When Your Child Refuses To Go To School

"My 15 year old son refuses to go to school, but otherwise is a good kid. How can I make him do school work? He attends a private school. He says he can't "force" himself to do it."

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Kids love to learn. Learning is as natural as breathing to them--they absorb every single thing that happens! They learn through play, they learn from the behavior of the kids and adults around them, they learn from their own experiments. By all rights, going to school, where there will be new experiences, many kids, and a chance to master powerful skills like reading and math, should be exciting and fun for them!

Their minds don't function well unless this bottom line condition of being welcome and appreciated is met. At school, they need to know that their educators like them and think they're special. They need to know that they won't be bullied or made fun of on the playground or in the hallways. They need encouragement, high expectations, and a good deal of fun. Play, which is the language and work of young kids, is still deeply important to kids of school age. The more they are allowed to play in their learning activities, the faster they absorb information and new skills. At home, kids need kindness, affection, and some measure of one-on-one time with their moms and dads, even if it's has to be as little as a five-minute snuggle before going to sleep every night or the ride in the car to the Boy Scout meeting once a week.

There are several basic ideas about helping kids learn that aren't well understood in our culture. In fact, they're not well understood in most cultures of the world. For schools to foster learning, and for moms and dads to support their kids, we grown-ups need to see that these learning needs of kids are met both at home and in the schools.

Here are a few of the key concepts that aren't yet well-understood:

• Kids learn best through play and hands-on activities. The best teacher is experience, experience, experience! We need classrooms in which kids are doing things together, experimenting, and teaching each other what they've learned. In particular, free play without competition or preset rules is a great builder of kids’ intellect, imagination, and confidence. Jumping on the beds at home, chasing around the house, and wrestling and pillow fights (the kids win, of course!) are the kinds of personal, physical play that lift kids' spirits and create enough fun that they can manage to stay hopeful even when days at school aren't inspiring. If life feels like drudgery, learning won't take place. So free play is vital. It keeps your youngster's spark of hope and interest alive!
• Kids need large amounts of physical affection and closeness. Closeness fuels their confidence and frees their minds of worries about whether or not they're OK. If they're unsure about whether they're OK, they can't concentrate on learning.
• Kids need the freedom to make mistakes and ask questions without fear of shame or belittlement. Mistakes and "failures" teach as effectively as successes, as long as a youngster continues to be respected.
• Kids need to feel loved, or at least understood and respected, in order for their minds to be clear enough to learn.
• Children's keen sense of justice demands that they and others be treated thoughtfully and fairly. Fairness, to kids, means limits but not anger, boundaries but not belittlement, facing problems but not attacking people for having problems.

• Schools are not set up to help kids with the tensions that keep them from learning and getting along. This is a job we moms and dads need to do. It's a very hard job, one that was never done for us. It feels all wrong to allow a youngster to cry on and on without fixing anything, without sending him to his room or insisting that he pull himself together. But listen. Listening heals. Listen your way through a big cry or tantrum once, without trying to "fix" his feelings or solve the problem, and you'll see how well it works to clear your youngster's mind and restore his sense of closeness to you.
• The huge need kids have for one-on-one attention while they learn is natural. It's the school environment, where so many kids need to compete for the attention of just one adult, that's not natural. Kids' needs feel bothersome to moms and dads and to educators, not because the kids are out of line, but because our society is out of line. Policymakers and citizens haven't yet decided to give young kids enough adult attention in school, and moms and dads enough support at home, to meet natural human needs for support and attention. When schools are genuinely supportive to kids, we'll look back at present class sizes, at the lack of support for educators, and at the lack of services for kids experiencing difficulties in learning, and think of conditions in the year 2000 as primitive indeed!

• What helps immensely is something we've always been taught to avoid at all costs. If you can sit close by while your youngster has a good cry about school, or a tantrum about not wanting to do homework, your youngster will do the work of draining some of the bad feelings that have paralyzed him. Emotional release helps kids focus their attention and regain their ability to be hopeful about learning. Your youngster won't sound reasonable while he cries or rages. He'll believe very strongly in the terrible feelings he's having. But surprisingly, the crying and the chance to make sure you know how bad it feels inside has a deeply healing effect. So try to keep from arguing and reasoning with him, and stay close while he "cleans the skeletons out of the closet" with his tears and his bleak or angry thoughts. He'll finish. The longer he has been able to cry, the more improvement you will see in his ability to concentrate and to believe in himself.

• When a youngster isn't able to concentrate or to learn, there's usually an emotional issue that blocks his progress. It feels bad on the inside when you can't think! It feels scary on the inside when you can't do what's expected of you, and you don't know why or what to do about it! This is the position kids are in when they can't write a story, can't memorize their times tables, or can't sit down to their homework. They feel upset, and often scared. They also feel alone.

When we moms and dads see our youngster caught in upset around learning, it's usually infuriating. Our youngster's problems make us feel tired and worn. Our thoughts are something like, "By now, he should be able to do school work on his own! Why do I have to get into it?!" We badly want our youngster's problems to go away so we can get a little peace!

Assisting Our Kids, Supporting Their Schools

Almost every youngster will experience some difficult times in school. And almost every parent feels upset, helpless, and/or angry when these troubles surface. Our strong love for our kids and our frustration with a society that doesn't offer much support to its young people makes it hard to think clearly when our kids are having a hard time.

There are a few guiding principles that many people find helpful when they hit a hard patch:

