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Archive for the ‘attachment parenting’ Category

The long-range vision of Attachment Parenting is to raise children who will become adults with a highly developed capacity for empathy and connection. It eliminates violence as a means for raising children, and ultimately helps to prevent violence in society as a whole.

The essence of Attachment Parenting is about forming and nurturing strong connections between parents and their children. Attachment Parenting challenges us as parents to treat our children with kindness, respect and dignity, and to model in our interactions with them the way we’d like them to interact with others.

Attachment Parenting isn’t new. In many ways, it is a return to the instinctual behaviors of our ancestors. In the last sixty years, the behaviors of attachment have been studied extensively by psychology and child development researchers, and more recently, by researchers studying the brain. This body of knowledge offers strong support for areas that are key to the optimal development of children, summarized below in API’s Eight Principles of Parenting.

The following links will lead you to condensed versions of each of the Eight Principles. API Co-Founders Lysa Parker and Barbara Nicholson will release a book in early Summer 2008 that will explore the Eight Principles in detail. The book will be available in the API website store.

Please read the introduction first, as it contains important information that applies to all Eight Principles. If you have questions about applying the Eight Principles in your family, please contact an API Parent Support Group Leader near you or API Headquarters.

API’s Eight Principles of Parenting

Read the Introduction


Prepare for Pregnancy, Birth, and Parenting

Become emotionally and physically prepared for pregnancy and birth. Research available options for healthcare providers and birthing environments, and become informed about routine newborn care. Continuously educate yourself about developmental stages of childhood, setting realistic expectations and remaining flexible.

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Feed with Love and Respect

Breastfeeding is the optimal way to satisfy an infant’s nutritional and emotional needs. “Bottle Nursing” adapts breastfeeding behaviors to bottle-feeding to help initiate a secure attachment. Follow the feeding cues for both infants and children, encouraging them to eat when they are hungry and stop when they are full. Offer healthy food choices and model healthy eating behavior.

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Respond with Sensitivity

Build the foundation of trust and empathy beginning in infancy. Tune in to what your child is communicating to you, then respond consistently and appropriately. Babies cannot be expected to self-soothe, they need calm, loving, empathetic parents to help them learn to regulate their emotions. Respond sensitively to a child who is hurting or expressing strong emotion, and share in their joy.

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Use Nurturing Touch

Touch meets a baby’s needs for physical contact, affection, security, stimulation, and movement. Skin-to-skin contact is especially effective, such as during breastfeeding, bathing, or massage. Carrying or babywearing also meets this need while on the go. Hugs, snuggling, back rubs, massage, and physical play help meet this need in older children.

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Ensure Safe Sleep, Physically and Emotionally

Babies and children have needs at night just as they do during the day; from hunger, loneliness, and fear, to feeling too hot or too cold. They rely on parents to soothe them and help them regulate their intense emotions. Sleep training techniques can have detrimental physiological and psychological effects. Safe co-sleeping has benefits to both babies and parents.
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Provide Consistent and Loving Care

Babies and young children have an intense need for the physical presence of a consistent, loving, responsive caregiver: ideally a parent. If it becomes necessary, choose an alternate caregiver who has formed a bond with the child and who cares for him in a way that strengthens the attachment relationship. Keep schedules flexible, and minimize stress and fear during short separations.

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Practice Positive Discipline

Positive discipline helps a child develop a conscience guided by his own internal discipline and compassion for others. Discipline that is empathetic, loving, and respectful strengthens the connection between parent and child. Rather than reacting to behavior, discover the needs leading to the behavior. Communicate and craft solutions together while keeping everyone’s dignity intact.

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Strive for Balance in Personal and Family Life

It is easier to be emotionally responsive when you feel in balance. Create a support network, set realistic goals, put people before things, and don’t be afraid to say “no”. Recognize individual needs within the family and meet them to the greatest extent possible without compromising your physical and emotional health. Be creative, have fun with parenting, and take time to care for yourself.
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http://www.attachmentparenting.org/

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Infant Carriers and Spinal Stress


by Rochelle L. Casses, D.C.


UPDATE: This article was written in the 1990s when the all of the popular upright baby-carrier designs had the harmful characteristics described below. Today, several new and improved upright carrier designs are available. The gold standard for carrying your baby should be your own arms. In other words, an upright carrier should hold your baby the way your arms would, e.g., facing you with legs in a frog-like, spread-squat position with the baby’s weight supported across the buttocks and thighs. —Ed.

As we are finally realizing the benefits of “wearing” our infants while we perform our daily activities, we must be careful not to compromise the integrity of our child’s spine through the use of improper carriers. Spondylolisthesis (specifically, Type II/isthmic) is a condition that can result from excessive stress in the low back, such as a baby’s spine might experience in certain carriers on the market today. It is relatively uncommon, but when aggravated is extremely painful. This article explains which styles of baby carriers promote healthy spine development in an infant and describes the unnecessary stress and resulting spinal condition that can result from using certain carriers.

A healthy adult spine has four curves when viewed from the side, located in the neck (cervical spine), mid-back (thoracic), low back (lumbar) and base of the spine (sacrum). Upon entering the world, a newborn has only two curves in her spine: the mid-back and the base of the spine. These two curves are called the primary or kyphotic curves. They have an apex or “hump” at the back of the body. The curves in the neck and low back develop later and are termed secondary or lordotic curves. The curve in the cervical spine develops as the child begins to lift his head and the neck muscles are strengthened. The curve in the lumbar spine results as the child starts to crawl. The lordotic curves have an apex at the front of the body. These four curves — two primary and two secondary — are extremely important in the spine (both adult and child), for this is how the body handles the stress of gravity. If these curves do not exist, the body’s center of balance is shifted, causing undue stress on the spinal column and spinal cord.

