Dealing with a Run Away Daughter: Tips for Parents

Hi Mark, We bought my out of control teen for our problem teen, H___ aged 16 (with undiagnosed emotional problems) and have found the tools very helpful, however we are at a loss to know how to deal with her runaway episodes which she does when she receives a consequence.

She ran away late one night in bare feet and walked all the way to her dad's house 7& 1/2 kms away, (he was convicted with 18 charges of violence against me) she hadn't seen him for 10 years...and it turned out to be a bad experience...then went and stayed at a friend’s. As she told us she wasn't coming home but was planning to move out which she can legally do at the age of 16, which she is now. I just told her how her choice to move out would affect her...we wouldn't support her financially...she would have to arrange all that herself and stayed in constant contact with her.

We have contacted the police and they have said unless she is considered at risk (ie mental health issues which she does have) they do not have the power to go and bring her home.

I managed to persuade her through much carefully thinking and talking to come home and return to school which she wanted to drop out of. She did work experience during the holidays that I took her to and now school has started she became very wound up and yelled at and gave me mouth for half an hour when she was reminded of a job she was required to do.

She went to school Monday and never came home...I believe she has gone to a friends...and I don't know what to do....I replied to her text on someone else’s phone but have not heard back from her.

By running away when she is given a consequence (this has gone on for 2 & 1/2 years) she avoids all responsibility and accountability and I renders useless any discipline program.

What can I do about this as our Australian laws as we have signed the convention on the rights of the child have taken away parental rights?

How can I approach this problem for her benefit? 

very distressed mum, J.

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Hi J,

We as parents want to model for our children HOW THE "REAL WORLD" OPERATES.

In the real world, one has to follow certain rules (e.g., obey the speed limit).

In the real world, when someone breaks the rules, there is a consequence (e.g., a speeding ticket).

In the real world, if someone refuses to accept the 1st consequence (e.g., not paying the ticket)...

...there is usually a much stiffer consequence to follow (e.g., lose of driving privileges).

Thus, you will do more harm than good by (a) pleading and begging her to come home/return to school and (b) tip-toeing around her in fear of issuing any consequences that may result in her running off.

As long as you take ownership of her "running" and "avoiding" -- then she does not have to take on any responsibility (you are taking it all). As soon as she realizes that HER PROBLEM IS HER PROBLEM (i.e., where she lives and whether or not she goes to school is HER responsibility), then she will begin to make some better choices.

Tell her she is always welcome to come home, but there will be rules as well as consequences for violating the rules. Then say, "You decide where you want to live. Take all the time you need."

Mark

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Hi Mark,

Thank you so much for your sound advice. Here's how I implemented your advice...

I sent her an email explaining the consequences of her choice to run away (which were increasing in severity the longer she stayed away). They involved confiscating all her important stuff and selling it should she not return home, and giving the money to her sister who she owed money to.

I would call her 'safe house' (which we had no details of without lots of investigation) and inform them of what we were going to do, and that she was under my legal guardianship, I would call CATT and CAHMS, adolescent and mental health teams, I would report her as a missing person to the police.

I gave her a time limit when they would begin. If she wasn't home by 8pm I would begin to implement my plan. Then I told her what would happen if another day went by....I would put up missing person posters of her around all her favourite haunts asking people for information. And I would sell her horse and cancel his agistment, and warned of daily consequences increasing in severity.

She was on the phone to me quick smart to say she was coming home before 8 but she couldn't find money for a bus fare, then rang to say there weren't many buses, then she rang to ask if I could pick her up.

Your right. Reading her the riot act and telling her the consequences made it her problem not mine and she became very anxious to avoid them.

Thank you so much, she came home a very compliant and subdued and obedient kid.

very grateful, J.

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How to Create Win-Win Outcomes Rather than Power Struggles: Tips for Parents

We see the main problem is he has turned on us... he is angry and is baiting us... he just came in from soccer and hit me with a tirade of swearing. He was angry because he wanted takeaway food and he was told that there was food at home. He has now taken off – it is 11pm. How do we make him realise that he needs to conform to our rules. He has no friends and we are the only people who support him. The punching of the walls and threatening to tell people that his father rapes him etc are just his way of punishing us. Will keeping the screws on him keep making the situation worse or will it eventually break him?

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Re: Will keeping the screws on him keep making the situation worse or will it eventually break him?

First of all, we're not in the business of "breaking" children. This implies a power struggle with one winner and one loser. Rather, we're in the business of fostering the development of self-reliance.

