For instance, when there is competition for attention, this should be verbalised, acknowledged and problems solved. “I know you want me to play with you, but I am feeding your brother. But tell you what, he will be asleep after this, and then I can play with you.” Or when they get older “I know I am spending the day with your sister because I am taking her to see her favourite ballet, but next week, I will take you to the zoo.” Many young children feel angry and frustrated when they feel excluded or unfairly treated in favour of another, but cannot understand the reasoning behind it or be able to label it as “jealousy”. It’s up to parents to notice it and label it and explain it. Jealousy is a natural emotion; it is how we handle this emotion that needs to be addressed rather than attempting to avoid or suppress an irrepressible natural feeling. Unaddressed jealousy may lead to lashing out, aggression towards their sibling, or deliberate misbehaviour in order to get attention which is never a good thing.

 

  • Behavioural management always applies. The tenet of behavioural management is to heavily praise and reward behaviours you wish to see again and to ignore and discourage behaviours that you do not wish to see again. If you wish to see caring behaviour between your siblings, you need to reinforce it with praise and rewards. If you would rather they did not bicker and fight, there need to be consequences each and every time this happens. I know that some parents think that siblings should “just naturally love each other” and I am as happy-clappy as the next person, but even I know that “love” can be manipulated to some extent. Some people refuse to praise and reward things that they “expect” children to do naturally, but I’m a great fan of praise (see my previous blog post on this) and evidence shows that behavioural management works.

 

  • Us vs them. During my family therapy training I read somewhere that the only healthy grouping of people within a family is parents vs children. Families that have any other combination are more vulnerable e.g. a family which splits into two with a mother and son vs father and daughter or mother and children vs father. Keeping the healthy dynamic should always be borne in mind. Using this dynamic, it is possible to foster closer sibling unity as people tend to unite against a common oppressor. Yes, you the parents are the oppressor in this scenario. Don’t be tempted to side with a child, enjoy your role as the villain and reap the rewards of sibling cohesion.

 

  • Encourage collaboration. Treating children as a team can be helpful to collaboration. Rewards can be given to both children as a team, punishments doled out to both as a team. This will facilitate helping behaviour and help siblings see each other as partners rather than competitors. Encourage mutual praise. For families in a rut that come to see me for therapy, I tend to suggest that before bedtime, each child is to say something good that the sibling has done that day and praise them. It may be forced praise to begin with, but even forced praise is better than no praise and over time it may and likely will become genuine and overspill into the everyday (particularly with young children).

 

  • Promote exposure and shared experience. One way to help them get along is to allow them to have common experiences and exposure to each other. This is not possible if they attend different schools. This may be a bit unpopular in the UK where for some reason boys and girls from 4 onwards are farmed off to single sex schools, or siblings of different abilities are segregated early on into selective schools. I am totally and whole-heartedly in favour of keeping siblings in the same school, especially at primary school where I think education should play second fiddle to social and emotional development. A close sibling relationship is more important to me than KS2 results. A supportive sibling is there for life, who of us can remember our primary school grades? My children go to co-ed school. This way, their support for each other can start young. I am delighted to hear that Big Sis crosses the playground to give her Lil Bro a kiss and hug when he needs it. Not possible if she is not there.

 

  • Adopt a policy of zero-tolerance on siblings not getting on. Expecting and or accepting that siblings do not need to get on, and that this is “normal” is the main reason for inaction. So this last point is probably the most important, because action is the first step.

 

References

Bowes, L., Maughan, B., Caspi, A., Moffitt, T. E., & Arseneault, L. (2010). Families promote emotional and behavioural resilience to bullying: evidence of an environmental effect. Journal of Child Psychology and Psychiatry, 51, 809–817.

Buhrmester, D., & Furman, W. (1990). Perceptions of sibling relationships during middle childhood and adolescence. Child Development, 61, 1387–1398.

Buist, K. L., Dekovic, M., & Prinzie, P. (2013). Sibling relationship quality and psychopathology of children and adolescents: a meta-analysis.Clinical Psychology Review, 33, 97–106.

Campione-Barr, N., Greer, K. B., & Kruse, A. (2013). Differential associations between domains of sibling conflict and adolescent emotional adjustment. Child Development, 84, 938–954.

Criss, M. M., & Shaw, D. S. (2005). Sibling relationships as contexts for delinquency training in low-income families. Journal of Family Psychology, 19, 592–600.

Dunn, J., Slomkowski, C., & Beardsall, L. (1994a). Sibling relationships from the preschool period through middle childhood and early adolescence.Developmental Psychology, 30, 315–324.

Dunn, J., Slomkowski, C., Beardsall, L., & Rende, R. (1994b). Adjustment in middle childhood and early adolescence: links with earlier and contemporary sibling relationships. Child Psychology and Psychiatry and Allied Disciplines, 35, 491–504

Gass, K., Jenkins, J., & Dunn, J. (2007). Are sibling relationships protective? A longitudinal study. Journal of Child Psychology and Psychiatry, 48, 167–175.

Jenkins, J. M., & Smith, M. A. (1990). Factors protecting children living in disharmonious homes: maternal reports. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 60–69.

Kim, J., McHale, S. M., Crouter, A. C., & Osgood, W. (2007). Longitudinal linkages between sibling relationships and adjustment from middle childhood through adolescence. Developmental Psychology, 43, 960–973.