A baby’s spine is placed in a compromising position in many of today’s popular carriers. If the carrier positions the infant upright, with the legs hanging down and the bodyweight supported at the base of the baby’s spine (i.e. at the crotch), it puts undue stress on the spine which can adversely affect the development of the spinal curves and, in some cases, cause spondylolisthesis.

Spondylolisthesis is defined as the forward slipping of a vertebra on the one below it. The degrees of severity are determined using the Meyerding grading scale, with grade 1 being the least amount of slippage and grade 5 being complete slippage off the vertebra below. This condition may have a related stress fracture at the pars interarticularis, a structure at the back of the vertebra that takes most of the stress inflicted on the spine when it is arched backwards. When present, a spondylolisthesis occurs at the fifth lumbar vertebra 90% of the time and at the fourth lumbar vertebra 9% of the time.

Spondylolisthesis is documented in approximately 5% of white males, but is prevalent in native Eskimos (as high as 60% of the population is affected). There has been much discussion on the high percentage of affected Eskimos as to whether it is a genetic predisposition or related to environmental factors (i.e., papoose carriers). Knowing how dynamic and vital the biomechanics of the spine are, I believe that environmental factors are the cause. If the trend continues in the U.S. to carry infants in carriers (or place them in walkers, jumpers, etc.) that place their spines in a weight bearing position before the spine is developmentally ready to do so, I believe we will see an increase in the incidence of spondylolisthesis.

Spondylolisthesis has been referred to as congenital anomalies of the spine, but there is no supporting embryological evidence for this assumption.1 There are factors that predispose a person to this condition, such as weakness in the posterior structures of the vertebra, failure of muscles and ligaments to absorb forces, anomalies of the lubosacral spine, and activities that place high stress on the posterior structures of the spine. Little is known about spondylolisthesis. More research needs to be done specifically addressing the weight bearing position of some carriers. In the meantime, we can take preventative steps by choosing alternate carriers, both for ourselves and as gifts for others.

What I have found to be the ideal carrier is the sling. There are many variations of the sling, but one should look for the following in any type of carrier:

  1. Before an infant can hold her head on her own, the carrier should support the neck. A sling cradles the infant just like your arms would, unlike vertical carriers which can actually allow a whiplash type injury.
  2. The carrier should not place the infant’s spine in a weight bearing position too early. (The young baby should be horizontal or inclined, with the spine supported along its length.)
  3. When a baby wants to be more upright to see the world around him (usually around age 4 to 5 months), the carrier should allow him to sit cross-legged, so his weight is dissipated through his legs and hips, as opposed to the style that has the legs hanging down, where the young spine has to bear the entire weight.

When considering the purchase of a baby carrier, you can often just ask yourself if you would be comfortable in it. Would you feel like you were in a hammock (a sling), or in a parachute harness, with your legs hanging down? Laying in a hammock is better for all of us.

Other benefits of sling type carriers include easy accessibility to breastfeeding, ability to wear baby facing toward or away from wearer, ability to wear sling on back, front or side.

You may be wondering, “What about backpacks? Are they bad? At what age or stage of development is it okay to carry a child in a backpack? What should you look for when buying one?” Wait until your child can sit alone well before carrying him in a backpack. The seat of the backpack should support the child’s entire bottom — not just between the legs, leaving the legs to dangle. One that has a foot rest is preferred.

The choice of infant carriers is a small thing when compared to all the other concerns that face parents, but it is a decision that can have lifelong effects. By choosing a sling type carrier for your baby, you may be preventing a lifetime of backaches and other spinal stresses.

Rochelle and Scott Casses own a chiropractic clinic in Carslisle, Pennsylvania, USA. Their 11-month-old son Palmer has accompanied them to work since he was born. Rochelle and Scott schedule their appointments so that while one of them is with a patient, the other handles reception duties and cares for Palmer. Rochelle says, “The patients really enjoy seeing Palmer, and he enjoys the interaction each day.” A section of their office serves as a playroom for Palmer as he becomes more mobile. (1996)

REFERENCES

  1. Hensinger, R. N.; Spondylolysis and Spondylolisthesis in Children and Adolescents; Journal of Bone and Joint Surgery, August 1989 71A: 1098-1107
  2. Shahriaae, H.; A Family with Spondylolisthesis; Journal of Bone and Joint Surgery, December 1979 61A: 1256-1258
  3. Tower S. S. and Pratt W.; Spondylolysis and Associated Spondylolisthesis in Eskimo and Athabascan Populations; Clinical Orthopedics, January 1990
  4. Wiltse, Leon; Fatigue Fracture: The Basic Lesion in Isthmic Spondylolisthesis; Journal of Bone and Joint Surgery, January 1975 57A: 17-22

This article was originally written for The Continuum Concept Letter (now defunct) and has been edited for this website.


. read some more .


Copyright ©1996 by The Liedloff Society for the Continuum Concept, All Rights Reserved. www.continuum-concept.org

Read Full Post »

http://continuum-concept.org/reading/spinalStress.html

Infant Carriers and Spinal Stress


by Rochelle L. Casses, D.C.


