How To Change Your Defiant Child’s Behavior

"Normal" behavior in kids depends on your youngster's age, personality, and physical and emotional development. A youngster's behavior may be a problem if it doesn't match the expectations of the parents or if it is disruptive.

Normal or "good" behavior is usually determined by whether it's socially, culturally and developmentally appropriate. Knowing what to expect from your youngster at each age will help you decide whether her/his behavior is normal.

Many kids tend to continue a behavior when it is rewarded (with parental attention) and stop a behavior when it is ignored. Consistency in your reaction to a behavior is important, because rewarding and punishing the same behavior at different times confuses your youngster. When you think your youngster's behavior might be a problem, you have 3 choices:

• Attempt to stop the behavior, either by ignoring it or by punishing it.
• Decide that the behavior is not a problem because it's appropriate to your youngster's age and stage of development.
• Introduce a new behavior that you prefer and reinforce it by rewarding your youngster.

One way to stop unwanted behavior is to ignore it. This way works best over a period of time with younger children who exhibit defiance. When you want the behavior to stop immediately, you can use the time-out method.

Decide ahead of time the behaviors that will result in a time-out (e.g., tantrums, aggressive or dangerous behavior). Choose a time-out place that is uninteresting for your son or daughter and not frightening (e.g., a chair or corner). When you're away from home, consider using a car or a nearby seating area as a time-out place.

When the unacceptable behavior occurs, tell your youngster the behavior is unacceptable and give a warning that you will put her/him in time-out if the behavior doesn't stop. Remain calm and don't look angry. If your youngster goes on misbehaving, calmly take her/him to the time-out area.

Try to keep track of how long your youngster has been in time-out. Set a timer so she/he will know when time-out is over. Time-out should be brief (generally 1 minute for each year of age), and should begin immediately after reaching the time-out place or after your youngster calms down. You should stay within sight or earshot of your youngster, but don't talk to her/him. If your youngster leaves the time-out area, gently return her/him to the area and consider resetting the timer. When the time-out is over, let your youngster leave the time-out place. Don't discuss the bad behavior, but look for ways to reward and reinforce good behavior later on.

One way to encourage good behavior is to use a reward system. Defiant kids who learn that bad behavior is not tolerated and that good behavior is rewarded are learning skills that will last them a lifetime. A reward system can take up to 2 months to work. Being patient and keeping a diary of behavior can be helpful to moms and dads.

Choose one or two behaviors you would like to change (e.g., bedtime habits, tooth brushing, doing homework, etc.). Choose a reward your youngster would enjoy (e.g., an extra bedtime story, delaying bedtime by half an hour, a preferred snack, earning points toward a special toy or game, a small amount of money, etc.).

Explain the desired behavior and the reward to your youngster (e.g., "If you get into your pajamas and brush your teeth before this TV show is over, you can stay up a half hour later."). Request the behavior only one time. If your youngster does what you ask, give the reward. You can help your youngster if necessary, but don't get too involved. Since any attention from mom or dad – even negative attention – is so rewarding to defiant kids, they may prefer to have parental attention instead of a reward at first. Transition statements (e.g., "In 10 minutes, play time will be over") are helpful when you are teaching your youngster new behaviors.

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

This system helps you avoid power struggles. However, your youngster is not punished if she/he chooses not to behave as you ask; rather, the child simply does not get the reward.

More tips for changing defiant behavior:

1. Accept your youngster's basic personality, whether it's shy, social, talkative or active. Basic personality can be changed somewhat, but not very much.

2. Allow your youngster to make her/his own choices whenever possible (e.g., "Do you want to do your homework before or after dinner?”).

3. As kids get older, they may enjoy becoming involved in household rule-making. Don't debate the rules at the time of misbehavior, but invite your youngster to participate in rule-making at another time.

4. Ask your youngster to do a task. Set a timer. If the task is done before the timer rings, your youngster gets a reward. To decide the amount of time to give your youngster, figure out your youngster's "best time" to do that task and add 5 minutes.