Padilla-Walker, L., Harper, J. M., & Jensen, A. C. (2010). Self-regulation as a mediator between sibling relationship quality and early adolescents’ positive and negative outcomes. Journal of Family Psychology, 24, 419–428

Stocker, C. M., Burwell, R. A., & Briggs, M. L. (2002). Sibling conflict in middle childhood predicts children’s adjustment in early adolescence.Journal of Family Psychology, 16, 50–57.

Tucker, C. J., Holt, M., & Wiesen-Martin, D. (2013). Inter-parental conflict and sibling warmth during adolescence: associations with female depression in emerging adulthood. Psychological Reports, 112, 243–251

Widmer, E. D., & Weiss, C. C. (2000). Do older siblings make a difference? The effects of older sibling support and older sibling adjustment on the adjustment of socially disadvantaged adolescents. Journal of Research on Adolescence, 10, 1–27.

Managing your child’s behaviour: Can’t behave, Won’t behave?

Incredible years

Over the last few weeks I have been asked by a few people to write something on managing behaviour of children. This is one of the biggest challenges for parents, and yet I had put off writing about this as it is not as easy to give advice on this as it sounds. The “tips” that friends were asking for basically amount to what we in the industry call “behavioural management”. Ways in which parents can magically “change” or “manage” their children’s behaviour. Sadly, there is no magic tip, only all the things that you have already heard of and tried. Behavioural management tries to spell out what is and is not desirable behaviour and strategies try to tip the balance of choice towards behaviours that are desirable. Well known strategies include “the naughty mat” or “time out”, “ignoring” your child’s mild bad behaviour and also the blessed “reward chart”. If you want to read up on behavioural management an excellent book is “The Incredible Years” by Webster-Stratton. I won’t précis what I feel is a thorough account of good behavioural management, but instead ask:

Does behavioural management work?

The answer in theory is unequivocally “yes”.

But, so often in practice is “no”.

This is because behavioural management is easiest to implement when your child is “typical” and has no other problems, and you (the parent) are brilliant, have no problems and are super consistent in everything you do both with your co-parent and school.

Which basically means “no” or only “a bit”– as when does the above situation ever happen?

Here are two reasons why your child may not be “typical”:

Neurodevelopmental problems:

Neurodevelopmental problems, in particular learning difficulty can heavily impact behaviour.  In young children, aggression and temper tantrums are typical responses to frustration, but by school age, some control should have been gained over these behaviours. If a child is developmentally delayed, then their ability to behave should be compared to their developmental age rather than chronological age. A 16 year old boy with the developmental level of a 4 year old; can be expected to behave in line with a 4 year old. For a four year old, temper tantrums and hitting out are common responses to frustration, the trouble is that being hit by a 16 year old boy in a temper tantrum has very different consequences to being hit by a 4 year old, and yet, the child “can’t” help responding in this way. These children are often clients in child mental health services as parenting children with severe learning difficulties can be extremely challenging. Other neurodevelopmental disorders also cause behavioural problems. In ADHD children with problems with attention cannot listen to or follow instructions as well as other children. They will tend to act without thinking and may do things that they regret later because they acted without thinking. Children with Autistic Spectrum Disorder may have behavioural problems as they are having difficulty in understanding what is being expected of them and poor social understanding can lead to many more frustrations on a daily basis. Standard behavioural management may not work in these groups of children and behavioural management needs to be adapted to the child’s difficulties. In general it is harder to implement and with more varied results than in children without neurodevelopmental difficulties.

Emotional problems:

Children who are having emotional problems may have difficulties in behaviour. Emotions and behaviour are inextricably linked. When we feel down or stressed out, our behaviour changes. Some of us reach for chocolate, some for alcohol, some people become withdrawn and unsociable, other people become irritable and angry. It is important to assess emotional aspects of your child’s life if their behaviour changes or deteriorates. Children may not always volunteer their states of mind to you. They may not be able to label their emotions, or to express themselves. They may be afraid to talk about these things. Their unhappiness and frustrations are displayed in their behaviour rather than in words.  It is your responsibility as a parent to notice, to ask, to label for them, to give them words, to give them permission to talk about their difficulties. To guess and to investigate from asking teachers and friends if nothing is forthcoming. It may be that they are being bullied at school, it may be that they are picking up on the stress in your marriage, it may be something trivial, but if you don’t notice/ enquire, you won’t know and their change in behaviour will just be called “bad behaviour” or “acting out”.  In these cases, behavioural management will not work well. Rewards will feel irrelevant, ignoring and punishment will feel like persecution, negative attention will be better than no attention and rejection is a welcome confirmation of their own self-loathing. Finding out what is wrong, offering security will work better here. Unattended emotional problems in children can impact personality and aid development of long-lasting traits that can lead to “bad behaviour” becoming habitual and “part of” a person’s personality that can no longer be easily mended.

In children without these additional problems, the limiting factor to good behaviour is usually the parent not the child.

Lack of sustained motivation:

In the defining clinical trial for children with ADHD where they compared medication to behavioural management (The MTA Study), behavioural management achieved equal outcomes compared to medication. But wait, here the behavioural management programme used highly trained psychologists to work with highly motivated parents and teachers to obtain this outcome. Real-life trials (what we call pragmatic trials) using existing services, which tend not to heavily involve the schools (as the Department of Education is separate from the Department of Health), and non-selected patient groups, that have looked at the efficacy of community parenting and behavioural management programmes have netted unimpressive results.  It is not that children’s behaviour cannot be managed; it is that the will of society and parents, is insufficient.