• First, listen to your youngster about the difficulty. He's feeling hurt and upset, and he can't solve the problem in that state. See if you can be warm and positive enough to help him have a big cry or a tantrum. Kids can often work through their feelings of victimization and come up with their own solutions to troubles at school, if they have the chance to offload the feelings in big, hard cries at home.
• If he wants you to approach a teacher or other students, listen well before you attempt to find solutions. A teacher, principal, or student needs to have their side of the story heard before they will be able to change a viewpoint or cooperate toward a fresh solution. If things aren't working well, they feel badly about it (even if they're acting like they don't). Fresh, workable behavior comes only from a mind that's been freed a bit from its troubles by a good listener, a listener who cares about all the parties involved. Your thoughts are important, and working toward a solution is important. But listening well to the others involved is as vital as tilling hard-packed soil before you attempt to plant a new seed.
• It doesn't help to blame your youngster, yourself, or the teacher for the difficulty. Blame wastes energy and makes others feel worse than they already do. Because blame spreads bad feelings, it gets in the way of the fresh thinking and cooperation you'll need in order to build solutions. You aren't to blame. You're working as hard as you know how that this difficult job of parenting. Your youngster isn't to blame. He's doing the best he can, and is carrying burdens he hasn't told you about yet, or doesn't know how to shed yet. The teacher is not to blame. No matter who has made mistakes, the heart of the matter is the lack of support and assistance for everyone involved.
• Let your youngster be in charge of the solutions. After your youngster has shed big feelings of upset, and after you've spent some time just being close to him without trying to solve the problem, ask him what he wants to do. Listen carefully. There may be a role you can play in advocating for him with the teacher or helping him talk with his friends. But don't assume that because he brought his feelings to you, that he wants you to take charge of the situation. Many times, kids can think of how they want to take charge after one or several good cries.
• Problem-solving goes better if we find a listener, too! When our kids struggle, we feel as frustrated and disappointed as they do! When they meet with unfairness, we want to storm and rage until the threat to them is gone. When they seem to be unable to help themselves at home, we aim our frustrations at them, driving them further into their shells of hopelessness. In short, when our kids meet trouble, we feel troubled too. To be good allies and problem-solvers, we need someone to listen to us, perhaps again and again, to how we feel and to the things we've tried. Someone listening to how angry or disappointed or exhausted we feel freshens our communication with our kids, their friends, and their educators. Our problem-solving effectiveness is 100% improved if we decide to find a listener and let them hear our fears and our frustrations before we try to help!

• We live in a society that doesn't value its kids or the people who work with them. There is talk of the importance of education, and many skilled and goodhearted people working in that field, but too little funding and respect are funneled toward schools. In most schools, human caring and teaching expertise is spread far too thin. You, your youngster, and your youngster's teacher are all stressed because learning conditions aren't optimal. Constructive action means to look for people's strengths, call on their good intentions, and perhaps to look for additional help.

 

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When Your Child Is An "Emotional Bully"

Hi Mark— I want to start by thanking you again for your continued support and constant flow of information on your website. I have just completed the program and have seen positive changes in my 11-year-old son at home. He still continues to CONSTANTLY ANNOY others and put them down. He does this to his friends and other children in our neighborhood. He has been tackled two times this summer because of his mouth. I do not know what to do. I know that he is constantly putting down people because of his own self-esteem. We are trying hard to follow all steps of the program. I review them several times a week. Please let me know if there is something else we can do to help him not to make fun of people and feel better about himself. Thank you. J.

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Hi J.,

What you’re referring to is a form of “emotional bullying.” Psychologists used to believe that bullies have low self-esteem, and put down other people to feel better about themselves. While many bullies are themselves bullied at home or at school, new research shows that most bullies actually have excellent self-esteem. 

Bullies usually have a sense of entitlement and superiority over others, and lack compassion, impulse control and social skills. They enjoy being cruel to others and sometimes use bullying as an anger management tool, the way a normally angry person would punch a pillow.

All bullies have certain attitudes and behaviors in common. Bullies dominate, blame and use others. They have contempt for the weak and view them as their prey. They lack empathy and foresight, and do not accept responsibility for their actions. They are concerned only about themselves and crave attention.

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Bullies are not born that way, although certain genetic traits are often present. Some children's personalities are naturally more aggressive, dominating and/or impulsive. Children with Attention Deficit Hyperactive Disorder (ADHD) are more likely to become bullies. However, having such inborn traits does not mean that a child will automatically become a bully. Bullying is a learned behavior, not a character trait. Bullies can learn new ways to curb their aggression and handle conflicts.

Bullies come from all backgrounds. Researchers have not been able to find a link between bullies and any particular religion, race, income level, divorce, or any other socio-economic factor. Girls are just as likely as boys to bully and abuse others verbally, although boys are three times more likely to be physically abusive.

There are different types of bullies produced in different types of homes. There are seven kinds of bullies. Among them are the hyperactive bully who does not understand social cues and therefore reacts inappropriately and often physically. The detached bully plans his attacks and is charming to everyone but his victims. The social bully has a poor sense of self and manipulates others through gossip and meanness. The bullied bully gets relief from his own sense of helplessness by overpowering others.

Bullies are often victims of bullies themselves. 40% of bullies are themselves bullied at home or at school. Research shows that a victim at home is more likely to be a bully at school. The reason may be that when a bully watches another child appear weak and cowering, it disturbs him because it reminds him of his own vulnerability and behavior at home.

Bullies have immature social skills and believe other children are more aggressive than they actually are. If you brush up against a bully, he may take it as a physical attack and assault you because "you deserve it, you started it," etc. Research indicates that bullies see threats where there are none, and view other children as more hostile than they are. The hyperactive bully will explode over little things because he lacks social skills and the ability to think in depth about a conflict.

A bully's parents may be permissive and unable to set limits on their child's behavior. From early on, the bully can do whatever he wants without clear consequences and discipline. His parents may have been abused themselves as children and view disciplinary measures as a form of child abuse. While their lax style may have been fine for an easy-going, older sibling, it will not work on this more aggressive child. This bully may be allowed to dominate younger siblings and even take over his entire family - everything will revolve around his agenda.

A bully's parents often discipline inconsistently. If his parents are in a good mood, the child gets away with bad behavior. If the same parent is under stress, he or she will take it out in angry outbursts against the child. This child never internalizes rules of conduct or respect for authority.

Self-centered, neglectful parents can create a cold, calculating bully. Since his parents do not monitor his activities or take an interest in his life, he learns to abuse others when no authority figure is looking. His bullying can be planned and relentless, as he constantly humiliates his victim, often getting other children to join him.

A bully has not learned empathy and compassion. The parents of bullies often have prejudices based on race, sex, wealth and achievement. Other people are just competitors who stand in the way. Their child must always be the best in sports or academics, and others must be kept in an inferior position. A University of Chicago study suggested that bullies watch more aggression on television and in family interactions. Aggression is rewarded and respected, and humiliating others is tolerated. Compassion and empathy seem like weaknesses.

In order for the behavior to be bullying, your child must be abusing another child physically, verbally or socially not just once, but repeatedly. There must be an imbalance of power: your child must be bigger, stronger or more powerful than the other child. However, the power can be “social power.” In that case, your child uses his power to exclude the other one from cliques and activities. The other child must have asked your child to stop bullying him or her. The victim has to feel threatened and has to believe your child will keep harming him.