5. Avoid power struggles, no-win situations and extremes.

6. Describe your youngster's behavior as bad, but don't label your youngster as bad.

7. Develop little routines and rituals (especially at bedtimes and meal times).

8. Don't criticize your youngster in front of other people.

9. Make a short list of important rules WITH your child and go over them weekly.

10. Praise your youngster often when she/he deserves it.

11. Provide transition comments (e.g., "In 10 minutes, we'll be eating dinner.").

12. Put a mark on a chart each time you see our child performing a good behavior. For instance, if you see her/him playing quietly, solving a problem without fighting, picking up toys or reading a book, you would mark the chart. After a certain number of marks, give your youngster a reward. You can also make negative marks each time a bad behavior occurs. If you do this, only give your youngster a reward if there are more positive marks than negative marks.

13. Touch your child affectionately and often. Kids want and need attention from their moms and dads.

14. Try to avoid situations that can make your youngster cranky and irritable (e.g., becoming overly-stimulated, tired, bored, etc.).

15. When you think you've overreacted to your child’s “bad” behavior, it's better to use common sense to solve the problem, even if you have to be inconsistent with your reward or punishment method. Avoid doing this often though, because it will confuse your youngster.

16. Write a short list of good behaviors on a chart and mark the chart with a star each time you see the good behavior. After your youngster has earned a small number of stars (depending on your youngster's age), give her/him a reward.

 

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

Teaching Self-Control Skills to Defiant Students

Teaching oppositional, defiant kids to manage their own behavior allows educators to spend more time teaching and less time dealing with challenging behaviors in their classrooms. Managing one’s own behavior is called self-control. Self-control skills are used to help “uncooperative” children to engage in instructional activities, keep track of whether or not they complete tasks, use appropriate play and social interaction, participate in classroom routines, and pay attention to their own behavior.

Kids can learn to monitor their own behavior and control their own actions through using self-control techniques.  In order to help kids learn to monitor their own behavior, educators should ask themselves the following questions:

• Are there any factors or challenges that the youngster faces that need to be considered before implementing a self-control plan?
• Is the youngster able to make an accurate self-assessment of his/her behavior? 
• What goals do I have for the youngster and the classroom or home environment in using a self-control plan? 
• What is it that interests or engages the youngster that may be used to begin a self-control program? 
• What is the youngster’s current level of self-control?

Here is how a "self-control skills" training program works:

1. Educators should assess the youngster’s current level of self-control to accurately report on his/her behavior. For instance, the educator may ask a youngster as he sits to eat snack, “Did you wash your hands?” If the educator has just observed the youngster sit at the table without washing his hands, yet he responds that he did wash his hands, the educator will know that the youngster can’t accurately assess his behavior. It’s easier to have kids assess behaviors around activities in which they are currently engaged. Some kids may not be able to accurately assess their own behaviors and may need to be taught how to self-assess prior to using a self-control program. Educators may need to teach kids to correctly report if they did or didn’t perform a task that the educator asked about (e.g., getting a drink of water, putting away a backpack, returning a book to the shelf, etc.).

2. Educators can identify what observable behaviors they want the youngster to learn to self-manage. Each step needs to clearly describe what the youngster should do. For instance, a younger child may be taught that when told to “clean up,” she should stop playing, pick up toys, place them on the shelf, and take a seat in the circle area.

3.  Once the behaviors have been identified, they are visually displayed for the youngster using photographs or drawings on a poster, a sheet of paper, or in a booklet. The youngster is given a way to monitor his/her behaviors using a checklist or chart that shows the activity with a place to indicate whether the youngster performed the step correctly (using a check mark, smiley face, sticker, thumbs up/thumbs down, etc.). Teachers can laminate the chart or checklist and use a wipe-off marker so that it is reusable, or make a chart that the youngster can take home to share with his/her parents. A goal of the chart or checklist is to teach the youngster how to independently engage in appropriate behavior. It isn’t used to punish or withhold activities. It may be used to chart special activities or materials that the youngster earns. Sometimes kids respond well to the use of an earned “special” activity if they complete the chart (e.g., reading a book with the teacher, playing with a specific game, having time on the computer, etc.). If the self-control chart includes a special activity or material, the youngster can choose the special activity. A visual representation (e.g., a photo or picture cut out from a catalog or magazine) of the special activity can then be placed on the chart as a reminder of what the youngster can earn when the chart is complete.