I know this all too well. Big Sis has a weekly spelling test. On the weeks where I have my act together, we sit and learn the words and I test her on the words each day to make sure that at the end of the week, she gets full marks and I reward her for this attainment. This is basically behavioural management in action: co-working towards a set goal that is achievable, achieved and rewarded. This works fantastically well, thumbs up and smiles all around. Once she has done this for a few weeks, I get complacent and I think, well now – maybe I can just give it a skip this week, she and I can both have a relax and we’ll just have a quick look at the words the night before. She gets a couple of mistakes. That’s basically my anecdote for behavioural management. It genuinely works until one day, you can’t be bothered and it all goes a bit wobbly again. The limiting factor is me, not Big Sis.

Parental problems:

Wobbles in my behavioural management can also be seen when I am stressed or distracted. One time when I was very stressed waiting for a phone call regarding a job offer; the children were extremely badly behaved – “for no reason”. I was snappy and shouted at them and they just wouldn’t do what they were told – “it was as if they knew exactly when to wind me up”. Eventually, the phone call came, and I had got the job. That afternoon, they were very well behaved. The change had been in me, and their behaviour merely reflected my state and parenting capability, not something innate in them.

Unrealistic parental expectation:

When we talk about “bad behaviour” we all mean different things and we all have different thresholds as to what is meant by “bad”. Some friends and relatives come by our house and make “tutting” sounds when they see our kids glued to the TV, leave the table at meal times on a whim to dance around the kitchen, bonk each other on the head with cushions and generally shout at each other and at us. To me, this is not bad behaviour – this is just life in our household! Equally, I raise a brow when I see children that never say “please” or “thank you” and run away from their parents on the street, while this is not something that bothers them. When parents complain that their children “Will not do as they are told”, the severity of the issue rather depends on what they are being told to do. If they will not do 60 minutes of piano practice every night, that is rather different from refusing to do their homework, or refusing to stop watching TV; and “good” and “bad” behaviour is sooo dependent on what the  parental and school expectation is. Often there are cultural and generational expectations of how children should behave. A normal child in a school with high behavioural expectations may be deemed to have “bad behaviour”, a normal child in one culture may be deemed badly behaved in another. The behaviour is relative and in order to assess behaviour properly, it is important to first evaluate that the expectations are reasonable. There is a limit to how much a child can “change” and they will not bother to attempt to change behaviour if they feel that the bar is being set too high.

Inconsistency:

One of the main saboteurs of a good behavioural management programme is “other people”. The well-intentioned/ or not so well-intentioned other half who disagrees with what you are doing. By not supporting you, they are de facto sabotaging the behavioural management plan because children are such buggers that they can spot disagreement a mile off and work it to their advantage. Much like MPs claiming expenses and benefit fraudsters, they are not averse to trying to get away with as much as they can. Playing one parent off the other must be a favourite game for children. In my opinion parents who want to succeed at behavioural management need to get on board together, or not bother. A similar conundrum exists with the school. If children are told one thing at home and another at school, the “authority” of “the rules” is undermined. It is a good idea when implementing behavioural management to discuss plans with the child’s school so that the same message is delivered to the child.

So in summary, if emotional problems are excluded, behavioural management delivered consistently and well will definitely improve your child’s behaviour, even if they have additional difficulties; but it is by no means a magic wand. It takes hard toil, stamina, guts, persistence and tears, but can reward you with likeable human beings. Isn’t that the essence of parenting?

If you want to know more about behavioural management please buy/ beg/ steal/ borrow: The Incredible Years, by Carolyn Webster-Stratton. This is the programme recommended by my colleague Professor Stephen Scott OBE of the UK’s National Parenting Academy. I have read it cover to cover and it’s good common sense.

References:

Carolyn Webster-Stratton. The Incredible Years. ISBN 978-1-892222-04-06. http://www.incredibleyears.com

The MTA Cooperative Group (1999) A 14-Month Randomized Clinical Trial of Treatment Strategies for Attention-Deficit/Hyperactivity Disorder. Archives of General Psychiatry. 56:1073-1086

Does parenting help chess and poetry?

chess

A few weeks ago I had a conversation with a professor. She asked me how my children were. Being conscious that my part-time status should not account for nothing, I bragged:

“Oh, my daughter is in the final of the Borough Poetry competition and my 5 year old son is playing chess”.

What surprised me was her response.

“Oh – you see, that proves it’s all “G””

(G is the behavioural geneticists’ abbreviation for genetic effect – yes, we behavioural geneticists actually do talk in terms of “G” and “E” (environmental effect) in common parlance rather than actual coherent words).

“Oh” I said, “I was about to say that it proves it’s all “E””.

Of course, we all know that both “G” and “E” play an effect in outcome, but it is funny to see how (even in two people that study it) our interpretation of science is coloured by our own personal view; or perhaps rather, we skew the science to suit our own needs and to support our chosen behaviours.

My personal view is that parenting matters. I would not have gone part-time and sacrificed career advancement if I did not believe that I would be making a significant positive impact on the outcome of my children. I am more likely to see positive outcomes in my children as being directly related to my input, rather than what would have happened regardless if I was there or not.

If you believe that outcomes are solely genetically determined, then parenting no longer becomes important, and you may as well excel at work and farm out childcare. Equally, if you have chosen to excel at work and farm out childcare, it would suit you very well to believe that “it’s all about G”.