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A bully will first either blame the victim or act like the victim himself. Many cry and say the other child provoked the situation. But if a teacher, bus driver or other person in authority has told you that your child is repeatedly terrorizing another, accept responsibility that your child may have a problem and that you are willing to fix it.

First, agree to work on the problem. If the victim’s family wants your child kept away from theirs, agree to that and keep in contact with them once a week on the phone for a few months.

Create a less violent, angry atmosphere at home. Don’t let your child play violent video games or watch television shows in which people act mean to one another or use violence. Use a rational approach to discipline and try not to lose your temper in front of your child. If the house rules vary from day to day, make them consistent and follow up if your child breaks them. Don’t use physical punishment or humiliation to discipline your child.

Read aloud books about bullies. Let him take care of a pet. Invite other children over to your house and monitor them. Let them play in a non-competitive way.

Enroll your child into groups that encourage cooperation and friendship, such as religious social groups or Scouts. Have him volunteer to learn the joy of helping others.

You are not alone. Other parents have had this problem and fixed it. One parent said the best thing that ever happened in their son’s life was when he changed from being a bully into a compassionate human being.

Mark Hutten, M.A.

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When Your Teenager Steals Money

Mark, I have just got to the bit about fair fighting and positive framing, really interesting and I can see how it would work a lot of the time but one of the biggest areas of conflict between my son and me is money, however much he gets he always wants more and will steal from me or his older brother and sister to get it. He has just stolen £370 from his brother's bank account by taking the card and pin no from the post. I can see how I can frame the action positively but how can I make a win win solution for him. He has had his allowance stopped until the money is paid, he is taking some out of his savings (controlled by absent father) but even so he will be weeks without money while he pays it back, I know he will take any opportunity he can to steal but I don't see how i can give him money even if he was willing to do chores, that seems disrespectful to his brother who worked two part time jobs to get the money. Help?! C.

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Hi C.,

There are many things that moms can do to address stealing after it has occurred:

• Apply consequences. Moms should decide what the specific consequences are for stealing, and apply them every time stealing occurs. Moms should inform their teens of these consequences before they are used. Consistency is very important.

• Confront quickly. Just as it's important for moms not to overreact, it is also important that moms don't under-react. When moms find out that their teenager is stealing, they should confront and deal with the stealing immediately. The longer stealing is allowed to continue uncorrected, the more difficult it is to correct later on.

• Remain calm. When moms discover that their teenager has stolen something it is very important that they don't overreact. Moms should keep in mind that all teens take things that don't belong to them at one time or another. Moms who become overly upset may instill feelings of guilt and shame in their teenager, which can affect self-esteem. Moms should try to remain calm instead, and should deal with stealing behaviors in as matter-of-fact a manner as possible.

Here are some more suggestions:

==> Correct the behavior. Correcting means making some kind of restitution. For example, if a teenager takes a candy bar from a store, correcting would involve requiring the teenager to return to the store and return the candy bar (if it isn't half-eaten), or if the candy bar can't be returned, paying for the candy bar. If the teenager has no money to pay for what he or she has taken, moms can loan the teenager the money and then subtract it from an allowance, or require that the teenager do chores around the house to earn the money to pay for it. It might also be a good idea for moms to require that the teenager apologize to the person from whom the item was stolen. Sometimes this is very difficult for teens, so moms may not want force the issue if their teenager is unable to make an apology. It is, however, very important that the teenager go along on the trip to make the return. It is very important that the teenager assume responsibility for correcting the misbehavior.

==> Apply natural consequences. After correcting the behavior, consequences should be applied. Having to do extra chores around the house to earn the money to pay for a stolen item is an example of a natural consequence. Another example is not allowing the teenager who stole the candy bar to have sweets for a certain period of time.

==> Additional Ideas:

• Don't interrogate teens or force them to self-incriminate. Moms should not force their teens to admit to stealing. Teens often lie to protect themselves. If moms aren't pretty sure that their teenager has stolen something, they probably should not apply consequences. Instead, they should let their teenager know that they are skeptical, and express hope that their teenager will be honest with them.

• Don't shame teens for stealing. Moms should try not to make their teens feel guilty for stealing. They should also try not to call their teen’s names, for example a thief or a liar. Such tactics can be very damaging to teen's self-esteem. Instead, moms should let their teens know that they are disappointed in their teen's behavior, but this does not mean that they are bad people. They should then apply consequences and treat the situation matter-of-factly.

• Help teens find ways of earning their own money. Moms should make sure that their teens have some sort of regular income. If teens have money of their own to spend as they wish, they will be more likely to buy what they want instead of stealing it. Teens can earn money by doing chores around the house, etc.

• Label the behavior. It is very important that moms call the behavior exactly what it is. For example, moms shouldn't call taking (without permission) what doesn't belong to one's self as "borrowing." Teens who are able to understand the concept of ownership should be told that they are "stealing" when they take something that does not belong to them.

• Provide adequate supervision. Moms should make sure that they know what their teens are up to. Teens who are not monitored closely by their moms tend to be more likely to steal and to engage in other problem behaviors.

• Seek professional help for persistent problems. If stealing becomes a chronic or significant problem, moms should contact a mental health professional for assistance.

• Understand why the behavior occurred. Different teens steal for different reasons. Because of this, it is important for moms to try to find out why their teens steal. Asking a teenager why he or she has stolen something will probably not give moms the answers they need. They may need to look at what's going on in the teenager's life, what personal problems the teenager may be having, etc. Once moms find out why, corrective measures can be taken to eliminate or minimize the behavior. For example, moms could set up an allowance/chore system for a teenager who stole because he has no spending money of his own.

Mark Hutten, M.A.

==> My Out-of-Control Teen: Help for Parents

Should You "Spy" on Your Sneaky Teenager?

“Should you secretly snoop on your teenage child? I am not talking about where you're open with them about your surveillance. I am talking about clandestine snooping: Reading their e-mail …checking their text messages …reading their diaries …eavesdropping on their conversations with friends …searching their room …searching their jeans -- all in secret.”

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Probably. The obvious argument for secret snooping is that you might discover something serious that you would not have known about otherwise. Maybe they are having sex with much older partners. Maybe they are selling drugs. Maybe they are thinking about suicide.

Secret snooping has a definite downside. It is dishonest. And if they find out - which they often do - kids feel betrayed.