Secondly, as long as you are complying with the strategies as outlined in the eBook, you should expect things to get worse before they get better. But hold on a minute…

It sounds like you are in a power struggle here. Power struggles create distance and hostility instead of closeness and trust. Distance and hostility create resentment, resistance, rebellion (or compliance with lowered self-esteem). IT TAKES TWO TO CREATE A POWER STRUGGLE. I have never seen a power-drunk child without a power-drunk adult real close by. Adults need to remove themselves from the power struggle without winning or giving in.

Create a win/win environment. HOW?

The following suggestions teach kids important life skills including self-discipline, responsibility, cooperation and problem-solving skills instead of "approval junkie" compliance -- or rebellion.

1. Ask what and how questions: How will we eat if you don't set the table? What is next on our routine chart? What was our agreement about what happens to clothes that aren't picked up? What happened? How do you feel about what happened? What ideas do you have to solve the problem? (This does not work at the time of conflict, nor does it work unless you are truly curious about what you child has to say.)

2. BONUS: HUGS! HUGS! HUGS! A hug is often enough to change the behavior -- theirs and yours.

3. Create a game: Beat the clock or sing songs while getting chores done.

4. Decide what you will do. I will cook only in a clean kitchen. I will drive only when seat belts are buckled. (I will pull over to the side of the road when kids are fighting.)

5. Distraction for kids and lots of supervision. Punishment decreases brain development. Kids are often punished for doing what they are developmentally programmed to do -- explore.

6. Do it WITH them. You may even want to go to the positive time out area with them.

7. KINDNESS AND FIRMNESS AT THE SAME TIME.

8. Get kids involved in cooperation. Say, "I can't make you, but I really need your help." (10 words)

9. Get kids involved in the creation of routines (morning, chores, and bedtime). Then the routine chart becomes the boss.

10. Limited choices: Do you want to do your homework before dinner or after dinner. Do you want to set the table or clean up after dinner?

11. Make a "Wheel of Choice" together. Draw a big circle and divide into wedges. Brainstorm lots of solutions to problems. Draw illustrations for each solution. During a conflict, invite child to pick something from the wheel.

12. No words: Use pantomime, charades, or notes. Try a hug to create closeness and trust -- then do something else.

13. Non-verbal signals. These should be planned in advance with the child. An empty plate turned over at the dinner table as a reminder of chores that need to be completed before dinner; a sheet over the television as a reminder that homework needs to be done first or that things need to be picked up in the common areas of the house.

14. Positive Time Out. Create a "nurturing" (not punitive) time out area with your child.

15. Put the problem on the family meeting agenda and let the kids brainstorm for a solution.

16. Use reflective listening. Stop talking and listen. Try to understand not only what your child is saying, but what he means.

17. Use ten words or less. One is best: Games. Towels (that may have been left on the bathroom floor). Homework. (Sometimes these words need to be repeated several times.)

Every child needs discipline, and the discipline style can provide connection or disconnection in the relationship.

The goals of discipline are:

1. To instill values.

2. To protect the child.

3. To teach the child lifelong skills for good character, such as responsibility and self-control.

Effective Discipline is:

• As fair and consistent as possible.
• Be Proactive. Moms & dads find underlying causes of misbehavior as well as teach future desired behavior. Punishment tends to be reactive and aims to just stop behaviors. Discipline connects the parent and child in their relationship. Punishment disconnects them.
• Kind, firm and safe.
• Mutually respectful: "Do unto others as you would have done to you." Although moms & dads have far more experience and knowledge than their kids, both moms & dads and child have the same right of having their feelings and dignity equally respected.
• Never includes punishment. Common examples of punishment are grounding with no time-limit, unrelated consequences, spanking, and threats of any kind.
• Ninety percent prevention and ten percent correction.
• Teaches and guides kids how to think for themselves. It doesn't just force them to obey. The world is a different place than 30 years ago. We don't want our kids to just blindly obey anyone — especially adults that may not have their best interests in mind. We want them to think for themselves and make good decisions.
• Uses real world "cause and effect" learning experiences.

Re: Power Struggles:

• Power struggles are generally about meeting needs: the needs of the parent and the needs of the child. Both aim to get their way, but at the expense of the other person not getting their way.

• Power struggles are often the result of the use of punishment. Kids will often react to punishment in the forms of rebellion, retaliation, fear, and/ or passive resistance.