So here’s the route to Big Sis’s poetry success and how come Lil Bro is playing chess at 5 years, and you can decide for yourself on the G and E in these instances.

Big Sis:

Big Sis is good with words. She is interested in them and from as young as 3 years she would always ask questions about the meaning of words:

Big Sis: What does imagination mean?

Me: It’s something that you think about in your head.

Later, when I asked her to concentrate on colouring within the lines:

Big Sis: What does concentration mean?

Me: It’s when you use your head to think about something.

Big Sis: No. That’s your imagination.

At that point, I bought her a dictionary so that she did not need to rely on my lack of defining prowess; the point being that she was interested in words and their meaning from a young age and I provided her with the tools to pursue this.

In addition, I read to Big Sis (and Lil Bro) every night from the age of 1 year, until they could read chapter books for themselves, and I will still read to them more challenging books when we are on holiday. I will define (to the best of my ability) difficult words and ask questions to check that they understand what I have read to them.

I have a book of poems my sisters and I wrote when we were Big Sis’s age. My father encouraged us to write them and he had them bound in a fancy book. They are absolutely hideous (all basic rhymes and no substance – “I love school. It’s so cool.” – you get the tragic idea) but strangely appealing to young children. Sometimes I would get this book out and read them to the children.

When I found out that Big Sis was studying poetry at school, I went to Waterstones to buy TS Elliot’s “Old Possum’s Book of Practical Cats”. We have a well-loved cat, and so I thought that this would be an accessible poetry choice for Big Sis. Indeed it was. We read all the poems together. Lil Bro takes to Macavity, Big Sis to the Pekes and the Pollicles. We will soon be taking advantage of the return of the “Cats” musical at the West End.

In one poem, TS Elliot says “How else can a cat keep its tail perpendicular?”

Big Sis asked for a definition of “perpendicular”.

I explained that it means when something is at right-angles to something else. I stand up and demonstrate with my arms perpendicular. At that moment, our cat jumps out from under the bed with her tail up. “There look” – I say pointing, “that’s what it means to have a tail that is perpendicular.” Big Sis understands.

“But”, I say to Big Sis, “I think that Mr Elliot has another meaning when he asks this.”

“Show me what you look like when you are sad or ashamed of yourself.”

Big Sis, the master of drama, slumps and hunches over; slinking away.

“Now show me how you look when you are proud.”

Big Sis sits up straight and tall.

“Look”, I say, “You are “perpendicular” to the ground when you are proud. I think this is what TS Elliot means; he is talking about pride rather than the position of the cat’s tail.”

Later, Big Sis is practising ballet moves in the hallway.

“Mum!” She shouts.

“My leg is perpendicular.”

 

Lil Bro:

Lil Bro has always had excellent spatial awareness. One Christmas just after his second birthday I thought about presents to get him. Being Chinese, the first toys that come to mind are educational ones. I thought I would get him a jigsaw, something he could realistically manage like a 3-piece. His Aunty, who is also Chinese and so of the same “educational toys” mind set also buys him jigsaws – Thomas the Tank Engine ones; only, she has no children and so did not appreciate how many pieces a 2 year old could realistically do – and bought him 6, 10 and 12 piece jigsaws.

One evening, I was cooking dinner so I put Lil Bro at the table with the 3 piece jigsaws. He wanted the Thomas ones, so I put those out as well, just to keep the peace while I cooked. The next minute, I turned around and there he was sitting with the 6 piece puzzle completed. I nearly dropped my saucepan.

“OK, then clever clogs” I thought, here’s the 10 piece.

That was also pretty much consumed.

My Christmas present was a complete waste of money, he never did 3-pieces. By the time he was 3, 24-35 piece jigsaws were no problem. We even played “Jigsaw-offs” – infant versus geriatric; where Lil Bro and my mother would race as to who could finish an identical 24 piece jigsaw faster. Lil Bro was victorious.

By 4 years old 50 and 72 pieces were fine. By that time, I had emptied out several toyshops of their jigsaws.

At weekends, when Big Sis was at her swimming lesson, Lil Bro and I would sit in the coffee shop next door and eat porridge. The coffee shop had chess and draughts sets for customers to play with. To kill the time, I taught Lil Bro to play draughts and then chess. I am not the greatest chess player myself. I tend to take pieces with no overarching strategy; pretty much ending most games with no conclusion as my bishop and king chase the opponent’s knight and king hopelessly around the board. Still, by 4 years, Lil Bro knew how the pieces moved. I installed a chess game on to the ipad at home and encouraged the children to play it.

By chance, there is a chess club that runs in the same community centre that the children go to Chinese classes at (they go to be at one with being “Chinese” – their Chinese is even more hopeless than mine). One day, Lil Bro, aged 4 years said “I want to go there and play chess”. Given that the time clashed with their Chinese class. I said it wasn’t possible, but when it came to the summer holidays, I asked if they wanted to go to Chess Summer Camp for a week.

Big Sis was not keen.

I said to Lil Bro, “Your sister doesn’t want to go. Are you sure you want to go, even on your own?”

He said yes.

I went to check with the Chess Camp leader – wasn’t he too young?

The Chess Camp leader said some of the best players in the club were 5-6 year olds. Still, I wasn’t happy to send Lil Bro on his own and I eventually managed to twist Big Sis’s arm to go with him.

After a week of chess camp, and the initial enthusiasm, we carried on playing chess occasionally now and then. I didn’t think anything further on it. Then 3 months later, Lil Bro says to me “I want to go to chess club”.