As we are finally realizing the benefits of “wearing” our infants while we perform our daily activities, we must be careful not to compromise the integrity of our child’s spine through the use of improper carriers. Spondylolisthesis (specifically, Type II/isthmic) is a condition that can result from excessive stress in the low back, such as a baby’s spine might experience in certain carriers on the market today. It is relatively uncommon, but when aggravated is extremely painful. This article explains which styles of baby carriers promote healthy spine development in an infant and describes the unnecessary stress and resulting spinal condition that can result from using certain carriers.

A healthy adult spine has four curves when viewed from the side, located in the neck (cervical spine), mid-back (thoracic), low back (lumbar) and base of the spine (sacrum). Upon entering the world, a newborn has only two curves in her spine: the mid-back and the base of the spine. These two curves are called the primary or kyphotic curves. They have an apex or “hump” at the back of the body. The curves in the neck and low back develop later and are termed secondary or lordotic curves. The curve in the cervical spine develops as the child begins to lift his head and the neck muscles are strengthened. The curve in the lumbar spine results as the child starts to crawl. The lordotic curves have an apex at the front of the body. These four curves — two primary and two secondary — are extremely important in the spine (both adult and child), for this is how the body handles the stress of gravity. If these curves do not exist, the body’s center of balance is shifted, causing undue stress on the spinal column and spinal cord.

A baby’s spine is placed in a compromising position in many of today’s popular carriers. If the carrier positions the infant upright, with the legs hanging down and the bodyweight supported at the base of the baby’s spine (i.e. at the crotch), it puts undue stress on the spine which can adversely affect the development of the spinal curves and, in some cases, cause spondylolisthesis.

Spondylolisthesis is defined as the forward slipping of a vertebra on the one below it. The degrees of severity are determined using the Meyerding grading scale, with grade 1 being the least amount of slippage and grade 5 being complete slippage off the vertebra below. This condition may have a related stress fracture at the pars interarticularis, a structure at the back of the vertebra that takes most of the stress inflicted on the spine when it is arched backwards. When present, a spondylolisthesis occurs at the fifth lumbar vertebra 90% of the time and at the fourth lumbar vertebra 9% of the time.

Spondylolisthesis is documented in approximately 5% of white males, but is prevalent in native Eskimos (as high as 60% of the population is affected). There has been much discussion on the high percentage of affected Eskimos as to whether it is a genetic predisposition or related to environmental factors (i.e., papoose carriers). Knowing how dynamic and vital the biomechanics of the spine are, I believe that environmental factors are the cause. If the trend continues in the U.S. to carry infants in carriers (or place them in walkers, jumpers, etc.) that place their spines in a weight bearing position before the spine is developmentally ready to do so, I believe we will see an increase in the incidence of spondylolisthesis.

Spondylolisthesis has been referred to as congenital anomalies of the spine, but there is no supporting embryological evidence for this assumption.1 There are factors that predispose a person to this condition, such as weakness in the posterior structures of the vertebra, failure of muscles and ligaments to absorb forces, anomalies of the lubosacral spine, and activities that place high stress on the posterior structures of the spine. Little is known about spondylolisthesis. More research needs to be done specifically addressing the weight bearing position of some carriers. In the meantime, we can take preventative steps by choosing alternate carriers, both for ourselves and as gifts for others.

What I have found to be the ideal carrier is the sling. There are many variations of the sling, but one should look for the following in any type of carrier:

  1. Before an infant can hold her head on her own, the carrier should support the neck. A sling cradles the infant just like your arms would, unlike vertical carriers which can actually allow a whiplash type injury.
  2. The carrier should not place the infant’s spine in a weight bearing position too early. (The young baby should be horizontal or inclined, with the spine supported along its length.)
  3. When a baby wants to be more upright to see the world around him (usually around age 4 to 5 months), the carrier should allow him to sit cross-legged, so his weight is dissipated through his legs and hips, as opposed to the style that has the legs hanging down, where the young spine has to bear the entire weight.

When considering the purchase of a baby carrier, you can often just ask yourself if you would be comfortable in it. Would you feel like you were in a hammock (a sling), or in a parachute harness, with your legs hanging down? Laying in a hammock is better for all of us.

Other benefits of sling type carriers include easy accessibility to breastfeeding, ability to wear baby facing toward or away from wearer, ability to wear sling on back, front or side.

You may be wondering, “What about backpacks? Are they bad? At what age or stage of development is it okay to carry a child in a backpack? What should you look for when buying one?” Wait until your child can sit alone well before carrying him in a backpack. The seat of the backpack should support the child’s entire bottom — not just between the legs, leaving the legs to dangle. One that has a foot rest is preferred.

The choice of infant carriers is a small thing when compared to all the other concerns that face parents, but it is a decision that can have lifelong effects. By choosing a sling type carrier for your baby, you may be preventing a lifetime of backaches and other spinal stresses.