• When moms & dads and kids are locked in a power struggle, it is important for the parent to stay calm and let go for the moment. They have more experience in self-control and can switch gears easier. Refuse to participate. The time to re-examine the needs of the moms & dads and child causing the power struggle is later, when the emotional temperature in the relationship has gone down. Be sure to address it though. Don't let it go unresolved forever.

Kids don't really misbehave. They act in inappropriate ways to get their needs met. The job of moms & dads is to meet those needs and teach kids how to get them met in socially appropriate ways. Kids are like icebergs. We see the tip of the iceberg (behavior) protruding out of the water. Most of the time, we don't even look at the massive ice part under the water (which are the needs and feelings) that supports the behavior. As moms & dads, we need to jump out of the boat, and into our submarine to look at what's happening with the child underneath the iceberg tip. Once the underlying needs and feelings of the child are recognized and addressed, the behavior often improves.

The most effective discipline tools used for older, school-aged kids and teens are active listening, "I" messages, time in, changing the environment, modeling, related consequences, and problem solving. Family meetings are also especially effective for this age.

A crucial discipline tool often overlooked is meeting the needs of moms & dads. Moms & dads who are hungry, tired, stressed, need support and a time-out don't often make their best parenting decisions.

You can't raise a child in a dictatorship and expect them to function as an adult in a democracy.

Mark Hutten, M.A.

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

Divorced Couple Disagrees on How to Discipline the Kids

Mark, I'm new to your program, and just getting ready to do the assignments for week 1. My x-wife has custody of my daughter, though I have her at my house about 50% of the time. My question has to do with my x-wife. She undercuts any discipline that I have ever tried with my daughter. The first week has shown me that I am an overindulgent parent. My x-wife is off the charts overindulgent. I can never get her on the same page with me for very long. When my 16-year-old daughter goes out of control, my x-wife will want to work with me until my daughter goes to work on her. Then she takes her side. What do recommend with respect to my x-wife? She has never wanted to participate in any counseling and really seems to convince herself that there is nothing wrong (usually this happens when my daughter behaves for a short period of time). I love your program, the first week has taught me more than I ever could have imagined. Thanks, J.

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Hi J.,

It’s not surprising that parents have differing views on the best way to discipline their children. Working out those differences requires clarity and perspective.

Other matters can usually be resolved by compromise or agreeing on which parent will set the rules about particular issues. Even so, forming a united front on discipline is often more easily said than done. Here are some ideas that may help:

· Ask why the other parent wants to discipline in a particular way. Listen to their response without interrupting. Be respectful, caring, and patient.

· Ask yourself why you are opposed to your parenting partner’s method. What are you afraid will happen?

· Be prepared for behavioral problems. Remember that many changes in children’s behaviors are linked to their stage of normal development. It should come as no surprise that your toddler becomes defiant or your preschooler has an occasional temper tantrum. Talk ahead of time about how each of you would handle these predictable situations. That way you’ll have fewer conflicts when they occur.

 

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· Don’t be trapped by your past. That includes both your own childhood and the style of discipline you may have used in an earlier marriage. Look for ways to explore, with your ex-spouse, your unquestioned assumptions about disciplining children. One good way to do that is to take a parenting class together. That does two things: It helps you realize how differently other people respond to the same situations you face as parents, and it gives you and your ex-spouse a common base of information from which to develop your shared approaches to discipline.

· Don't let negative childhood experiences determine your decision making about discipline. Keep your focus on the positive aspects of your family life in childhood to bring to your current parenting practices. This approach will free you to replace discipline strategies that don't work for both parents because of beliefs based in families of origin with solution-focused practices that respect and continue the positive experiences of both parents' childhoods.

· Explore discipline options, balancing the pros and cons. Decide which responses are most constructive for your parenting goals.

· Find out how the other parent wants the child to behave in the future.

· Find out what the other parent is afraid will happen if he/she doesn’t discipline their particular way.

· Negotiate a Plan in Calm Waters. Sit down with your ex-spouse and try to agree on ways to discipline at a time when nothing is wrong. When you discuss things calmly, you're more likely to come up with a plan you can both stick to. This will allow you to talk about what's best for your child, and not "who's right."

· Present a Unified Front. Kids understand when their parents feel differently about disciplining, no matter what their age. Children will often get away with misbehaving simply by creating an argument between you and your ex-spouse — and this not only lets them off the hook, it creates a problem between the parents. Make sure that your child sees both parents following the same guidelines, no matter what the scenario. Once your kids start receiving the same treatment from both parents, they'll stop using your disagreements as a way to avoid punishment.