Man! I thought. I wrack the local websites for chess clubs that are not going to clash with their Chinese class and are not too expensive. Finally, I find a cheap club on a Saturday afternoon at the local library. It’s good, but there is one teacher to eight children at greatly varying ages and abilities. Plus, smack bang in the middle of Saturday afternoon is not the most convenient time.

I get the chess teacher’s contact details. I ring around a few mothers I know whose children might be interested in chess. I set up a chess club for 3 boys after school in a local coffee shop.

So…what do you make of it?

My view is this: clearly, both Big Sis and Lil Bro have genetic predispositions to be good at certain things. I come from a family of mathematicians and engineers; Banker from a family of lawyers and linguists. Go figure that these genes are knocking about our chromosomes.

But can that be all?

What if I hadn’t been there to notice?

What if I had noticed but done nothing about it?

What if I had noticed it but derided intellectual pursuits and tried to knock it out of them?

I am pretty sure that Big Sis would still have enjoyed and been good at writing and Lil Bro would have found chess by himself at a later age. But would they have been in the final of a poetry competition at age 7 years, and been playing chess aged 5 years?

No.

Do these things matter?

Might they not reach the same end-point in adulthood?

That is the more interesting question that is so hard to answer because of the lack of the counter-factual. But my view is this: if life is a journey and your outcome is your destination; genes will drop you off at the airport. If you are lucky it will be London City Airport, if you are not so lucky it will be Luton Airport Parkway. Parenting provides your back-pack: it can be empty; or it can be full of maps, restaurant and hotel reviews, travel guides, good books, a compass, a thermos of cocoa and a bag of chocolate chip cookies. It might not be everything you need, but it sure helps you on the way.

Ultimately, where you go from there is up to you.

Exploding the myth of Santa

Wind-up santa

I was not brought up to believe in Santa. Being from Taiwan, Christianity and Christmas were not as prevalent as in the West. Once we moved to the UK, my family joined in with the festive spirit with a plastic tree (Made in Taiwan) and a large meal (non-turkey Chinese food), but we never had stockings and Santa never visited. Once or twice, I remember wishing on a star on Christmas Eve that Santa was real and that we would get presents from Santa, but it never happened.

As teenagers, my sisters and I even had a bet that my mother didn’t know what the festival of Christmas was celebrating. We were right, my poor mother put on the spot muttered something about Jesus on a cross, to which there were many peals of laughter and shrieks of “That’s Easter!”. This Christian festival confusion amongst the Chinese may explain why one time in Hong Kong I saw a Christmas decoration being sold at a market stall that depicted a cheerful Santa Claus figure on the crucifix…quite bizarre to say the least!

Remembering my Santa-less childhood, I was quite certain that my kids would have the full Santa experience. Letters would be written and posted, mince pies and carrots would be left out at the fire place (and duly consumed leaving a designer sprinkling of crumbs), stockings would be filled and gifts delivered under the tree. When Big Sis was almost 2, she had requested a new play kitchen from Santa. As we were celebrating Christmas with grandparents in France, and were not lugging a wooden play stove and sink unit on the plane, we recorded video footage of Santa (who bore more than a striking resemblance to Banker) delivering her kitchen to our flat to be played to her on Christmas day so that she knew that Santa had delivered it! Santa’s wrapping paper was always bought separately and hidden lest a clever brain wonder why Santa has the same wrapping paper as Mummy and the whole Santa build up would be flawless with meticulous attention to detail. I have even gone so far as to shake bells gently next to the sleeping heads of my children on Christmas Eve so they may subliminally hear Santa’s sleigh bells in their sleep. I’m so sad, I know.

In all honesty though, the upside of the myth of Santa is so great, I can’t see why people complain about him and the commercialisation of Christmas. Without Santa and the Easter Bunny, I don’t know how I’d get my children to eat their greens, stop having tantrums and generally behave themselves. The threat of “Santa/ Easter Bunny is watching” is enough to stop my kids, in their tracks and reconsider their actions. Coca-Cola, Clintons and Americans in general should be given a medal from all parents in my book for the invention and popularisation of these characters as the good behaviour of my children from October to March is basically down to these two characters. If only someone could invent a fictitious character for the summer months, then the calendar year could be covered.

However, now that Big Sis is seven, I am beginning to wonder when the penny will drop. I have heard varying ages for the “Santa realisation” moment, ranging from 5 to 10 years. Some of Big Sis’s friends are already “non-believers”, but given that earlier this year I overheard Big Sis and Lil Bro having an existential conversation regarding Harry Potter, God and Santa, and coming to their own conclusion that only Santa was real as they had received physical presents from him, I’m reckoning on belief still going strong. I’m starting to worry though about Big Sis’s cognitive capacity if at the age of 7 years she can continue to believe that some old geezer can fly around the world delivering presents to all the children in the world overnight. I suppose though, that it is only slightly less plausible than the entire adult world telling her consistent lies and making her write and post letters and leave food out for non-existent people and sneaking around behind her back. Maybe I should be grateful that she finds it more plausible that Santa is real than that her mother is deceitful. Maybe I’m just too good at “being Santa”.