Rochelle and Scott Casses own a chiropractic clinic in Carslisle, Pennsylvania, USA. Their 11-month-old son Palmer has accompanied them to work since he was born. Rochelle and Scott schedule their appointments so that while one of them is with a patient, the other handles reception duties and cares for Palmer. Rochelle says, “The patients really enjoy seeing Palmer, and he enjoys the interaction each day.” A section of their office serves as a playroom for Palmer as he becomes more mobile. (1996)

REFERENCES

  1. Hensinger, R. N.; Spondylolysis and Spondylolisthesis in Children and Adolescents; Journal of Bone and Joint Surgery, August 1989 71A: 1098-1107
  2. Shahriaae, H.; A Family with Spondylolisthesis; Journal of Bone and Joint Surgery, December 1979 61A: 1256-1258
  3. Tower S. S. and Pratt W.; Spondylolysis and Associated Spondylolisthesis in Eskimo and Athabascan Populations; Clinical Orthopedics, January 1990
  4. Wiltse, Leon; Fatigue Fracture: The Basic Lesion in Isthmic Spondylolisthesis; Journal of Bone and Joint Surgery, January 1975 57A: 17-22

This article was originally written for The Continuum Concept Letter (now defunct) and has been edited for this website.


. read some more .


Copyright ©1996 by The Liedloff Society for the Continuum Concept, All Rights Reserved. www.continuum-concept.org

Read Full Post »

Since we just bought an SUV, car seat safety is a big issue for me. We have never had an SUV before and apparently the 3d row in an SUV is the least safest area. So, I want to make sure we have the safety car seats that money can buy.

For my 10 year old, we are getting a Britax Monarch, which is here: http://www.britaxusa.com/products/product_detail.aspx?ID=6.

Britax is also coming out with the coolest new car seat ever. It is only forward facing, so will only used after Ethan is 35 pounds. However, the seat is rated as a forward facing seat from 25 until 80 lbs. After that, it converts to a booster from 80 until 100 pds.

Right now Ethan is in a Britax Blvd. which rear faces until 35 lbs. (this is a new feature of teh Blvd., just released in Feb. 2008). You can see that seat here: http://www.britaxusa.com/products/product_detail.aspx?ID=1. Of course, he doesn’t have the flowers.

I had intended on getting a Blvd. for the new baby b/c my babies are big, but I think instead I am purchasing the Frontier when it comes out (release date is May 2008) and switching Ethan to the Frontier when he hits 35 lbs. in the Blvd. At that point, I will put the baby into the Blvd. rear facing until 35 lbs. and forward facing until 65 lbs. Mikey will be in the Monarch until he outgrows all seats and then Ethan will transfer to the Monarch and baby will transfer to the Frontier when both are ready weight wise (more than likely, when baby outgrows the Blvd.).

With the purchase of these 2 seats, I will never have to purchase another car seat for my kids. All for only apprximately $400. And I can be assured that they are in the safest seats made. Britax is a great company with True Side Impact Protection and I do feel confident that this provides more protection than those seats that don’t have this feature.

In case you are wondering why I have my children rear facing until 35 lbs. in the Blvds, here is a youtube video to show you why children should NOT be forward facing.

For some reason, people love to put their children forward facing. It is very very dangerous! Please watch this video and visit carseatsafety.org before you do that!

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“Good” Children – at What Price?
The Secret Cost of Shame
by Robin Grille and Beth Macgregor
A five-month-old baby is lying in his mother’s arms. He is close to sleep, then wakes and begins to cry. His mother tells him that he should stop being a naughty boy, and that she will be cross with him if he doesn’t sleep.

An 18-month-old child is taken to a restaurant with her father and uncle. Her father goes to the bar, leaving the child with the uncle at the table. The child gets down from the table to follow her father. She is grabbed by her uncle and told that she is a bad child, and to stay in her chair. She looks around worriedly for her father.

At an adult’s birthday party, a six-year-old is awake long past his bedtime. He is running around the hall with the helium-filled balloons. His father yells at him to leave the balloons alone, and tells him to stop being a trouble-maker.

What did these children learn from these experiences? Many would say that the adults’ responses were necessary to teach the child the difference between right and wrong: between “good” and “bad” behavior. Verbal punishment is common in almost every home and school. It relies on shame as the deterrent, in the same way that corporal punishment relies on pain. Shaming is one of the most common methods used to regulate children’s behavior. But what if shaming our children is harming our children? Could it be that repeated verbal punishment leaves children with an enduring sense of themselves as inherently “bad”? If so, what can we do differently?

What is Shame?

Shame is designed to cause children to curtail behavior through negative thoughts and feelings about themselves. It involves a comment – direct or indirect – about what the child is. Shaming operates by giving children a negative image about their selves – rather than about the impact of their behavior.

What Does Shaming Look and Sound Like?

Shaming makes the child wrong for feeling, wanting or needing something. It can take many forms; here are some everyday examples: The put-down: “You naughty boy!”, “You’re acting like a spoiled child!”, “You selfish brat!”, “You cry-baby!”. Moralizing: “Good little boys don’t act that way”, “You’ve been a bad little girl”. The age-based expectation: “Grow up!”, “Stop acting like a baby!”, “Big boys don’t cry”, The gender-based expectation: “Toughen-up!”, “Don’t be a sissy!”, The competency-based expectation: “You’re hopeless!”. The comparison: “Why can’t you be more like so-and-so?”, “None of the other children are acting like you are”.

How Common is Shaming?

Shaming is very common, and is considered by many to be acceptable. Shaming is not restricted to “abusive” families; in fact, it occurs in the “nicest” of family and school environments. A recent study of Canadian schoolchildren, for instance, found that only 4% had not been the targets of their parents’ shaming; including “rejecting, demeaning, terrorizing, criticizing (destructively), or insulting statements” (Solomon & Serres, 1999).