· Put your childhood experiences in historical perspective. Gender roles, child safety issues, environmental factors, and cultural norms change dramatically across the generations. What worked for your family 'back in the day' may not transfer comfortably to your current family situation. What are the issues in modern family life that trigger a strong belief that the values and child-rearing practices from your childhood are important to uphold and continue in your own family?

 

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· Recognize that strong beliefs about child rearing may have their basis in childhood family experiences. At the same time, know that your ex-spouse's beliefs have the same powerful roots.

· Recognize What Your Arguments Do to Your Children. No child likes to see his or her parents fight. When you argue about what to do with your kids, you create a troubling environment for them, which could have serious long-tem effects. Fighting with your ex-spouse shifts the focus away from your child — and how they can learn to stop misbehaving — and on to a "parent versus parent" situation.

· Remember the positive experiences from your childhood. Think about your everyday life rather than the major events. What was going on around you during those happy times? It's fun to share these memories with your family, so make them a part of your traditions and family life. What are the positive values and childhood experiences that you want to uphold and continue in your family?

· Have a conversation between parents about the ways childhood histories may be influencing the disagreement about discipline. Take a problem-solving approach to identify:

What is the specific child-rearing issue that is causing disagreement between parents?

What are the feelings and beliefs that each parent has about the issue that may be rooted in childhood family history?

What problem-solving alternatives can each of you commit to that will resolve the disagreement and unite both parents in adapting the beliefs and practices of your families of origin to your family life today?

Lastly, always keep in the back of your mind that a weaker parenting plan supported by both parents is much better than a stronger plan supported by only one.

I hope this helps,

Mark Hutten, M.A.

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Son Complains to Grandma Whenever He's Disciplined by Mom

"I AM NEW TO YOUR PROGRAM AND I DO HAVE A SITUATION I DIDN'T SEE ON YOUR SITE. I HAVE 6 KIDS, TWO OF WHICH ARE STEPSONS. THE OLDEST OF THE TWO IS THE ONE I AM HAVING ISSUES WITH. MY HUSBAND WORKS OFFSHORE AND IS GONE A LOT, SO I AM ON MY OWN A LOT OF THE TIME.

THE PROBLEM I KEEP ENCOUNTERING IS WHEN THE STEPSON GETS INTO TROUBLE OR IS NOT HAPPY WITH THE WAY THINGS ARE GOING HE WANTS TO CALL HIS GRANDMOTHER (MY MOTHER-IN-LAW) TO WHINE AND COMPLAIN TO HER.

SHE ALWAYS TRIES TO CONTROL WHAT GOES ON IN MY HOME AND HAS EVEN GONE TO HIS SCHOOL TO TALK TO HIS TEACHERS, COUNSELORS AND SO ON.

I REALLY HAVE REACHED THE END OF MY ROPE WITH THIS ISSUE AND FEEL LIKE I CAN'T EVEN DISCIPLINE HIM FOR FEAR OF WHAT SHE MIGHT DO OR SAY.

ANY ADVICE?

HOPELESS IN LOUISIANA, K."

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There is a thin line between being interfering and being helpful, and a child's grandparents seem to be constantly crossing that line.

When a child is born, the child's grandparents can be a great source of help, support and encouragement. Grandparents almost always know what to do when their grandchild child is unwell, not eating, not burping, not sleeping, crying too much, sneezing.... and so on. In fact, many women would call their mothers or mothers-in-law before calling their husbands, for advice regarding health issues. But when it comes to advice regarding child rearing, it suddenly seems as though grandparents have it all wrong.

There is a thin line between being interfering and being helpful, and a child's grandparents, (especially if they are your in-laws!) seem to be constantly crossing that line.

If you discuss your child's behavioral aspects with his grandparents, be prepared for advice. If you don't want to hear advice, then don't discuss their problems with them. It would be unfair on your part if you unburden your worries on them, and then when they offer solutions, argue with them about why what they are saying doesn't make sense.

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

Be prepared to heed some advice. Don't be completely closed to their inputs. After all, they did bring up your spouse, didn't they? And how wrong did they go? If you love your spouse and if he turned out to be a sensible, balanced and nice person, it makes sense for you to at least give their ideas a fair hearing even if such ideas oppose yours. It is always better to have an open mind with regard to child rearing since everything is so subjective.

It is true that you can bring up your child the way you feel is right, but in your strong desire to do this, don't discount good tips. Many mothers, feeling threatened by constant interference from in-laws, make it a point not to heed their advice. This is completely understandable, as it is just a defensive reaction. Instead, if you have a problem with your child's grandparent's interference, discuss it with them. Let them know that you feel a certain way on certain issues, and that you would welcome their suggestions on other matters or when you ask for them.