That is until now. In my old age, I am getting sloppy. Lil Bro asked for a watch from Santa for Christmas and I ordered it off Amazon to be sent to Banker’s office. He duly brought it home and showed it to me and left it on the coffee table. I went to bed forgetting to put it away. The next morning, remembering my mistake, I rushed downstairs, snatched up the watch and hid it. The kids, as always were up before me and were having breakfast with their father. Throughout the day, no one mentioned the watch so I thought I had got away with it. Then, the next morning Big Sis out of nowhere says “It was very strange, yesterday Lil Bro and I saw a watch on the coffee table. Then it disappeared.”

“Hmpff” I said, “I don’t know what you are talking about.”

I will repackage the watch and hope for the best, but I think my cover may be blown. I thought about returning the watch and swapping it for another one, but maybe this is how all cons fail, myths explode, truths get outed; the inevitable slip-up made from complacency over time. And maybe it’s time that Big Sis realises the truth, and I realise that we can’t hang on to our children forever. At some stage they wise up for better or for worse.

We’ll see what happens…

All You Need is Love

Love

Simple isn’t it?

Cheesy as it is, I believe in this; so much so that this was the song that was played as my husband and I exited the church at our wedding. But if love is all you need, then in terms of parenting how and why do we sometimes get it wrong?

I think that sometimes people forget that “love” is like money; it’s no good in theoretical or inaccessible form. Having a million pound Trust Fund accessible when you reach the age of 85 years is not of much use to anyone; ultimately you need to be able to FEEL the power of it for it to have value. In my line of work, almost all parents will say that they love their children and I believe this to be true. However, the percentage of children that FEEL that their parents love them is way lower. It is therefore one thing to love your children. It is another to make them believe/ feel in their hearts/ know to the core/ have no doubt of the fact that they are loved. The former can be done from the office or at the kitchen sink; the latter is much harder work.

Knowing that you are loved/ lovable is at the core of our function. In Cognitive Behavioural Therapy for depression in both adolescents and adults, when we search back with clients for “core negative beliefs” (the fundamental cognitive processing bias in people with depression), it is amazing how predictable and limited the core beliefs are that cripple so many good people; the most common being “I am not good enough/ I am unlovable”.

When are these core beliefs formed?

In early childhood.

Who/ what contributes to the formation of these core beliefs?

Parents.

I think that sometimes parents get confused about love. They confuse it with something that needs to be earned, won or is conditional. They think that unconditional love is excessive; an extravagance that will “spoil” children, denying it may be a motivator. They, and in turn their children come to believe that achievement (or something that they need to be or do) leads to love. Many great and successful people have grown up believing this model. It makes sense that achievement leads to “being worthy of love” and self-esteem is built on achievement and love. Many people are driven to success with a desire to “make their parents proud”.

Love Model 1

But there is a second model where a fundamental core of love (unconditional and for no reason other than being) can lead to self-esteem in its own right and this self-esteem on a basis of love can drive achievement all on its own. The unconditional love and support of parents is commonplace in acceptance speeches for awards of all kinds from Nobel prizes to Oscars.

Love Model 2

This second model is infinitely stronger than the first model presented. In the first model if love is dependent on achievement, it can be a very bitter pill to swallow if achievements wane and self-esteem and love (which was built on the rocky foundation of achievement) is lost, leaving people in effect stripped of everything. Some parents of course will never be proud of their children, they don’t have it in them and people are left chasing a dream. This type of model can explain how many successful and amazing people can feel they have nothing or are perpetually “not good enough”. In the second model, even if achievements wane and the self-esteem is dented, love is untouched and the source of everything lives on.

Making some one feel loved is hard work, but for parents I think it is important to stress that the effort in love is front loaded. Just as at the start of a new romance you might abandon the grey bloomers for lingerie, refrain from passing wind, frequently ask about your new partner’s day, always go on holiday together, so “romancing” (putting extra elbow grease into making someone feel loved and special) your child is also required at the start. Once a secure loving relationship is established, then inevitable liberties will be taken, but if the work of the early years has been solid, then nothing can shake the secure foundations of love.

As I mentioned I am a great believer of the fundamental importance of love and with regard to my own children I am operating on the basis of the second model. I want my and my husband’s love to be the fuel for our children’s success (or failure, we will love them anyway). As a parent it is difficult to know “How to make children feel loved”, and believe it or not this is not a topic covered at medical school, in a psychology degree or psychiatric training. There is no scientific basis and don’t let any pseudo-science, pop-psychology book tell you otherwise. We as parents are all left to figure this out for ourselves and enact in the best way that we can. The things I figure are listed below:

1) Cuddles are good. Surely nothing says love as much as kisses and cuddles? Sod the Victorians and stiff upper lips, I’m for open affection. Often.

2) Laughing is good. What says “love” more than enjoying each other’s company? One of the vows I made when I worked full-time was that I would laugh with my children every day, and we did, and we still do.

3) Being there is good. I know that I can’t always be there for my children but I make sure that I (or my husband) am there every time it matters. School plays, sports days, class assemblies, concerts and parents’ days – we haven’t yet missed one. I wave like a frantic loon to ensure that they KNOW I am there. Embarrassing I know, but why take time off work to go if they don’t even know I made it…?

4) Being really there is better. It can’t be right just to show your face on the special occasions, part of “love” is about sharing the mundane. Being around at least some of the time to catch the joke, the thought, the upset in real time. Some things are lost in the re-telling. You can love from a distance but can you make someone FEEL loved without really spending much time with them?