As parents we tend to resort to shaming when we feel overwhelmed, irritated or frustrated, and we feel the need to control our children. Until very recently little consideration has been given to its harmful effects.

Shame: A New Frontier of Psychological Study

The use of corporal punishment against children has been hotly debated, and under increasing negative scrutiny in recent years. More and more nations legislate against it, schools ban it, international organizations devoted to its elimination are proliferating, and research psychologists have amassed mountains of evidence of its long-term damaging effects. In the meantime, the issue of “shaming” as punishment has been largely overlooked. Only recently have psychologists begun to discover that shaming has serious repercussions.

Daniel Goleman, author of Emotional Intelligence, says that we are now discovering the role that shame plays in relationship difficulties and violent behavior. There is a new effort by psychologists to study shame, how it is acquired, and how it affects a person’s relationships and functioning in society. The study of this previously “ignored emotion” is such a new frontier because it is the most difficult emotion to detect in others. Dr Paul Eckman, from the University of California, says that shame is the most private of emotions, and that humans have yet to evolve a facial expression that clearly communicates it. Is this why we might not see when our children are suffering from this secret emotion?

How Shame is Acquired
Children have a natural desire to develop a social conscience. When treated with the same respect as adults, and exposed to adults who respect each other; children will naturally develop a capacity for empathic, caring and respectful behavior.

No-one is born ashamed. It is a learned, self-conscious emotion, which starts at roughly two years of age with the advent of language and self-image. Although humans are born with a capacity for shame, the propensity to become ashamed in specific situations is learned.

This means that wherever there is shame, there has been a shamer. We learn to be ashamed of ourselves because someone of significance in our lives put us to shame. Shaming messages are more powerful when they come from those we are closest to, from people we love, admire or look up to. That is why parents’ use of shaming can have the deepest effects on children. However, shaming messages from teachers, older siblings and peers can also injure a child’s self-image. Since children are more vulnerable and impressionable than adults, shaming messages received in childhood are significantly more difficult to erase.

Messages of shame are mostly verbal, but there can be great shaming power in a look of disdain, contempt, or disgust.

Why Is Shaming So Common?

Shaming acts as a pressure valve to relieve parental frustration. Shaming is an anger-release for the parent; it makes the shamer feel better – if only momentarily.

When made to feel unworthy, children often work extra hard to please their parents. This makes the parent think that the shaming has “worked”. But has it?

The Damaging Effects of Shame

To understand the damage wrought by shame, we need to look deeper than the goal of “good” behavior. If we think that verbal punishment has “worked” because it changed what the child is doing, then we have dangerously limited our view of the child to the behaviors that we can see. It is all too easy to overlook the inner world of children: the emotions that underlie their behavior, and the suffering caused by shame. It is also easy to miss what the child does once out of range of the shamer.

Even well-meaning adults can sometimes underestimate children’s sensitivity to shaming language. There is mounting evidence that some of the words used to scold children – household words previously thought “harmless” – have the power to puncture children’s self-esteem for years to come. A child’s self-identity is shaped around the things they hear about themselves. A ten-year-old girl, for example, was overcome with anxiety after spilling a drink. She exclaimed over and over: “I’m so stupid! I’m so stupid!”. These were the exact words her mother had used against her. She lived in fear of her parents’ judgement, and learned to shame herself in the same way that she had been shamed.

If children’s emotional needs are dismissed, if their experiences are trivialized, they grow up feeling unimportant. If they are told that they are “bad” and “naughty”, they absorb this message and take this belief into adulthood.

Shame makes people feel diminished. It is a fear of being exposed, and leads to withdrawal from relationships. Shaming creates a feeling of powerlessness to act, and to express oneself: we want to dance, but we’re stopped by memories of being told not to be “so childish”. We seek pleasure, but we’re inhibited by inner voices telling us we are “self-indulgent” or “lazy”. We strive to excel, or to speak out, but we’re held back by a suspicion that we are not good enough. Shame takes the shape of the inner voices and images that mimic those who told us “Don’t be stupid,” or “Don’t be silly!”

Shame restrains a child’s self-expression: having felt the sting of an adult’s negative judgement, the shamed child censors herself in order to escape being branded as “naughty” or “bad”. Shame crushes children’s natural exuberance, their curiosity, and their desire to do things by themselves.

Thomas Scheff, a University of California sociologist, has said that shame inhibits the expression of all emotions – with the occasional exception of anger. People who feel shamed tend toward two polarities of expression: emotional muteness and paralysis, or bouts of hostility and rage. Some swing from one to the other.

Like crying for sadness, and shouting for anger, most emotions have a physical expression which allows them to dissipate. Shame doesn’t. This is why the effects of shame last well into the long term.

Recent research tells us that shame motivates people to withdraw from relationships, and to become isolated. Moreover, the shamed tend to feel humiliated and disapproved of by others, which can lead to hostility, even fury. Numerous studies link shame with a desire to punish others. When angry, shamed individuals are more likely to be malevolent, indirectly aggressive or self-destructive. Psychiatrist Peter Loader states that people cover up or compensate for deep feelings of shame with attitudes of contempt, superiority, domineering or bullying, self-deprecation, or obsessive perfectionism.