I don't like snooping. I especially don't like secret snooping. That said, I am a believer in not being too trusting of your teenagers. Mom & dads regularly underestimate their kid's involvement in risky behavior. And teens do all they can do to keep those activities hidden from us. Fortunately, there are many things you can do before resorting to secrecy.

The first is to keep an ongoing relationship with your kids. They may at times push you away, but don't take it personally. Keep going back for more. The closer your relationship with them, the more likely they will share their world with you.

Second, when they go out, ask questions. The parent of a teenager needs to become an expert at asking very specific questions: Where are you going? Who are you going with? What will you be doing? The more specific details you demand, the less room they have for risky behavior.

Third, tell them what you consider serious risks and why - what you really think about sex, drugs, drinking.

Your last tool is open surveillance - in effect, snooping, but with their knowledge.

Snooping is a personal decision based on what you as a parent are comfortable with. Too little oversight risks giving too much wiggle room. Too much risks full rebellion. But you may want to be open about it. This is surveillance they may hate, but they know you are doing it.

Ultimately, snooping is one of those “do-the-ends-justify-the-means” deals.

Mark Hutten, M.A.

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He just leaves early in the day and shows up after we're asleep...

T__ and I joined your website for our 16 year old quite a few months back. Let me say this after having gone through many different programs for difficult teenagers, your program is very solid. We have told our current counselors and connections about it so that other parents may use your very good resources, too.

== > Thank you for your kinds words.

Our son is to the point now where he no longer argues about items (this should be a good thing). He just says "ok" and then takes off. He said that he really doesn't need us as parents, he doesn't need to do the chores or contribute anymore, and he just leaves early in the day and shows up after we're asleep.

== > You can file runaway charges. Also, if he’s violating curfew – that’s another legal charge that will need to go to court.

We have gone through his room and removed his negative influences - computer, clothing, accessories, electronic gadgets, etc. We left positive things, like a bed, desk, guitar (as an outlet), and normal school clothing.

== > Did you include, “If you choose to be home by the designated time for a period of 3 days – then you get all your stuff back” …?

We have filed unruly and missing charges, and we're in a juvenile court diversion program. Both sides basically tell us that because he's not doing anything violent or really bad, the court is not going to do anything to him. Here's someone that knows how to ride the system (and seems to have lost respect for the system).

== > That’s true, but here’s the upshot: You are protecting yourself from some potential liability issues. For example, if something bad happened to your son – or if your son committed a harmful act to others or their property, you will have solid evidence that you tried your best to get him “off the streets.”

Part of the problem is that his friends and their parents just give food, shelter, money, etc, because he is very charming to them. He misleads them about his situation to his benefit. We asked them why they do it, and they just say that they like doing it.

== > Two points here: (1) Of course he misleads …that’s what all kids do. Don’t worry about it. (2) Nothing is as comfortable as “home.” So don’t be fooled into thinking that he is escaping uncomfortable emotions associated with his poor choices. I can see that he is doing a class “A” job of convincing you that your disciplinary techniques are having no effect.

Any advice where to go from here would be helpful. We are sticking with the program basics, and we are hoping it will kick in again.

== > I think you’ll need to kick it up a notch.

You could lock him out of the house – but he may just pound on the door and wake everybody up. Even if the cops showed up, all they would do is give him a short, meaningless lecture and tell you to let him in.

A better idea would be to ground him FROM his room. Find a way to keep the door locked (and only you have a key). Bottom line, he is – as you say – playing the system. He has a right to live in your house – but he does not have a right to have a private bedroom. A private bedroom is a privilege – a privilege that’s EARNED by following house rules.

One of questions is this - does the "no free handouts" cover school expenses and such?

== > No. Basic needs are not fair game for confiscation.

We wanted him to earn his tool money for his new vocation school, but he hasn't done (even though he says it means something to him). He says "not to worry about it" whenever we bring it up, and he's definitely not close to being ready in four days. He lost most all of his books at school last year, and we're making him earn that money (which he won't, we just shouldn't worry about it he says). Are we going too fan in cutting off money for things like that? It's likely to affect his current enrollment, as they won't release his records to the new school without being paid.

== > You are responsible for tool money, books, etc. But until he abides by house rules, he can sleep on the living room floor or on the family room coach. No guitar, no desk, no room (but clothes of course).

He no longer wants to contribute and just go when/where ever; do we just accept that and let him live here until he's 18? We don't think so, but we're not sure where to go with someone that just takes off, doesn't contribute, and stays within the confines of the "system." Thanks for any help Mark!

== > You are responsible for him until he turns 18. This does not mean that he has to live in your home until then, however. You may want to contract with one of these families that are willing to feed him and let him hangout in their homes. Maybe he could stay with an aunt or uncle …grandparent …family friend, etc.

But until then, withdraw all privileges (i.e., anything other than basic needs). And continue to complain to probation re: curfew violations, runaway, etc. The probation department is just like any other business. Complain long and loud enough – and they WILL take some action.

Mark Hutten, M.A.

P.S. Do not doubt yourself during these tough times. Stay the course, and remind yourself that you are allowing your son to experience some short-term, minor pain now in an effort to save him from a lot of long-term, major pain later. 

==> My Out-of-Control Teen: Help for Parents

Parent Employs "Half-Measures" in the Discipline Department

Mark, My husband and I have been taking your online course and it has been very helpful. Our son is about to turn 18 and has all but dropped out of school. We feel that our next step should be to give him a few choices: either he goes to school regularly or gets a job by the time he turns 18 or he’ll have to move into our garage. If he moves into the garage, we won’t support him in any way except to provide food and a garage couch for him to sleep on. He won’t be allowed in the house except to use the bathroom. If we actually kick him out of the house now, I’m sure he’ll just get into more trouble. I know eventually it may come that, but the garage is my last step before kicking out. Does this make good sense to you? Do you have any other recommendations? Thanks so much for your input. K.

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Hi K.,

Please don’t get upset with me, but I think the garage idea is a poor one and borders on ridiculous. Keeping him in the garage is a classic example of employing “half-measures.” If he knows he can only come in the house to use the bathroom, he will simply “need” to use the bathroom about 15 times per hour.

First of all, be sure to read the recommendation re: poor school performance in the section of the eBook entitled “Read these Emails from Exasperated Parents” [session #4 - online version].