It is all too easy for parents to criticize in-laws for interfering, but not all understand the emotion behind such interference. True, many in-laws are unnecessarily dominating, but irrespective, if you feel that their ideas do not completely go against your beliefs, you could perhaps give in to them every once in a while to maintain peace, especially if you are living together. Don't refuse to listen to them because you know that your husband is on your side or because you know that you have enough freedom and really can do whatever you want. Instead of simply turning a blind eye to what grandparents feel, discuss it with them and let them know why you feel strongly about doing things in another manner.

Always remember that grandparents nowadays have valuable experience, and make for the best baby sitters. These days, with people staying healthier in their old age, grandparents can participate in various activities with their children. They can tell them stories of the days gone by, inculcate in children a sense of family pride, and increase a child's knowledge about his culture and heritage. So bear this in mind the next time you are tempted to snap at them for interfering. It is for your own peace of mind.

 

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

What To Do When You and Your Spouse Disagree On Discipline

"My husband and I have very different parenting styles and that has really worked against us over the years …I tend to be strict while my husband is not and I feel that I need to compensate for his lack of discipline and follow through. I'm constantly clashing with my kids and tired of being the wicked witch."

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When parents have different disciplining styles, there's bound to be dissension and arguing. Tension's a given anytime two or more people work on the same project but each take a different approach.

Co-parenting is similar to any other partnership. Each person brings to the table what's been learned along the way. As parents, we're influenced by the disciplinary approaches we experienced growing up, and we tend to apply them to our children-often without first talking them through with our partner.

Imagine a baseball team-eager to win a game-but guided by two coaches who follow different rules and dish out contradictory information. Imagine the tension and the reactions of the players as they witness the coaches quarreling. If you and your husband fight in front of the children, you may not be aware of the ways in which they are affected. Some children may learn "that must be the way people resolve conflicts." Others may learn how to play one parent against the other, which causes even more confusion and distress in the family.

Here are some strategies that can be helpful:

1. Agree on a signal to alert both of you that the conversation is, or is about to, get too heated and needs to be halted. Make a commitment both to honor – and act on the signal. You might walk away and have an agreed-upon cooling off period. Or set a time to revisit your differences in opinion. Or write down what you're feeling and later share it with your partner, who might better understand where you're coming from.

2. Be prepared for behavioral problems. Remember that many changes in kids’ behaviors are linked to their stage of normal development. It should come as no surprise that your toddler becomes defiant or your preschooler has an occasional temper tantrum. Talk ahead of time about how each of you would handle these predictable situations. That way you’ll have fewer conflicts when they occur.

3. Create your own family "rule book." Write clear, reasonable, attainable rules (for both parents and kids) about what behavior is acceptable and what isn't. Your family, like a baseball team, will be more successful when you have clear guidelines.

4. Do not to go overboard in trying to avoid arguments. Having small squabbles in front of the kids – and then resolving them peacefully – can actually be good for them; it shows that it's possible to disagree with someone you love, and that relationships don't end just because people are quarreling with each other.

5. Don’t be trapped by your past. That includes both your own childhood and the style of discipline you may have used in an earlier marriage. Look for ways to explore, with your spouse, your unquestioned assumptions about disciplining kids. One good way to do that is to take a parenting class together. That does two things: It helps you realize how differently other people respond to the same situations you face as parents, and it gives you and your spouse a common base of information from which to develop your shared approaches to discipline.

6. Don't let negative childhood experiences determine your decision making about discipline. Keep your focus on the positive aspects of your family life in childhood to bring to your current parenting practices. This approach will free you to replace discipline strategies that don't work for both parents because of beliefs based in families of origin with solution-focused practices that respect and continue the positive experiences of both parents' childhoods.

7. Have a conversation about the ways childhood histories may be influencing the disagreement about discipline. Take a problem-solving approach to identify: (1) What is the specific child-rearing issue that is causing disagreement between parents? (2) What are the feelings and beliefs that each parent has about the issue that may be rooted in childhood family history? (3) What problem-solving alternatives can each of you commit to that will resolve the disagreement and unite both parents in adapting the beliefs and practices of your families of origin to your family life today?

8. Negotiate a Plan in Calm Waters. Sit down with your spouse and try to agree on ways to discipline at a time when nothing is wrong. When you discuss things calmly, you're more likely to come up with a plan you can both stick to. This will allow you to talk about what's best for your child, and not "who's right."