Severe Shame and Mental Illness

When shaming has been severe or extreme, it can contribute to the development of mental illness. This link has been underestimated until now. Researchers are increasingly finding connections between early childhood shaming and conditions such as depression, anxiety, personality disorders, and obsessive-compulsive disorders. In his book, The Psychology of Shame, Gershen Kaufman goes further to assert a link between shaming and addictive disorders, eating disorders, phobias and sexual dysfunction.

Shame Doesn’t Teach about Relationship or Empathy

While shaming has the power to control behavior, it does not have the power to teach empathy. When we repeatedly label a child “naughty” or otherwise, we condition them to focus inwardly, and they become pre-occupied with themselves and their failure to please. Thus children learn to label themselves, but learn nothing about relating, or about considering and comprehending the feelings of others. For empathy to develop, children need to be shown how others feel. In calling children “naughty”, for example, we have told the child nothing about how we feel in response to their behavior. Children cannot learn about caring for others’ feelings, nor about how their behavior impacts on others, while they are thinking: “There is something wrong with me.” In fact, psychotherapists and researchers are finding that individuals who are more prone to shame, are less capable of empathy toward others, and more self-preoccupied.

The only true basis for morality is a deeply felt empathy toward the feelings of others. Empathy is not necessarily what drives the “well-behaved” “good boy” or “good girl”.

The Myth of Morality

We are naive to confuse shame-based compliance with morally motivated behavior. At best, repeated shaming leads to a shallow conformism, based on escaping disapproval and seeking rewards. The child learns to avoid punishment by becoming submissive and compliant. The charade of “good manners” is not necessarily grounded in true interpersonal respect.

What Should We Consider Shameful?

Shame varies among cultures and families: what is considered shameful in one place may be permissible, unremarkable, even desirable in another. What is called “naughty behavior” is usually arbitrary and subjective: it varies significantly from family to family.

In one family, nudity is acceptable, in another unthinkable. Being noisy and boisterous is welcome in one family, frowned upon in another. While one family might enjoy speaking all at once around the dinner table, another family might find this rude. Such examples help us to realize that our way is not the only way: that our own way of deciding what is shameful behavior can be arbitrary and variable.

The History of Shaming

Children have been shamed for many hundreds of years. Historically, they have been thought to be inherently antisocial, and their behavior was seen through this lens. One seventeenth century author, Richard Allestree, wrote: “The newborn babe is full of the stains and pollution of sin, which it inherits from our first parents through our loins”1. In the Middle Ages, the ritual of Baptism actually included the exorcism of the devil from the child. Children who were felt to be too demanding were thought to be possessed by demons. Some early church fathers declared that if a baby cried more than a little, she was committing a sin. It has been an age-old pattern to blame the child for the numerous challenges and difficulties encountered by parents.

This way of thinking about children has persisted into modern times, although in less extreme ways. For example, a child having a tantrum is often seen as “spoiled”, and deliberately trying to antagonize his parents. A crying child risks being described as a “little terror” or “whiner” who is “just trying to get attention”.

There is no question that parenting can be frustrating sometimes. But it is groundless to automatically assume that the child is out to upset us, or to attribute some kind of nasty intention to the child. This imagined malevolence is usually what underlies the impulse to shame children.

A Shift in Attitude: Respecting the Child

It is entirely possible to set strong boundaries with children without shaming. However, this requires a fundamental attitude shift, beginning with re-evaluating what we think is motivating our child’s behavior.

Children have a natural desire to develop a social conscience. When treated with the same respect as adults, and exposed to adults who respect each other; children will naturally develop a capacity for empathic, caring and respectful behavior.

“Misbehavior”? Or Developmental Stage?
Toddlers can be exasperating. But does this mean they’re “misbehaving”?

Sometimes what we condemn as “misbehavior” is simply the child’s attempt to have some need met in the best way they know, or to master a new skill. The more parents can accept this, the less they are tempted to shame children into growing up faster. For instance, it is normal for toddlers to be selfish, possessive, exuberant and curious. It is not unusual for two-year-olds to be unable to wait for something they want, as they don’t understand time the way adults do. It is quite ordinary for three-year-olds to be sometimes defiant or hostile. If we shame instead of educate, we interrupt a valuable and stage-appropriate learning process, and our own opportunity to learn about the child’s needs is lost.

A three-year-old who defies her mother by refusing to pack up her toys – after being told to do so repeatedly – may be attempting to forge a separate and distinct self-identity. This includes learning to exercise her assertiveness, and learning to navigate open conflict. Toddlers can be exasperating. But does this mean they’re “misbehaving”?

Sensible limits are essential, but if children are shamed for their fledgling and awkward attempts at autonomy, they are prevented from taking a vital step to maturity and confidence. In the period glibly called the “terrible twos”, and for the next couple of years, toddlers are discovering how to set their own boundaries. They are learning to assert their distinct individuality, their sense of will. This is critical if they are to learn how to stand up for themselves, to feel strong enough to assert themselves, and to resist powerful peer pressures later in life. If we persist in crushing their defiance, and shaming children into submission, we teach them that setting boundaries for themselves is not okay.

Even babies are thought to misbehave, such as when they don’t sleep when they are told to. How could a five-month-old baby, for example, possibly be “naughty” for failing to go to sleep? Though it can be difficult for parents when babies experience disturbed sleep, it is nonsensical to see a non-sleeping baby as “disobeying” the parent, and to blame the baby for this.