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

4.  The youngster is taught to engage in the desired behaviors and then to monitor his/her performance. Once the chart is prepared, the educator should review the chart with the youngster after the activity or routine has occurred. The educator can review the steps that are listed on the chart and explain how the youngster’s performance will be marked (e.g., “The third picture shows ‘I put the books on the shelf.’ If you put the books on the shelf, we are going to mark a ‘thumbs up.’ If you did not put the books on the shelf, we will mark a ‘thumbs down.’ Let’s think about what happened. Did you put the books on the shelf? Yes, you did. We can mark a ‘thumbs up.’”). Once the educator has reviewed the system with the youngster and the educator believes that the youngster understands it, the educator should try it out the next time the activity or routine occurs. During the activity, the educator can remind the youngster of the behaviors on the chart. When the activity is over, the educator can help the youngster mark the chart.

5.  The educator should provide positive attention or feedback to the youngster while the youngster is learning self-control. When the educator gives the youngster feedback for using the chart, the educator should praise him/her for engaging in the behavior and the accuracy of his/her ability to self-manage. Over time, the educator can gradually provide less assistance for using the chart. The goal will be to get the youngster to use the chart independently until he/she does the behavior easily and no longer needs the self-control system.

Self-control skills are designed to teach kids how to engage in appropriate behavior, independently. Over time, the educator should decrease his/her assistance and support kids to use self-control skills independently. If a youngster misses a step or does not complete the chart, the educator can gently redirect the youngster to complete the step and encourage him/her to try harder the following day or during the next appropriate activity.

When procedures to teach self-control skills are carefully implemented, positive changes in behavior can be expected. Self-control skills are most effective when the educator implements the self-control program systematically and monitors the youngster’s progress. When a youngster has difficulty with the process or is not making progress, the self-control system must be reviewed, and additional instruction or new procedures may be needed.

 

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

When Your Teen's Friends Are A Bad Influence

If your teenager was hanging out with the wrong crowd, how would you know? Have you noticed a change in your teen’s behavior or a lack of respect for what used to be important? Bad influence from hanging around the wrong people shows up in various ways, and peer pressure gives teenagers a new attitude about life that may not be to the liking of all moms and dads. 

If your teenager is associating with the wrong crowd, here are some tips that may help:

1. Come to terms with the fact that you can't pick your teen’s friends. In fact, if you criticize a particular friend – that’s the friend your teen will most likely want to hang out with. Teens are developmentally bound to defend their chosen peer group. During adolescence, your teen’s friends are more important than anybody else – including you! While your goal as a mother or father is to keep your teenager safe, your teen’s goal is to be with people who like him or her.

2. Don’t be afraid to set limits with your teenager. Remember, you have a right and a legal responsibility (at least until their 18th birthday) to make the rules for him or her.

3. Help your teenager find positive activities to engage in (e.g., youth groups or clubs, volunteering, sports, hobbies, etc.).

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

4. In the process of setting limits, allow your teen some input in establishing the rules. Draw up a written contact to eliminate any misunderstanding, and both of you sign it.

5. It’s important for your teenager to know that he doesn’t have to look a certain way, or act a certain way, or perform at a certain level in order to maintain your love. He needs to know that your relationship with him won't stop if he messes up.

6. Offer your teenager a “cool” activity as an alternative to going out with the wrong crowd (e.g., “movie-and-pizza night”).  If you just say, “You can't go out. I’m going to keep you at home and not giving you anything better to do,” you are inviting rebellion.

7. Open up your home and have your teenager's friends over periodically. Order in some pizzas and spend some time with them. Don't hover, but get an idea of who they are, their personalities and what makes them tick.

8. Parents tend to share their opinions far too often in the teenage years, because they don't want their teenager to make the same mistakes they did. However, it’s best to “back off” and offer your wisdom only when your teenager asks for it. So, be sure to talk with your teenager, but do so mostly with your eyes and ears – not your mouth.

9. Sit down with your teenager and give her reasons why you don't approve of a particular peer she is spending time with. But instead of “forcing” your teen to stop seeing this person, “ask” her to stop. Leave it to be her decision based on your conversation.

10. Understand that if your teen doesn’t feel valued and significant in your home, he will look for value and acceptance somewhere else. There are plenty of peers who can make him feel valued, but mostly from the wrong crowd and with the wrong motives. There are four things you can offer your teen to make her feel valued: your experience, your time, your unconditional love, and your wisdom. Each of these builds value. Being valued makes a teen feel like she belongs, builds her self-esteem, and helps her have the confidence to say "no" to those peers who are a negative influence.