Second, you cannot legally kick him out of the house now – so forget that one.

Third, you’re right that you need to give him a few choices. They should go like this:

He can (1) attend school regularly, or (2) drop out of school and get a GED – and work full time, or (3) continue to do nothing (or very little).

In any case, the day after his 18<sup>th</sup> birthday, he will need to either (1) begin enrolling in a college or trade school, in which case he can continue to live at home (in the house – not the garage), or (2) find full time employment and live in his own apartment or elsewhere (there’s no need for him to continue living in the “nest” if he’s making his own money).

Now K__ …if you have a sick feeling in your gut right now, then you clearly have a lot of work to do yet in the “tough love” department.

You should prepare him - now - for his launch from the nest and into adulthood. Do you really want an adult child living in your garage for the next 10 to 15 years? I didn't think so.

Mark Hutten, M.A.

==> My Out-of-Control Teen: Help for Parent

Son Comes and Goes as He Pleases

Hi Mark,

Thanks for all your help and insights. I have finished reading the ebook and finished through session three of the online course work. Our son, I___, turned 18 yesterday and will be a senior in August. I___ came home yesterday afternoon (after being gone since Friday afternoon) looking for money or birthday presents from family members (grandparents, aunts, etc).

`````Sounds like what an over-indulged kid would do.

I used the "poker face" strategy and listened to him during what amounted to a temper tantrum. After he yelled, cussed and threw things, he left the house. He called me three hours later and was extremely apologetic, telling me he loved me, missed me, etc. While he was home, I calmly told him that when he was out past curfew or did not come home at all, it caused a problem for me, because I couldn't sleep well and if he wanted to continue to live at home with the benefits we provide (use of a car, use of a phone, a roof over his head, food, clothing, paid college) he would need to come home each night by curfew. He reminded me that curfew no longer applied to him (since he's 18) and I responded that it was a condition of his living at home, not a law.

`````This was right on track – good job!

He asked for money and I gave him $5 tying the money to the chores he did Friday --cleaning his room, mowing the yard and doing laundry. I emphasized the importance of earning money to become self reliant. He came home around 6 p.m. to "see me" and said he would be home last night by 1 a.m. and would like to have a birthday dinner tonight. He did not come home last night.

I really want to do this right ("no half measures"), and would appreciate some guidance from you. A couple of questions.....1) if he comes home tonight, what is the appropriate discipline for not coming home last night?

`````Let’s stop right here! Please don’t get upset with me. I’m sure you want the truth though:

You will never win in this cat-and-mouse game. Why? Because he is no longer living in your home regularly – and he is managing financially, at some level, without you.

I think the game is over. Save you precious time and energy for other things. You may be beyond “discipline” with him.

The recommendation is not about what is an appropriate discipline – rather it is about helping him move out – permanently …helping him find a job and get his own place.

==> Help for Parents with Out-of-Control Teens

2) should I emphasize coming home at night and tackle the time he comes home after he starts coming home or should I link the two enforcing the need to be home at a certain time ie 11pm during the week?

`````I want to help you break through some possible denial on your part. He will come and go as he damn well pleases. Whenever he doesn’t like a particular rule – he’s gone again. This doesn’t mean he’s a bad kid – he just an adult now.

3) what should be next steps if he doesn't come home tonight? 4) We are going out of home for the 4th of July and would like him to come with us. Our older daughter (20) will be staying at home because she works. What strategies can we use to get him to come with us? I don't want him at home if he doesn't come with us because I'm concerned he will have parties. How do I keep him out if he wants in?

`````Change the locks. It’s not that expensive or time consuming to do.

Last month we told him he had to stay with a friend if he didn't come with us and he stayed at the friend's for a few hours, then went home and borrowed an extension ladder from a neighbor and went in through an upstairs window tripping the alarm. The police came and he showed them his driver's license and they let him in the house. 5) We live in Fishers. Is the Madison County parents program open to non-county residents?

`````Yes.