Consider the example of an eight-month-old who crawls over to something that has flashing lights and interesting sounds. He pulls himself up to it and begins to explore. He does not know that it is his father’s prized stereo. He finds himself being tapped on his hand by his mother, who tells him to stop being naughty. He cries. At eight months, a baby is unable to tell the difference between a toy and another’s valuable property, and would be incapable of self-restraint if he could. Children’s ceaseless curiosity – a frequent target for shaming – is what drives them to learn about the world. When a child’s exploration is encouraged in a safe way, rather than castigated, their self-confidence grows. Unfortunately, we frequently call a behavior which may be entirely stage-appropriate “naughty”, simply because it threatens our need for order, or creates a burden for us.

A flustered mother and her distraught four-year-old daughter emerge from a local store. The girl is sobbing as she is forcefully strapped into her stroller. “Stop it, you whiner!” screams the mother, as she shakes her finger in the little girl’s face. Children are often berated for simply crying. Many people believe that a crying baby or child is misbehaving. Strong expressions of emotion – such as anger and sadness – are the child’s natural way of regulating their nervous system, while communicating their needs. Children cry when they are hurting, and they have a right to express this hurt! Even though it is often hard to listen to, it must be remembered that it is a healthy, normal reaction that deserves attention. It is tragic to see how often children are shamed for crying.

Here is a further example of what happens when we are unaware of developmental norms. Until recently, toddlers were started on potty-training far too early, before they were organically capable of voluntary bowel control. Many found this transition to be a battle, and toddlers were commonly shamed and punished for what was a normal inability. What was once a struggle for both parents and children has been greatly alleviated through more accurate information about childhood development. Shaming often takes place when we try to encourage or force a behavior that is developmentally too early for the child’s age.

We have come a long way in our understanding about child development in recent decades, and made many advances in childcare as a result. Easy-to-read child-development books fill the stores, by authors such as Penelope Leach, Katie Allison Granju, Pinky McKay and Jan Hunt, and these can help parents to have reasonable and realistic expectations of their children. Children and parents are both happier when parents have reasonable and age-appropriate expectations of their child’s behavior.

Understanding Instead of Shaming

Is it possible to understand what motivates children when they are “behaving badly”, instead of shaming them? What might “bad” behavior be a reaction to?

When we don’t seek to understand a child’s “bad” behaviors, we risk neglecting their needs. For instance, sometimes children repeatedly behave aggressively – over and above what can normally be expected of children their age. This could be due to conflict in the home, bullying at school, or competition with a sibling. Often what we expediently label as “bad” behavior is a vital signal that the child in question might actually be hurting. Research has repeatedly shown that a consistent pattern of antisocial behaviors, for example hostility and bullying, are children’s reactions to having felt victimized in some way. Children often “act out” their hurts aggressively, when they have not found a safe way to show that they have been hurt.

Ironically, shame itself can be the underlying cause of difficult behavior. Since shaming is a judgment from someone with more power than the child, this makes the child feel small and powerless. Sometimes, children turn the tables: they reclaim this lost power by finding another person to push around – usually someone smaller or more vulnerable than themselves.

Children are usually highly sensitive to the “vibes” in their environment; they pick up tensions between their parents, or other family members. At times “naughty” behavior may be the child’s way of reacting to this tension.

Children are less given to act out when they are receiving enough attention, when their hunger for play, discovery and pleasurable human contact is satisfied. Provocative behavior can indicate boredom, or perhaps the need for another “dose” of happy engagement with someone who is not feeling irritable, someone who has the time and energy to spare.

Finally, children can be grumpy or “difficult” simply from over-tiredness. In this case, what is dismissed as “bad” behavior might be a child’s way of saying “I’m over the edge, and I can’t handle it”. Curiously enough, when we as parents react with verbal assaults, we are communicating the same thing. Isn’t yelling at children that they are “naughty” or “terrible” (or worse) a kind of adult tantrum, a dysfunctional adult way of coping with frustration?

It is worth remembering that some causes of “misbehavior” are a lot less obvious. For instance, children need to feel our strength – they are uncomfortable with weakness in our personal boundaries. They need exposure to our true feelings, and they sense when we are hiding or pretending. They need their feelings and opinions validated, and are highly sensitive to poor empathy. Frequently, they react to any of these conditions by becoming provocative. Sometimes we blame and shame children for their vexing behavior, because the causes are hard to see.

Cultivating Empathy: Through Remembering

Parents often do to their children as was done to them. It is known that violence can be passed down through generations. Many parents realize that they are perpetuating a cycle in which they are shaming their children, in the same ways that they were once shamed by their own parents. Those that have forgotten the sting and humiliation of being shamed, risk being insensitive to the shame they inflict on their own children. Change requires deepening one’s empathy toward the child, and this comes from remembering how it felt to be a child. The understanding that comes from seeing the world through a child’s eyes can help adults to influence children without shaming them.

Managing Emotions

As parents, it is not unusual to find ourselves struggling, frazzled, or nearing an emotional boiling-point. When we don’t find healthy ways to discharge this frustration, we risk taking it out on our children. Although irritation is a normal part of parenting, this is not because children are “too demanding”. Children are children, and the fact that child-rearing can be difficult is not their fault. There are many ways to reroute our excess anger, such as chopping wood, going for a walk, or talking our frustration through with friends.