 

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

My Teenager Hates Me

“My teenage son is so hateful. No matter how hard I try, all we do is argue. He is 17 and this has been going on for a couple of years. I really believe he hates me. Nothing I do is right. No matter how nice I am, he still snaps at me about everything. He used to say I ‘bitch’ too much, so I tried to stop that …still he is disrespectful. He won't come out of his bedroom. In order to see him, I have to go to him. But when I do that, he gets angry because I am 'in his business'. I am the only one he acts this way to. He is nice to his dad (we are divorced), girlfriend, and teachers – everyone but me. I have even considered leaving myself just to make him happy. Any ideas?!"

First of all, I believe you are trying too hard to save the relationship. Less is better! Also, know that you are definitely not alone in this predicament. To raise an adolescent, parents need to understand (a) what changes are going on in the child’s body and mind and (b) the importance of communicating the way teens do with one another – not the way adults do.

Being a single mother of an adolescent can be extremely challenging. You may have to deal with a stubborn, argumentative individual on a daily basis. You may find yourself asking questions like: “What did I do wrong?” … “Where did my sweet little boy go?” … “Where does all this hostility come from?” And as a divorced parent, you may even blame yourself for your child’s emotional problems.

So what on God’s green Earth can a parent do in this situation? Here are some thoughts to ponder:

1. All adolescents are in the process of transforming from kids who followed the parent’s lead and had everything done for them, to young adults ready to take on life. Your child is literally trying to separate from you. Don’t take it personally (although blatant disrespect does need a consequence).

2. All adolescents are working on creating their own personality with their individual opinions, ideas and experiences. They are in the process of taking baby-steps towards living an independent life. And sometimes this “healthy” transition comes out as disrespect.

3. Don’t ask a lot of questions to get a conversation started. Instead, take the time to listen to your adolescents and understand what they are going through (assuming they will talk at some point). It may be when they come in from school, or when you are dropping them off at soccer practice. Your mantra should be: “I’m all ears and little mouth.”

4.  During adolescence, moms and dads will find that they need to adjust their parenting style from one of “total authority” to a “supportive, coaching style.”

5. Family mealtimes are important opportunities for parent and child to communicate. Allow your adolescents to discuss important issues (when they are ready – not when you are prompting them), and really listen to their viewpoints.

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

6. If your adolescents don’t talk to you, or avoid coming to you with problems they are experiencing, you will need to start building a bridge that will connect you to them. You can start by asking short, simple “yes or no” questions (i.e., questions in which the teen does not have to elaborate, but can answer in one word – ‘yes’ or ‘no’). In this way, your questions are broken down into small segments. Teens are likely to communicate (albeit in one word responses) if they don’t have to reveal too much information. Full length questions like, “You seem to be angry about something. What’s going on?”…will likely be meet with, “Nothing, leave me alone.” So, start with the little questions first.

7. Know that a teenager shows his or her ugliest side (i.e., bad behavior) to the parent he or she feels the most comfortable with. For example, if the teenage son or daughter is “mean/rude” to the mother – but comparatively respectful to the father, this is due to the fact that the teen is not as comfortable being himself or herself in front of the father.

8. Know that answering back and always having the last word is just typical teen behavior. Adolescents are not very articulate, and what may appear to be “back-talk” may actually be their attempt to discuss an important issue. When you know you have adequately discussed the issue, and that your adolescents had a chance to state their side of the story, then ignore their need to have the last word (or simply state that your done talking about it).

9. Look for nonverbal cues to your adolescent's feelings (e.g., eye contact, posture, energy levels, etc.). In this way, you may be able to ascertain whether your child is in a good or bad mood. Knowing your child’s current mood-state can go a long way in avoiding conflict up front.

10. Patience and persistence will get your adolescent to talk with you, but you will have to apply a lot of self-control when building a successful relationship with him or her. In most cases, the older the child is (e.g., age 19 or 20), the better the relationship is between parent and child.

11. Power struggles are very common in the teenage years. Adolescents get angry because they feel their mom and dad don't respect them, and mom and dad get angry because they aren't used to not being in control.