9. Present a Unified Front. Kids understand when their moms & dads feel differently about disciplining, no matter what their age. Kids will often get away with misbehaving simply by creating an argument between you and your spouse — and this not only lets them off the hook, it creates a problem between the moms & dads. Make sure that your child sees both parents following the same guidelines, no matter what the scenario. Once your kids start receiving the same treatment from both parents, they'll stop using your disagreements as a way to avoid punishment.

10. Put your childhood experiences in historical perspective. Gender roles, child safety issues, environmental factors, and cultural norms change dramatically across the generations. What worked for your family 'back in the day' may not transfer comfortably to your current family situation. What are the issues in modern family life that trigger a strong belief that the values and child-rearing practices from your childhood are important to uphold and continue in your own family?

11. Recognize that strong beliefs about child rearing may have their basis in childhood family experiences. At the same time, know that your spouse's beliefs have the same powerful roots.

12. Recognize What Your Arguments Do to Your Kids. No child likes to see his or her parents fight. When you argue about what to do with your kids, you create a troubling environment for them, which could have serious long-term effects. Fighting with your spouse shifts the focus away from your child — and how they can learn to stop misbehaving — and on to a "parent versus parent" situation.

13. Remember the positive experiences from your childhood. Think about your everyday life rather than the major events. What was going on around you during those happy times? It's fun to share these memories with your family, so make them a part of your traditions and family life. What are the positive values and childhood experiences that you want to uphold and continue in your family?

14. Remember your successes. During your marriage, you and your husband have undoubtedly successfully negotiated many situations -- with each of you both giving and taking a little until you reached some middle ground. You can also be successful at ending arguments in front of the kids if you really want to. It won't be easy, but it will be rewarding. And your kids will be the ultimate winners.

15. Seek professional help from a good Marriage & Family Therapist if you continue to struggle with co-parenting issues.

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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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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

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.

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How to Squelch "Attention-Seeking" Behavior in Defiant Children

"We had issues with A___ at home last night that I wanted to talk to you about, and what we could have done. She had been to her Nana's for the day and I picked her up at about 5pm. Normally she is really hyped up 'cause they make cakes and she has more sugar than I'd like. Nana said she only ate one cake but she was behaving as if she'd had 50... She wasn't being abusive (for a change) but she was being incredibly annoying. She wouldn't eat any dinner (that's ok so go hungry), she wouldn't have a shower, she kept grabbing hold of me and laughing (my sore arm and my legs) and wouldn't let go, was swinging off a wooden beam in the kitchen, wouldn't let us eat our dinner (dancing around in front of the TV when we tried to ignore her and put the news on), annoying the cat (she got scratched having not learnt from heaps of previous scratches over the years), wouldn't do any homework etc. etc....

SO after trying to ignore her for a while, we gave her a warning that if she continued she would lose all her soft toys for 3 days (they were packed in a suitcase and locked away) but she continued so the next warning/consequence was the loss of her dvd player (locked away) and no TV for 3 days and she continued and lost some books etc. but then after doing this for 6 hours (it was 11pm by this stage and she wasn't in bed) Martin lost his temper with her (I had been really trying so hard to not get angry) so she then went to bed crying and screaming abuse at us.

What could we have done differently? She didn't start off actually behaving badly per se but she was being unbelievably annoying and it went on for 6 hours!!! Martin lost his appetite and didn't eat anything for dinner and although he congratulated me for not losing MY temper, he still got cross at me when I suggested he go back and read your e-book again so then WE were arguing..... You know the story!"

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It's normal for children to need attention and approval. However, attention-seeking becomes a problem when it happens all the time. Even charming attention-seeking can become controlling. Many children make tragedies out of trivial concerns to get your sympathy. Excessive attention-seeking results in a situation where your child commands your life. This can be the seed for discipline problems in later childhood and adolescence.

Your goal is not to eliminate your child's need for attention and approval. When handled correctly, your child's need for attention can be a helpful tool for improving your child's behavior. Eliminate not the need for attention, but those attention- seeking behaviors that are excessive or unacceptable.

How Much Attention Is Too Much? That depends on you. How much attention-seeking can you tolerate? The rule is that children will seek as much attention as you give them. You must strike a balance between how much your children want and how much you can give. Even normal attention-seeking can drive you crazy on some days.

Do not let your children's need for attention turn into demands for attention. When children do not get enough attention, they resort to outbursts, tantrums, nagging, teasing, and other annoying behaviors. They think, "If I can't get attention by being good, then I'll misbehave to get Mom's attention."