The strategies I was able to use yesterday were very effective. I___ changed his approach dramatically in just a few hours, although very short lived. I want to be sure I get the next steps right to ensure the most positive outcome possible. I really appreciate your help. After years of counseling, this approach has the potential to be much more effective long term.

`````I’ve been kind of tough on you here, but I want to give you the best possible recommendation.

Bottom line: He needs to find another place to live. Use the strategies when he comes to visit.

Shift from “what can I do to keep my son” …to “what can I do to help him be independent.”

I’m interested in your feedback on my recommendations,

Mark Hutten M.A.

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Hi Mark,

You asked for feedback on your recommendations....my first reaction was sadness. Sadness for my son and the difficult life he has ahead of him and sadness that, although I put a lot of effort into parenting, my approach did not work, and I didn't get it figured out until too late in the game.

I agree with your recommendation that I have to move from "discipline" to helping him become independent. I will work with him to either follow the household rules or find another place to live. I'm at a point where I truly am comfortable with either solution. If he is going to be disruptive at home, I would prefer he leave. The irony is that he can sense that I am sincere about forcing him to find alternative living arrangements, and he has become more compliant in response.

Thanks for your insights. The course is extremely helpful because it is so specific, outlining exactly what needs to be said and what actions need to be taken. I wish I had discovered it years ago.

Kind regards,

C.

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Hi C.,

Thank you for having an open spirit to the change process.

Your statement "I'm at a point where I truly am comfortable with either solution" ...tells me that you are nearing the point of acceptance in the grief process AND "letting go" of some emotional baggage. This is a good thing.

You are working the program -- great job. There will be a reward at the end of the tunnel in some shape, form or fashion.

Mark Hutten, M.A.

==> Help for Parents with Out-of-Control Teens

Daughter Refuses to Get Up for School in the Mornings

Dear Mark,

My husband and I have started on your course for out of control teens. It is a work in progress and we are up to week three course doing the second set of assignments. Having success in many areas.

One area we are having a lot of trouble in is, with our daughter getting up and going to school on time, She is 14 in year 9 at school in Australia. Are there any suggestions that you can make regarding this? She wakes up early enough but puts on the “go slow.” We live within walking distance of the school. We offer to drive her if she is ready by 8.30 as school starts at 8.45. A couple of times she has achieved this. Mostly she doesn't care though and walks to school arriving after 9 to 9.30 and misses the first lesson every day. For a while she had been truanting school, about 3 weeks of this 10 week term and has been late every day except the couple.

The school has her on what’s called a 'level three', which means no excursions, no sport. (She doesn't want to do sport any way). Because of the truanting and lateness to school. Her behaviour in class is good. Next step is suspension.

Her teachers say she is a very intelligent girl …we need some suggestions if you can please help. Also further down the track we need to know ways to encourage her to do her homework, which she doesn't do.

Thank you for you help regarding the above matter.

Regards

J.

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Hi J.,

School is your daughter’s job -- not yours. The more you take responsibility for her getting up and getting to school on time – the less responsibility she will take for this.

I’m guessing that her “getting to school” is more important to YOU than it is to her. Let go of playing “time keeper” …let go of playing ”taxi cab driver” …don’t “nag” her about getting off to school in a timely fashion.

Give her one (1) wake up call. The rest is up to her. If she wants to choose to be late – allow it. She will get a natural consequence through the school (actually she already has).

Now your next question may be “What if she gets suspended.” Let’s cross that bridge when we get to it. In the meantime, let her make poor choices – and let her experience the consequences associated with those poor choices. But most importantly, STOP taking responsibility for her work (i.e., complying with school policies and procedures, doing homework, etc.).

Mark Hutten, M.A.

==> JOIN Online Parent Support

Problems That Result From Over-Indulgent Parenting

Hi Sheila,

== > I’ve responded throughout your email below:

Dear Mark,

I followed your parenting programme and found it helpful, especially the poker face scenarios which worked to some degree. The problem has been that I have felt afraid to carry out some of the scenarios which you advise ie the 'take everything away and ground for 3 days' as my son is 17 and quite strong.

== > Unfortunately, not following the program’s goals will make it nearly impossible to be successful with the desired outcomes.

I think he has an addiction to the computer and he can be on it for up to 14 hours a day. As it is Summer holidays for him (but not for me) he has been on it until 4am in the morning and never goes out. This makes it very difficult for me to get a proper nights sleep because altho he is not noisy his moving around disturbs me and I get up the next morning to do a full days work feeling very tired. When I try to talk to him about it he says that I keep myself up.

When I came back from work 2 weeks ago (after a poor nights sleep) I had lots of work to do on my laptop and was very tired. He had not done the jobs he had agreed to do and there was a mound of washing up in the washing up bowl which was his. I was a bit annoyed (which he hates) but tried to get him to do the jobs there and then so that we could move on. He wanted a chinese take-away and wanted me to drive him to the top of the road to collect it. When I said no, that I had lots of work to do and I was tired but I would give him the money for him to get himself a take away when he had done his jobs he got really annoyed.

== > What did he do to earn money for Chinese take-away?!

To cut a long story short, we had a row, I was unable to maintain a poker face, I turned the computer off, which ruined the on line game he was playing, things went from bad to worse, he took my lap top from me. I tried to go to bed and said I was going to bed in a calm (but very tired) voice he turned the sound up on the computer - therefore I was unable to either work or sleep. I refused to leave his room until I got my lap top back …he started to drag me out of the room etc etc. to cut a long story short, he put a hole in the wall, pushed me over and turned his sound up again, he continued to throw things around the flat and break some of my things. - I called the cops. They took him to his father’s house for one night and that is the last I have seen of him.

== > I’m glad you called the cops. (I was beginning to wonder if you had any backbone.) You sent a very clear message to your son that violence against women is unacceptable.

It has taken 3 years of this to reach that scenario. I was at my wits end, I cannot seem to handle this on my own as he is too strong for me and NO-One has ever told him to stop. His father always says that I must be doing something to provoke him and will not talk to him and will Never agree with anything I say or back me up. He doesn't want to deal with it. Mediation services say he is crossing the boundary of 'normal teenager behaviour' and we need to talk to him. His father refuses to co-parent. In fact his father hates the cops so much and was furious I called them, that he now is forbidding me from seeing my son saying he needs protecting and he is to move in with him and threatening me with child protection and accusing me of abuse - but mark my son is 17 years old and 5ft 10, I am 5ft 4 and 54kg. I am the one with the bruises and although I have got into some tussles with my son, I have never used physical force to punish or control him!!! It is ludicrous.

== > It sounds like you have 2 teenagers to deal with – your son AND your husband. I’m sorry to hear that your husband is a jerk.

However this brings me to my final point and question…

I feel that my son will not learn a good lesson from this. He will, like his father, blame me and I have come to the point where I have been unhappy with him living with me for some time and cannot see a way forward if he came back.

== > This is where I thought we were going with this conversation – and I am glad to see that you are finally getting some insight into what YOU really need to do with this dilemma. I’ll read on…

I love my son desperately and miss him terribly, but there is some relief that he has gone, which I feel guilty about.

== > HOLD IT! Re: “feeling guilty”—