5) Understanding matters. What says love more than knowing what the other person is thinking? I often finish Banker’s sentences; I can do this with the children now too. Talking about, listening and exchanging experiences and feelings regularly is the basis of being able to know and understand someone. Children’s experiences and feelings are just as significant as adult experiences even if they might seem less important. A child being told off by a teacher will hurt as much to them as an adult being told off by their boss.

6) Respect matters. I don’t think you can engender love without respect. This means listening and valuing your children’s opinions, even if they are wrong and never denigrating or humiliating them.

7) Saying it out loud matters. I am a big believer of the three words “I love you”. I think it is necessary even if it is not sufficient. Banker is shy of these words but if you want to engender unquestionable love why hold back? Go the whole hog. Say it every day, 5, 10, 20 times a day if you like – contrary to popular belief if you say it continually to the same people, the power is not diluted. At this age, children may not always understand nuance and behaviour and verbalising your emotions and intentions help to bring things home. Once after telling off Lil Bro, he cried and said “You don’t love me anymore”. Since then I have been extra good at verbalising and spelling it out:

“I will love you if you are clever, I will love you if you are not, I will love you if you are fat, I will love you if you are thin. I will love you if you are nice to me. I will love you even if you are horrible to me. Even when I am shouting at you, I love you. I love you for being you. You will always be beautiful and smart in my eyes. I am proud of you for being you. You will always have my support. I am always here for you. Nothing will change that. I love you.”

For an adult it comes across a bit stalker-ish I know, but for young children it’s good and clear (I hope).

This is by no means a correct or exhaustive list and until Big Sis and Lil Bro are adults, I will have no idea whether my list is effective at all. My consolation is that given that my intentions are blogged, they cannot say I didn’t think about this, and if I failed to let my love be truly felt, they will know that I failed trying.

The Y and Z factor

yandz
Everyone knows about the X factor, that “Je ne sais quoi” that leads to desirability, fame and fortune. But what of the other attributes that lead to success (in those of us that are not blessed with the looks of Zac Efron or the appeal of Kylie)?

I can’t claim to know the answer, but I think I have spotted 2 new factors: “Y” possessed by Big Sis and “Z” possessed by Lil Bro. They are both of course bound for success, so I might as well spill their secrets now.

 “Y”

Big Sis is the oldest in her school year. This meant that in her reception class, she was often given a prominent role in class assemblies due to her relative maturity (in one class assembly she played Little Red Riding Hood, Mummy Bear and led the closing prayer). By Year 1, the other children in the class had gained in maturity and confidence and so the lines became more evenly distributed, as I would have expected. Big Sis came home from school upset. Here is our conversation:

Big Sis: I have only been given one line in the class assembly.

Me: [With a knowing smile and having perused the script] Everyone has only one line. It’s got to be fair. Everyone needs a chance to perform.

Big Sis: But I want more lines.

Me: Well, maybe in the rehearsals if you say your line really, really well, the teacher will give you some more lines.

Big Sis nodded.  I felt smug that I had handled the situation well, given sensible advice which had been taken in. That’s why I was surprised the next day when we had this conversation:

Big Sis: I didn’t get given any more lines.

Me: Oh dear, what a shame. Sometimes that happens even if you do a really good job. What happened?

Big Sis: The teacher asked if there was anyone that didn’t want to say their lines, but everyone wanted to say their lines so I didn’t get given any more lines.

Me: Hang on, why did the teacher ask the whole class if there was anyone that didn’t want to say their lines?

Big Sis: Because I asked the teacher if I could have some more lines.

Me: [incredulous at the gall] What? What happened to our plan to do your line nicely then see if the teacher will give you some more lines?

Big Sis: No. I just asked the teacher for more lines instead.

That my friends, is what I call the “Y” factor. Not least appropriate because for the most part this type of self-assurance and audacity is currently found mainly in men (Y chromosome). I bowed to Big Sis’s superior nature after this conversation and vowed never to give her any more of my rubbish advice. I realised that although the advice that I had given her was genuinely how I would have dealt with things, and was probably inherited from my parents – “Work hard, do a good job and you will be rewarded”, it was actually total BS. It reminded me of the reasons given for the gender pay-gap: women never ask for a pay rise or a bigger bonus, women don’t put themselves up for promotion, women beaver away at their work thinking that good work will eventually pay dividends, meanwhile being stepped over by male colleagues that push themselves forward, that step up to the plate. I wondered if these women had been told by their mothers to “keep quiet, say their lines nicely and maybe the teacher would give them some more lines” when they were six years old. I’m so glad that Big Sis took no notice of me, and in fact has taught me a great lesson in what my genuine and well-meant advice might do to my children. Inflict them with my own weaknesses and foibles.

Here’s to Big Sis becoming that woman that will ask for that pay-rise.

 “Z”

Self-assurance, confidence, self-worth, balls, gall, the “Y”- factor; whatever you want to call it. It’s great, but for those that are not in possession of it, there is another way.

Lil Bro had his nursery sports day recently. He came home from practice despondent. Here is our conversation:

Lil Bro: We had practice for our sports day today.

Me: That’s good. How did it go?

Lil Bro: [in hushed tone as if it were top secret] Mummy, I am not the fastest runner in my class.

Me: That doesn’t matter!

Lil Bro: But I want to win!

Later that week, I was reminiscing with Big Sis about her nursery sports day.

Me: Big Sis, remember that boy Adam that won all the races at the sports day?

Big Sis: Yes, he was really fast.

Lil Bro: [Quietly contemplative, then in serious tone] Mummy, how did he do it?