 

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Adult attention and approval are among the strongest rewards for children. Unfortunately, parents seldom use attention wisely. There are three kinds of attention: positive attention, negative attention, and no attention.

When you give your children attention and approval for being well behaved, they are getting positive attention. Positive attention means catching children being good. Focus on positive behavior. Positive attention can be words of praise or encouragement, closeness, hugs, or a pat on the back. A pleasant note in your child's lunch box works well. Positive attention increases good behavior.

When you give your child attention for misbehavior, you are giving negative attention. Negative attention typically begins when you become upset. You follow with threats, interrogation, and lectures. Negative attention is not a punishment; it is a reward. Negative attention does not punish misbehavior, but increases it.

What is the easiest way to capture your attention ...sitting quietly or misbehaving? When children do not receive attention in a positive way, they will get your attention any way they can. Do not pay attention to misbehavior. Pay attention to good behavior.

Negative attention teaches children how to manipulate and get their way. They learn to be troublesome. They learn how to interrupt you. They learn how to control you. Negative attention teaches children how to tease, nag, and annoy. It teaches children to aggravate, irritate, and exasperate. We teach this by not paying attention to our children when they are behaving appropriately, and by paying attention to them when they are misbehaving.

I have worked with hundreds of parents who have taught their children to be negative attention seekers. I have never met a parent who taught this deliberately. When you attend to the negative and ignore the positive, you teach your children to behave in a negative way. Your child will misbehave to get your attention in the future.

Do not wait for misbehavior to happen. Do not take good behavior for granted. We do this with teenagers. We come to expect good behavior, and overlook their efforts. When a child demonstrates good behavior, notice it. Look for it. The more you notice, the more you will find. You will get more good behavior in the future. Anyone can catch children being bad. Turn this around. Catch them being good. It's not easy. It takes practice.

Statistics show that the average American parent spends seven minutes a week with each of their children. Do better than average. Telling your children that you love them is not enough. Show them that you love them. Spend ten minutes of quality time with each child every day. No excuses, like I was just too busy today, or I didn't have time. We are all too busy.

In many families, both parents work. Some parents work two jobs. Your most important job is being a parent. When you come home after work, give the first thirty minutes to your children. Do not be the parents whose only hour with their daughter this week was in the principal's office or at the police station. Write your children into your plan book. Make an appointment with each of your children every day. Go for a walk and listen to what is happening in their lives. Turn off the TV for an hour and talk.

When you ignore misbehavior, you are giving no attention. Because attention is rewarding to children, withholding attention can be an effective punishment. Withholding attention can weaken a misbehavior. When your child misbehaves to get your attention, ignore the misbehavior. Ignore your child's inappropriate demands for attention. You will weaken those demands and extinguish the misbehavior.

Some parents find this hard to believe; they think that if a child is misbehaving, he must be punished. This is not true. Ignoring demands for attention is the best cure. When you ignore consistently, you will teach your child that the misbehavior is not paid off with attention. Temper tantrums need an audience. Take the audience away, and there is no point to having a tantrum. Do not forget to redirect. Teach children appropriate ways to get attention. "My ears do not listen to whining. Please ask in a soft voice."

Ignoring does not mean ignoring the problem. It means ignoring demands for negative attention. There are many forms of misbehavior that you should NOT ignore. Some misbehavior should be punished. Deciding when to ignore or when to punish is not easy, and there are no exact rules. It takes timing and judgment. When your child misbehaves to get attention, ignore it. If your child does not stop in two or three minutes, give him a reminder. Tell your child, "I do not respond to whining. When you stop, we'll talk." Wait another minute or two. If he still does not stop, then tell your child to stop or he will be punished: "Stop now, or you will go to time-out."

If you get angry or let your child push your buttons, you lose. If you must use a punishment, dispense the punishment without anger. If you get angry, then your child has succeeded in getting the negative attention that he was after. If you feel yourself getting angry, walk away. Cool off. If you give in, you will be providing your child with an attention payoff. You will be rewarding a misbehavior.

Good luck,

Mark Hutten, M.A.

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How to Deal with Grounding Problems

Hi Mark, I am writing today because we seem to be going backwards and not forwards with the grounding effectiveness. Since the beginning of April we have been implementing groundings and I would have thought by now that they would be having some effect. Meaning that the teenager would be getting the message. Let me help you understand what is happening. The groundings have been around disrespect, spearing, defiance, annoying (big time!) and attitude!!!

==> “Disrespect, defiance, annoying and attitude” are all very vague terms that could mean anything.