12. Remember that every adolescent is a unique person. So, avoid comparing him or her to the “better-behaved” sibling.

13. Understand that having a friendly relationship with your adolescent does not make you his or her “pal.” When it comes down to it, mom and dad still make the final decisions – pals don't.

14. Understand that in their teenage years, most adolescents begin to reject a lot of things that relate to their childhood. They no longer want mom or dad to do or decide things for them. They stop following advice from grown-ups, because in their minds that would be the same as still being a little kid. The real dilemma is that they don't know how to act in order to be treated like the independent near-adult they want to be.

15. When problems arise that warrant discussion, don’t lecture. State the facts, listen to your teenager’s opinion, and talk about your concerns for his or her welfare.

16. When you are going through the daily drama of parenting your teenage son or daughter, it may be hard to separate what appears to be “argumentative” from “giving an opinion.” In many cases, your adolescents don’t intend to argue with you. Instead, they are learning conversational skills to communicate in the adult world – but unfortunately, they often express themselves in a very self-conscious and ill-mannered way. Their lack of communication skills can easily be perceived as disrespect by moms and dads who then get defensive. Most adolescents have not learned that it is o.k. to simply ask a question without having an opinion about it.

Living with adolescents is often exasperating and agonizing – but more often than not, they are entertaining and creative, keeping parents on their toes and providing them with an insight into everything from digital devices to modern culture.

 

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

When Teens Play Divorced Parents Against Each Other

Rules often vary greatly from one household to another. Even though differences are to be expected, concerned moms and dads will agree that the safety of their son or daughter is of the utmost importance. Teenagers can’t be allowed to run the streets and do as they please without regard to rules and expectations, but unfortunately not all parents set boundaries.

Some parents are guilty of allowing their teen to do as he or she pleases as long as the child stays out of their hair and out of trouble. Other parents maintain control and know where their teenager is at all times.

Unfortunately, when one parent does not know how to say ‘no’, the parent trying to control the situation ends up being the “bad guy.” When divorced parents don’t agree, maintaining control can be a big problem, especially when the teen is visiting (or living with) the more lenient parent. When one parent says ‘no’, the average teenager will attempt to gain permission from the other parent. This is when the teen makes an attempt at playing one parent against the other. After the other parent says ‘yes’, the teen ignores the demands of the parent that initially said ‘no’, and this creates a lot of tension between all parties.

So what can be done? Here are some tips:

1. A united front is nice, but sometimes you will simply need to lay everything on the table and tell your teenager the truth. For example, “Your father and I disagree on this. But since this home is considered to be your primary residence, you will either choose to abide by my decision, or choose the consequence – you decide.”

2. Arguing between parents is an inevitable reality, but if a teen witnesses his mom and dad fighting, he will know they are divided, thus making it more likely that he will be able to manipulate the situation. When parents are in disagreement about one matter, it is easier for them to disagree on another. Also, when parents are in the middle of an argument, it’s more challenging to think rationally and make the best decisions for the teenager. Parents are also more likely to disagree with each other about decisions when they are in the middle of an argument. Thus, decisions shouldn't be made until everyone is calm.

 

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

3. Be willing to compromise. Creative compromises can be called for not only between parents, but with your teenager. But beware of sacrificing your values for the sake of a united front. If one parent always controls decisions and the other always backs down, it might signal something troubling in the relationship. In this case, you may want to consider short-term family counseling.

4. Both parents should memorize the following phrase: "I don't know if you can. Your [mom/dad] and I will have to talk about it first." Those two little sentences will buy you some time to consult with the other half. If your teen resists when you try to buy time, then say, “If you need an answer right now, then the answer is ‘no’.”

5. Discuss and decide in advance how to handle common or predictable situations.

6. Don't be afraid to differ with the other parent. Being united in front of teens is nice, but two heads really are better than one in most parenting issues. Even so, try to discuss your differences calmly when your son or daughter is not present.

7. If you find yourself in a power struggle with the other parent, remind yourself that a weaker parenting plan supported by both parents is much better than a stronger plan supported by only one parent.

8. Get on the same page with the other parent as much as possible. Both parents need to talk things over and agree on most things (but not everything). They may have to compromise and meet in the middle occasionally. Before handing out any consequences or making any decisions, parents should try to sit down together to be sure they are on the same page. When teens see unison, they are less likely to try to play one parent against each other.