This is why you got so deep into this problem to begin with – that is, your “relationship” with your son was more important to you than it was to him; you took on WAY too much responsibility for that relationship. Of course you’ll always love him, but to AVOID setting healthy boundaries in order to protect your physical and mental health would be insane.

I feel at this moment in time I just dont want to see either him or his father for a very long time - because there will be too much anger from him that is not being addressed by him. Am I doing the right thing?

== > Absolutely! How does it feel to have an “awakening”?

I know you say never give up but I have tried everything under the sun from parenting classes to mediation and nothing works because I am the only one doing anything.

== > I don’t see your need for respite as “giving up” – rather, I see it as you finally realizing that if you don’t take care of you – nobody else will.

The other two just will not play ball... I have tried to be a good mum and things used to be wonderful but as my boy has got older there has been a lack of co-parenting and myself and his dad, have argued around him and have completely different ideas about parenting. He must be confused and there has been a lack of boundaries as we both say different things. I feel I just need to be out of the picture and hope some day that he might realise all the things I tried to do for him and the sacrifices I made.....Is there anything you could suggest that I could do or should I just leave it???

== > I’d leave it -- with one huge caveat:

When your son wants to come back to live with you because he and his father have had a meltdown, your temptation will be to welcome him with open arms. BUT, what you will be doing is setting the whole unfortunate thing in motion again.

You have described over-indulgent parenting on your part throughout this email. If you take your son back at some point – but continue to parent using an over-indulgent parenting style, your son will eat you for lunch …then spit you out.

Mark Hutten, M.A.

==> My Out-of-Control Teen: Help for Parents

The Important Distinction Between Punishment and Discipline

Mark- I am on week 3, and have found your online counseling a huge help to our family and situation. I hope that if we follow this, that we will see improvements with our 7-year-old daughter that has gotten out of control at home. She has been diagnosed ADHD and ODD. Every doc has recommended medications for her. Mainly I am sure because of school and the fact that she does have problems with socialization at school. She is aggressive with kids, but a friendly aggressive like hugs and such. She has a heart of gold, and wants to do good, but she doesn’t have the tools she needs in order to be constructive. You mention that we as parents should 'discipline' and not 'punish'. I am wondering what is the difference between discipline vs punishing? What I mean is, what is considered discipline and what is considered punishing? Thank you, J.

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Hi J.,

Discipline is: 

• "Time-outs" that are open-ended and governed by the child's readiness to gain self-control
• Acknowledging or rewarding efforts and good behavior
• Consistent, firm guidance
• Directed at the child's behavior, never the child
• Giving children positive alternatives
• Listening and modeling
• Logical consequences that are directly related to the misbehavior
• Physically and verbally non-violent
• Positive, respectful
• Re-directing and selectively "ignoring" minor misbehavior
• Reflection and verbal give-and-take communication
• Teaching children to internalize self-discipline
• Teaching empathy and healthy remorse by showing it
• Understanding individual abilities, needs, circumstances and developmental stages
• Using mistakes as learning opportunities
• When children follow rules because they are discussed and agreed upon
• When children must make restitution when their behavior negatively affects someone else

Punishment is:

 

• "Time-outs" that banish a child for a set amount of time governed by the adult
• Being told only what NOT to do
• Children are punished for hurting others, rather than shown how to make restitution
• Consequences that are unrelated and illogical to the misbehavior
• Constantly reprimanding children for minor infractions causing them to tune-out
• Controlling, shaming
• Criticizing the child, rather than the child's behavior
• Forcing children to comply with illogical rules "just because you said so"
• Inappropriate to the child’s developmental stage of life
• Individual circumstances, abilities and needs not taken into consideration
• Negative and disrespectful of the child
• Physically and verbally violent and aggressive
• Reacting to rather than responding to misbehavior
• Sarcastic
• Teaching children to be controlled by a source outside of themselves
• Teaching children to behave only when they will get caught doing otherwise
• When children follow rules because they are threatened or bribed

Discipline is when a lifelong lesson is taught, the person develops another part of their character and learns a lesson in something they can use for all kinds of situations in life. Punishment is when they just "get in trouble" - just get a consequence for an offense - but nothing was learned except maybe to not get caught or not make the person punishing mad.

Discipline is guidance. When we guide children toward positive behavior and learning, we are promoting a healthy attitude. Positive guidance encourages a child to think before he acts. Positive guidance promotes self-control. Different styles of discipline produce results that are different. Discipline requires thought, planning, and patience.

Punishment, on the other hand, is usually hitting, spanking, or any type of control behavior. Basically there are four kinds of punishment: 

• Penalizing the child with consequences that do not fit the crime: Example: "Because you told a lie, you can't have your allowance."
• Physical: Slapping, spanking, switching, paddling, using a belt or hair brush, and so on.
• With words: Shaming, ridiculing, or using cruel words.

Punishment is usually used because: 

• It vents adult frustration
• It's quick and easy
• Parents don't know other methods
• Punishment asserts adult power

Punishment does not promote self discipline. It only stops misbehavior for that moment. Punishment may fulfill a short-term goal, but it actually interferes with the accomplishment of your long-term goal of self control. 

The consequences for children include the following lessons:

 

• It is okay to hit people who are smaller than you are.
• It is right to hit those you are closest to.
• Those who love you the most are also those who hit you.
• Violence is okay when other things don't work.

Tips— 

• Address the situation; do not judge the child. This is important because diminished self-esteem leads to insecurity, even hostility.
• Be firm. Clearly and firmly state that the child does what needs to be done. Speak in a tone that lets your child know you mean what you say and you expect the child to do it. It doesn't mean yelling or threatening. Being firm works for any age child and for many situations.
• Be sure children know these limits. Be consistent.
• Build self-esteem and respect. Avoid words that reduce self-esteem.
• Guide through consequences. If a child leaves his toys outside and the toys are stolen or damaged--no toys.
• Keep discipline positive. Tell children what to do instead of what not to do.
• Keep your cool. Listen calmly to your child's explanation of the problem; talk about ways to deal with it. Come to a solution that's agreeable to you and the child--this helps the child learn to be responsible for his behavior.
• Plan ahead. Prevent misbehavior by eliminating situations that spell trouble. For example, make sure children have been fed and are rested before going to the grocery store.
• Set clear and safe limits.
• Teach by example. Be a good example. If you hit children for hitting others, they won't understand why they can't hit.
• When you discipline, explain why.

Sorry for all the bullet points. It makes it a bit impersonal, but also provides you with a digestible summary.

Thanks for the question,

Mark Hutten, M.A.

==> JOIN Online Parent Support

When you think your teen "may" have lied to you, but you have no proof:

Question

Hello Mark, I recently started your online program and am so glad I found it! I have a question involving lying that cannot be proven. I am 99% sure my 14 yr old son did these things but I have no physical proof that he specifically is the one that did it. My husband says without that proof we cannot punish him. I disagree, but I am afraid it may cause him to resent me on that 1% chance he is not lying. Issue 1: porn downloaded on my computer during 1 hour while I was away. I have a spyware program that showed this, and he says some app auto downloads stuff and he didn’t do it. Issue 2: 30 presc pills of mine are missing and he has been caught with other drugs/alcohol previously. Besides my husband and myself, the only person in the household is my 19 yr old daughter and we have no reason to believe she would have done either of these things as #1 she has her own computer, and #2 she has not had problems with this kind of thing, and #3 we can always tell if she lies and she says she didn't do these things. Should we punish my son? Thank you, T.