He is an only child. We start with a 1-day grounding say for showing disrespect.

==> If I were to video tape him being disrespectful, what would I see? Is he using a particular cuss word? Is he throwing something across the room?

That grounding turns into a 3 day grounding within a few minutes because this child will not close his mouth, will not stop what he is doing and becomes irate and extremely angry to the point that he wants to hurt us or our things!

==> O.K. You are probably going to be a bit irritated with me now – but again, these are all very vague descriptions of behavior (i.e., “…will not close his mouth …will not stop doing what he is doing”). I’m guessing that he probably has NO clear idea of exactly what he needs to do differently giving your loose description of the behavior.

That grounding is then re-started at least 3 more times over the next couple of days because this child just doesn't get it! The light is not coming on! During the groundings the teenager is always bordering on having the grounding constantly restarted. And once he comes off the grounding there is usually only a couple of days before he is grounded again. He has had 4 groundings in the space of 6 weeks. - Each of them lasting about 5 days each. Not only that but the groundings do not seem to be helping him to see that it is his actions that is causing him to be grounded and in fact sometimes the groundings have not effect at all! (A very strong willed child).

Can you please help me understanding how much rope we are to give before we restart a grounding. For example - he shows disrespect - we ground him etc. Do we re-start the grounding the minute he shows disrespect again. This child will go up to the boundary and indeed put his foot over it to see what we will do!! Do we need to come down really hard each time and take no crap for him at all? At first with a one day grounding - we took electronics off him. That had no effect. So the next time when the 1-day went to a 3 day grounding all his indoor and outdoor toys and playing with any friends is taken off him. We have told him that the next time he is grounded everything will be removed! He still doesn't seem to get it. Please help me, my husband and I are going mad! Thanks for your time.

==> Two things seem to be going on here:

1. I think you are trying to fight multiple battles at once. In other words, he gets a one-day grounding for behavior A …then he introduces a new problem by exhibiting behavior B – now he’s receives a 3-day grounding … then sometime during the 3-day grounding he exhibits behavior C – now he’s grounded for another 3 days.

You only restart the 3-day-discipline if the original crime is re-committed. For example, let’s say he gets angry and declares, “I’m going to kill you – I hate you” (this is behavior A and should be the only focus of the 3-day grounding).

When parents issue a 3-day-discipline, it is very common for kids to introduce additional behavioral problems (temper tantrums, threats, etc.) as a way to (a) get the parent side-tracked from the original consequence and (b) get the focus off of them and onto the parent's anger.

If the parent falls for this, she ends up issuing additional consequences on top of existing consequences, restrictions against the kid begin to pile up, and before long, the kid is grounded for 3 months with no privileges -- and both the parent and the kid have forgotten what the original problem was.

Don't let this happen to you. Do not let your son get you distracted from the original problem and the associated consequence for that problem. Here's how you do this:

If your son commits another "crime" (figuratively speaking) during a 3-day-discipline, put this new crime in the "Deal-With-It-Later" file. You literally write the problem down on a piece of paper (e.g., 'son called me a bitch and broke a plate') and put this note-to-yourself somewhere where you can find it after the original 3-day-discipline is completed.

After the original 3-day-discipline is completed, you then confront your son regarding the second problem he introduced by saying, "Just for your information, in the future, if you choose to __________ (in this case, "call me a bitch and break my dishes"), then you'll choose the consequence which is __________ (here you just follow the strategy "When You Want Something From Your Kid" in the Anger Management Chapter of the Online Version of the eBook).

So, does your son get "off the hook" for calling you a name and breaking a plate? In a way, yes -- but only for the time being. He will have to answer to you if the name-calling and plate-breaking occur again in the future.

Pick your battles carefully - but perhaps more importantly, pick them one-at-a-time. Do not try to fight 14 battles at once. You'll just blow a blood vessel in your brain, and your kid will be successful at getting you to chase your tail.

Use your "Deal-With-It-Later" file frequently. You'll save yourself a lot of time and energy that would otherwise be spent in chronic power struggles.

2. Your description of behavior is too vague. You need to describe to him in great detail exactly what he did that caused him to receive a consequence. Do not use phrases like “you were being disrespectful …you had an attitude …you don’t get it”. Also, describe exactly what he has to do to complete the 3-day-discipline (e.g., “you’ll be ungrounded in 3 days if you do not say I hate you, I’m going to kill you"). Then if he goes 3 days without saying this, he’s ungrounded.

Mark Hutten, M.A.

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