9. If your teenager says, “But dad said” …You say, “I said ‘no’. You know the rules, and you broke them. No TV for a week. Next time, don't ask your father after you’ve already asked me and I’ve given you my answer.” As far as your husband goes, the same thing applies to him. “No. You daughter asked me. She knows the rules. She didn't like the answer I gave her. She has to understand it by our teaching. The consequence is no TV for a week.”

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

10. Know what is - and isn't - acceptable to you and why. Let your teen know that you and the other half will - and do - disagree about some things. This is more realistic and easier on a teenager than witnessing mom and dad fighting.

11. If it’s agreed upon by both parties, call the other parent several times throughout the week to keep him or her up-to-date on the big (and small) things that are going on in your teen’s life.

12. Never think of a teen's permission-seeking question as requiring a "yes" or "no" answer. What it really requires is parental information-seeking. Answer the question by asking plenty of questions of your own. For example, "What will happen at this party? What time is it over? Who will drive you and pick you up? Will you be leaving and going elsewhere at any time during the party? Is your friend Sara going? What does her mother say? Who is chaperoning the party?" …and so on.

13. "Yes" or "No" can come with a compromise. For example, "Yes, you can go to the party, but I will pick you up at 10 PM, not midnight." Alternatively, you can say, "No, you can't go to this party, but I'll be happy to be a chaperone at the next one so you can go."

14. Parents should try to think with their minds rather than their emotions. For example, if mom allows herself to become upset when her teenager is angry with her, she is more likely to become more lenient to try to please her child. This may mean that mom veers away from what she agreed on with the dad, which may lead to him becoming upset. It may also mean that mom doesn't act in her child’s best interest because she is seeking favor from the child rather than trying to do the best thing for him or her.

15. To stem further manipulation, one parent can say, "We really don't like it that you ask both of us separately without telling us." And the other parent can add, "The next time you do that, and any time after that, the answer will be no."

16. Trust the other parent. You both love your teenager. Give the other parent the benefit of the doubt that he/she wants to act in your child’s best interest.

 

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

17. Try to hold a family meeting. Whether the meeting is in a therapist's office or in the home, divorced parents should make their expectations clear in the presence of their son or daughter. To stop teens from playing divorced parents against each other, they must realize that when mom or dad says ‘no’, they can’t petition the other parent in an attempt to receive the answer they are seeking. Once a teen realizes that her mom and dad aren’t going to go against each other's wishes, and once she fully understands that her parents aren’t going to change their minds, she will eventually stop (or reduce) her attempts at playing one against the other.

18. When an important decision needs to be made, try to talk about the possibilities with the other parent. This means your adolescent may have to wait several hours to get an answer – and that is perfectly fine (of course, one parent can make a decision when it is something simple that has been discussed in the past).

19. Whenever you both decide to say "no," and your teenager replies, "I hate you," …it's OK. She's just being an adolescent.

20. Whenever you have to make an “executive decision” (i.e., a critical decision that simply can’t wait to be made), let the other parent know about it as soon as possible.

 

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

Dealing with Unreliable Teens: Tips for Parents

Most moms and dads lament the fact that their adolescents are unreliable. For example, their room is always a mess, they don’t do their homework, they don’t respond – or even acknowledge – their parent when he or she talks to them, etc. 

 

But then, those same teens are driving their own cars (that the parent paid for), talking on cell phones (in which the parent pays the monthly bill), and enjoying non-stop social activities (with few limits). All provided by the “free hand-outs” parent.

Reliability is not a lesson that can be learned from nagging or long lectures. You can’t tell a teenager to be reliable, and then assume your job as a mother or father is done. Reliability is a growing and learning process. 

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

So, how does a parent help her adolescent to be more reliable and responsible? The same way we as grown-ups learn to be reliable. We know that if we don’t pay our gas bill, we don’t get to have heat or hot water. We know that if we don’t renew our license plate, we get a ticket. 

 

We know that if we don’t earn enough money to pay for dining out, we have to eat left-overs at home. We learn this because we are aware of the “consequences.” And, therein lies the issue. It’s the consequence part that these adolescents don’t experience (which, by the way, is not their fault).