Me: Huh?

Lil Bro: How did Adam win all the races? Can you call his mummy? I want to ask him.

We never got to ask Adam the secret to his success, but his mother told me this: once on holiday, he ran twice around a 400m track. On the second lap around, he was extremely tired (being only 6 years old!), but kept going to the finish saying to himself “If Mo Farah can do it; Adam can do it”.

So it turned out that Adam, like Lil Bro, had a desire to win and a determination to work to this endeavour. I was totally impressed that 4 year old Lil Bro could not only articulate a desire to win, but was also self-aware of his own capabilities and had devised a strategy to help himself improve. He was not afraid to ask for help and saw opportunities to gain mentorship. This self-awareness linked to drive for self-improvement, perseverance, determination and a desire to succeed is what I call the “Z” factor. This silent but steely, and oft-over-looked factor is the one that lets the slow and steady tortoise win the race against the brash and overtly talented hare.

I have no doubt that Lil Bro will succeed in bounds, not least because he wants to. Sadly, I wasn’t articulate enough to be able to convey these thoughts to Lil Bro. The best I could muster was:

“Just move your legs really, really fast…”

You know you’ve got posh kids when…

bottle

I live in a posh area of London. Well, one of the desirable London postcodes anyway. Thandie Newton and Damien Lewis are local school run parents in the vicinity, my husband saw Michael McIntyre doing the school run in a Ferrari the other day and Lil Bro shared his first shaving foam and sand pit discoveries at nursery with a bevy of offspring of Arsenal football players.

Designer children’s clothes, designer children’s shoes, designer children’s toys and fabulous children’s parties are the norm around here, which can all seem a bit mad if you spent your own childhood begging for penny sweets from your friends and making your own chess sets from drawing squares on the back of a cereal packet. Here is a collection of my posh kids stories that made me laugh:

1. A friend of mine attended a childbirth support group. Upon being advised by the facilitator to moisturise their new born baby with olive oil, one of the group asked if extra-virgin was OK as that’s all they had in the house. I think you’ll find it’s only the second-press of Sicilian olives that are acceptable.

2. Whilst the stroppy kid screaming in the Morrison’s supermarket for sweets is probably the norm the country over, at the local Waitrose, Lil Bro has a tantrum for Yakult. It’s like: “Give me my pro-biotic yoghurt drink – NOOOOW!”

3. Whilst schools the country over are serving chicken nuggets, in our area, they are chicken goujons. “You mean nuggets?” I said to Lil Bro, “No, no, I didn’t have chicken nuggets, I had chicken goujons” (with a quinoa salad on the side I suspect).

4. 3-year old Big Sis and her friend were on one of those car-rides for children that they put outside supermarkets to extract money off parents. Her friend was delighted and declared that she was driving to the cinema. Big Sis pipes up with lovey aplomb, “I’m driving to the THEATRE”. Her friend’s mother raised an eye-brow at me. Ah, such mixed emotion of pride and embarrassment. To be fair, Big Sis at the time had gone to the theatre more times than the cinema (I’m talking “Tiger that came to tea” not “Ibsen’s Brand”) so it was not her fault, but, oh, the snobbery.

5. Big Sis and Lil Bro were playing with their friends on a toy sled. They pretended the sled was an aeroplane, packed up belongings and were going on holiday. “We’re off to the Maldives” one friend cried, “No, St Lucia” said the other. Well why not? My kids started trying to sell them food on the plane. The others said that you did not need to pay for food on planes. My kids said you did and demanded that they pay up. I think I know where the problem is here…

6. I don’t go big on presents for children’s parties. Kids who invite my kids to their parties are lucky if they get a small Melissa & Doug wooden jigsaw off me. It was rather embarrassing then that in the going home party bag of a party at which we had given said small Melissa & Doug jigsaw, was a bigger Melissa & Doug jigsaw, alongside other goodies including sweets, pencils and an anorak! What happened to a slice of cake and a few penny sweets…?

7. “Excuse me, can you pass the parmigiano?” (this is a 4 year old speaking); “Err – you mean the cheese”; “Yes, and if you’d like an espresso, my father will make one for you with the gaggia”. I kid you not…

I am super glad that my children get to live in this brilliant postcode and experience the good things in life, but I am keen for them to know that hard work is the bedrock of it all; and not to take it all for granted. In my mind, my less-than-privileged upbringing has “recession-proofed” my life.  I don’t see what’s wrong with state primary school, budget airlines and holidays in camp sites, can’t imagine anyone handling my unwashed clothes and McDonalds is a guilty pleasure.  It meant that when I earned money, I truly enjoyed it, rather than expected it to be so. Further, having had a happy childhood, I know for a fact that happiness lies not in material wealth. I was just as happy saving up and bunking off school to queue up at 5am for seats at Wimbledon as a teenager as I am now waltzing into the Steward’s enclosure to drink Champagne at Henley. So it was with concern that I listened to Big Sis complaining that “Our house is so small, my friend’s house is much bigger and they have a big garden”, all the more worrying as our house would likely be subject to a mansion tax due to its location.

On a holiday to visit Banker’s family in South Africa, I pointed out to Big Sis and Lil Bro the township shacks along the roadside. “Do you see those children playing football? That’s their house” I said, pointing to a small tin shack. “No it’s not. You’re joking” they said. It took a while for them to believe, but I answered all their questions and I hope this and many other reality-check conversations since will cement their feet to the ground.