Answer

Your husband is right. If you don’t have proof, you shouldn’t issue a consequence – BUT you should safeguard your prescription meds and limit/monitor use of the computer.

As with ALL parents, there will come a time when you will catch your teen in a lie. It may be about something small, like telling you they have no homework when they are actually behind in school, or it could be something as big as saying they are spending the night at friends and staying out all night. When a teen gets away with a small lie, they tend to move onto bigger lies, so it's important to not let them get away with even the first small lie. It's about setting boundaries and using discipline to educate your child as to what you will not put up with, and drawing clear expectations of their behavior.

It's harder than it looks. You found out, you talked to them, you feel hurt and betrayed, but you pass it off as a youthful indiscretion and let it pass. They promise not to do it again, but the consequences did not match the action, and therefore they will continue to test and push to see how far they can get. Your job is to set clear expectations with your teen about lying, and set clear consequences.

This is a natural part of youth development, seeing how much they can get away with. But constant lying can lead to bigger problems, such as petty theft. So stay strong, set clear boundaries, and let the discipline (notice the word used here is discipline and not punishment) fit the lie.

How can you tell if your teen is lying to you in the first place? Listed below are a few ways therapists and other professionals use to spot when someone is telling a lie:

1. If your teen avoids looking at you when telling you a story or looks at you too long without blinking, this is an indication that he/she may be lying. People tend not to look at the person they are lying to in the eye when lying, unless they know this fact and then they tend to look at you for too long. If you talk to your teen on a regular basis, you'll see a deviation in how he/she behaves while communicating to you during a lie.

2. Many times when a person lies, they look down. When a person tells you what happened and it’s the truth, they tend to look up and ‘see’ the event happening as it did. But when someone is using their creativity to ‘make up’ what happened, they look down.

3. People who are lying fidget. But this is also a sign of stress, so don’t go by this alone. Ask to check up on the story.

4. People who are lying touch their face and mouth. This type of body language is something that happens often when someone is lying. It isn’t easy to pick up until you know to look for it.

5. Teens who are lying avoid details, or have well practiced details, and change the story in the second telling. Again, this doesn’t happen as often with highly intelligent teens. Ask to check up on the story and see how he she reacts.

6. The faster you get over the shock that your teen will lie to you, the better you will be at spotting when he/she is lying. Your teen will not be trying to hurt you by lying, so try not to emotionally attach yourself to that action.

7. There will be a pause. This one would tell me something is wrong when I had a teen on the phone. If I ask for details on what he/she was doing, there is always a pause before the answer. It’s time for the teen to make something up. This happens face to face too.

8. When someone lies, they get defensive and will not be happy if you chose to check-up on their story. It has been my experience when a teen is not lying, they offer ways for you to check up by giving you the phone numbers or names you need. They may be a little insulted – I fall back and regroup later – but they aren’t defensive. Being defensive and pitching a fit when asked to help you check the story is a sure sign something is amiss and the teen is lying.

Mark Hutten, M.A.

==> My Out-of-Control Teen: Help for Parents

How to Motivate Your Teenager to Find Employment

"Hi Mark, I am so glad I found your web site, my husband and I have just started reading it and we are putting assignment 1 into place this week. I am actually a stepmother to my husband’s eldest boy (16yrs old) that we have been having terrible trouble with for many years but in the last 2 months things have become quite horrendous. To help you with the overall picture, his two brothers (12yrs & 15yrs) and himself live with us week about, 1 week with his mother and the other week with us and my 11yr daughter lives with us full time.

He is a very bright boy, but school just didn’t interest him and was getting into trouble, didn’t want to go, wouldn’t do any work, unmotivated and incredibly addicted to computer games – exactly what you have outlined in the start of your web site, it explained so much. It’s the old scenario his Dad felt sorry for his kids after the divorce and indulged them way too much, but he did the best he could at the time. He has since left school around 2 months ago, wants to go into the Police Force when he is 21 because in Australia to get into the Police Force you need to finish your Higher School Certificate or have a trade or certificate 3 in some sort of profession.

He is currently working part-time at McDonalds and some weeks only getting 1 shift a week and he feels this is enough and eventually McDonalds will give him a management role which will help get into the Police Force. But he would sit around all day, meet his friends after school and not look for another job. His father has offered him help with his resume, he has offered to take him to different organizations to find work. But he refuses to go. We have taken the internet off him altogether in both houses, because that would encourage him to stay home play computer games and not look for a job. Our question to you is how do we motivate him to work?"

__________

There are many reasons why teenagers lack motivation to do what moms and dads want them to do. (You'll notice they don't lack motivation to do what they want to do, such as talk on the phone, skateboard, shop, party, etc.)

For now, I'll mention just a few:

1. Kids aren't allowed to explore the relevance for themselves. They are "told," but they don't explore. How many moms and dads "tell" their kids what happened, what caused it to happen, how they should feel about it, and what they should do about it? It is much more effective to ask what and how questions.

2. Moms and dads are more interested in short-term than long-term results. For example, "I'll make you do your homework now - even if it means you will never do your best because you are too busy rebelling."

3. Parents don't allow their kids to learn from "failure," which is an excellent motivator. Paradoxically, one of the best ways parents can help kids learn to be responsible (i.e., motivated) is to be consciously irresponsible. Allow them to fail, and then be empathetic and help them explore what happened, how they feel about it, what they learned from it, and what they could do in the future if they want another outcome.

4. Moms and dads don't help kids learn time management skills through involving them in the creation of routine charts. The key word is "involving them."

5. Parents don't know how to say, "I love you, and the answer is no."

6. The parent doesn't teach her kids problem-solving skills through family meetings and individual barnstorming sessions.

7. Moms and dads expect teenagers to "remember to do their chores" as though it were an indicator of responsibility. Most responsible adults were not necessarily responsible teenagers. Even though teenagers are "more" motivated to follow a plan they have helped create, they will still forget because it is not high on their list of priorities. This does not mean they are irresponsible. It means they are teenagers. A friendly reminder doesn't have to be a big deal. Use your sense of humor and remind with your mouth shut (e.g., point, use charades, or write a note). If you have to say something, ask, "What did we agree to that you have forgotten?"

8. The parents give their kids too many privileges and material things and then wonder why they fail to be appreciative -- and instead just want more, more, and more.

9. Parents "nag," and therefore invite resistance.

10. Regarding motivation to do chores, work, etc.: Again teenagers are too often “told” instead of “invited to brainstorm” and come up with a solution that works for everyone. Teenagers are much more motivated to follow a plan they have helped create.

11. Teenagers feel "conditionally loved" (e.g., "I'm okay only if I live up to your expectations"). This hurts and they get revenge by failing to meet parental expectations.

So, in answer to your question: how do we motivate him to work...

Stop doing any of those things (including those listed above) that are thwarting his driving force.

==> JOIN Online Parent Support