Everyone’s capacity for loving patience is finite; that’s human. When parents experience excessive strain this is largely due to our adherence to the myth that it takes just two adults to raise a child. Our society has grossly underestimated the energy required to truly meet children’s needs. We can avoid shaming simply by sharing the load – by asking for, and accepting, practical help from trusted friends and community. When we hear ourselves shaming our children, we might take this as a sign that we are needing more assistance.

What Do We Do Now? A New Paradigm for Boundary Setting

Respectful boundary-setting implies a strong statement about you, as opposed to a negative statement about the child. In this way, children gradually develop a good capacity to hear and comprehend the feelings of others. Children benefit from open expression of emotions; from seeing when their parents are angry, or upset. It is OK to be angry with your children, to let them see you are annoyed at something they have done, (as long as you don’t shock or terrorize them). Children learn best when they can see the kind of impact their behavior has on the feelings of others. Finally, it helps children to listen to and respect your feelings, if their right to express their feelings is equally respected.

Redirecting the Child’s Impulses

From time to time, we are compelled to intervene in our child’s activity, when we fear that either a person or a treasured object might get hurt. Shaming can be avoided if, instead of just chastising or stopping the child, we also provide a safer, alternative activity. Occasional aggression is part of normal, balanced healthy development. Children are often shamed and punished for this, when instead they could be shown ways to channel their natural aggression safely. Sometimes it is important to re-evaluate whether we need to chastise at all. A guideline comes from considering whether the behavior in question is actually causing harm to anyone, or creating a concrete risk.

The Role Model

Role-modeling is the most powerful teaching tool. Children don’t do what you say, they do as you do. The kind of respect they show others and themselves is a reflection of the kind of respect they have themselves been shown – and the respect they have witnessed displayed between the important people in their lives. Are we role-modeling the kind of behavior that we want our children to display?

Conclusion

Many people are still convinced that smacking or shaming are the only antidotes for preventing antisocial behaviors in children. The suggestion of giving up shaming or smacking is misinterpreted by some as attempts to disempower parents; to turn them into guilt-laden, ineffectual and permissive wimps. Not so. The most effective and healthy boundaries can be set without resorting to violence or shaming. Being strong with children does not mean being harsh, or humiliating.

There are alternatives to shaming that are healthier and more effective. Children who are shown consistent boundaries by parents who are able to express their feelings and needs in a trusting and respectful way, grow up with stronger self-worth and social awareness, free of the toxic effects of shame.
1 Richard Allestree, The Whole Duty of Man (London, 1766), p.20.

Editor’s note: See “The Myth of Original Sin” for a conflicting theory formulated by Arminius in the same century.

References

Bradshaw, J. (1988) Healing The Shame That Binds You

Gilbert P & Gerlsma C (1999) “Recall of Shame and Favouritism in Relation to Psychopathology” The British Journal of Clinical Psychology Vol. 38 p.357-373

Goleman, D. (1995) Emotional Intelligence – Why it can Matter more than IQ. New York: Bantam Books

Kaufman, G. (1989) The Psychology of Shame – Theory and Treatment of Shame-based Syndromes. New York: Springer-Verlag

Loader, P. (1998) “Such a Shame – A Consideration of Shame and Shaming Mechanisms in Families” Child Abuse Review, Vol. 7 p.44-57.

Solomon C. R. & Serres, F. (1999) “Effects of Parental Verbal Aggression on Children’s Self-Esteem and School Marks”, Child Abuse & Neglect, Vol. (23)4 p.339-351.

Tangney, J.P. & Fischer, K. W. (1995) The Self-Conscious Emotions – The Psychology of Guilt, Embarrassment, and Pride. London: Guilford Press.
Robin Grille is a Sydney-based psychologist. He has a private practice in individual psychotherapy and relationship counseling. Robin can be contacted at: interact@worldpacific.com.au.

Robin Grille’s new book: Parenting for a Peaceful World (Longueville Media, 2005) is available in our fundraising shop for North American buyers. Buyers from other countries can order the book from Robin’s website.

Beth Macgregor is a psychologist, and an adult educator in the fields of child protection and child development. She is a member of the NSW Committee of the Australian Association of Infant Mental Health.

First published in Sydney’s Child, May 1, 2002.

Reprinted with permission of the authors.
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I came across this site today on a parenting message board.  I want to keep it close at hand. Perhaps others who do not vaccniate and need to send their children to school will find this useful.

http://www.vaccinerights.com/resources.html

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How many issues do you have to think about when planning a homebirth with a toddler?The most obvious is who is going to be with the toddler for essential needs if you are in hard labor (eating, changing diapers, etc. etc.). I want my midwife and my doula to focus on me. But hiring a stranger to come and babysit your toddler while you are birthing seems rather inappropriate. Our families are not that close and I don’t know that I would feel comfortable with any of them here anyway. So, I’m thinking I hire someone but who? The girl next door is probably not going to be OK babysitting while I birth. Do I trust my male teenager? There are several issues with that. And what happens if, G-d forbids I have to transfer to a hospital. What would happen then? This is probably the most complicated issue with planning a homebirth with a toddler.

My toddler is 24 months old, nurses ALOT, and has never been left with a sitter.  I am concerned that he will be scared.  I am also concerned that my labors have always been in excess of 36 hours (even the first 2 c/s’s were that long before I succumbed to the knife).

We have some strategies with dealing with this but its the issue that is on my mind more than any other.  My son will ONLY nap and go to sleep while nursing. What if the new bean wants to arrive during one of those times?  With Ethan, I was pushing for over 2 hours.

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