If the gas company would only lecture me for not paying my bill, I would never pay it. But they turn off my gas, and suddenly I’m inspired to resolve the issue …I’m ready to be reliable when it comes to paying the gas bill on time. The same goes for all the other obligations I have. I’m not necessarily any more inherently “reliable” than my adolescent neighbors, but I do understand the consequences of being unreliable. Sometimes I learned the “hard way,” and sometimes I was smart enough to “get it right” the first time.

Adolescents can learn reliability from their parents – but they usually learn by watching, not by listening. Parents can teach their adolescent to be reliable and obey the house rules by setting – and sticking to – consequences. If you buy her a car, make her pay half the insurance. If you buy her a cell phone, she pays half the bill. 

 

Make her earn spending money by doing chores if she doesn’t have a part-time job (YET!). Require that her room meet your standards before she goes to the movies with her friends. Insist on decent grades, and stick to the consequences for poor academic performance. You get the picture!

Unfortunately, too many moms and dads are held hostage by their teenager. They tolerate back-talk, swearing, poor grades, a bad attitude …and more. These same moms and dads are often the ones paying double car payments and insurance premiums, and charging trendy clothes for their teens on maxed-out credit cards.

This article should be your wake-up call. If you don’t change your parenting style from over-indulgent to assertive, you will see the results of what happens when adolescents are raised without being held accountable. 

 

I see the consequences of over-indulgent parenting on a daily basis …teens driving under the influence of alcohol, becoming addicted to drugs, entering and exiting rehab, getting arrested and involved with the juvenile courts, child-neglect from young parents who never had to suffer the consequences of their poor choices …and on …and on …and on. Don’t make the “over-indulgent parenting-mistake.” You’ll live to regret it!!!

 

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

COMMENTS:

Thank you for this article!  I actually managed to have my wake up call last week.  Had had enough of my son's disrespect, swearing, bad attitude, etc. so decided to stop paying for his cell phone.  He refused visitation with me last weekend and instead chose to stay with his dad, so his dad can pay for his cell from now on.  I have paid for it for three years now, since his father and I got divorced.

Signed,
No longer a doormat.
__________

Dear Mark,

I tried your help too late. My 19 years old prodigal, left the house a month ago and like he did for the last three years, even when living with me, he does not call me at all. I do not know where he is or what is going on with him.  I adopted him and did everything I could by myself, as a single mom to him and his sister.   Now,  it hurts so much but there is nothing else I can do but to wait that he matures and gets shaken with the realities of life.
__________

Dearest Mark, YOU are a god-send. TKU so very much for every piece of advice you send us parents. We NEED all the help, wisdom and experience we can get from you. Bless you and your loved ones.

When Your Teen Wants to Quit School

Scenario: The holidays are soon to be over, and the second half of another school year will begin, but your teenager announces that he doesn’t want to return to school …he’s sick of it, hates it, and wants to drop out. What do you do now?!

Most moms and dads would be panic-stricken if their youngster declared that she intended to drop out of high school. In today’s job market, not having a college degree can be a roadblock to many careers. Lacking a high-school diploma closes-off even more avenues. Overall, teenagers seem to understand the financial consequences of leaving school prematurely. 

The law mandates that kids must attend school until age 16. After that, neither the parent nor the school have any legal recourse to prevent them from dropping out. Some youngsters drop out to get married or because they’ve had a baby. Others are eager to get a head start on earning a regular paycheck. However, the vast majority are relieved to cut short their high-school years, which they often spent adrift, bored and socially isolated. For them, exiting the school doors may very well be the first step toward finding their direction in life.

If the truth be known, not everyone is academically-minded or meant to work at a so-called white-collar job. Other opportunities are available. “Drop outs” can learn a trade or cultivate a talent in the arts, athletics or some other endeavor, and go on to become as successful and fulfilled as their friends with diplomas.

Parents at this crossroads must assess their adolescent's strengths and weaknesses honestly. If the proper educational program or extra assistance were provided, could she raise her school performance to an acceptable level? Or would pressuring her to stay in school merely prolong a futile, and possibly damaging, situation?

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

Tips for parents of teenagers who want to quit school:

1. Be supportive— but don’t support her financially! If she lives at home, insist that she pay for room and board as well as cover her car insurance and other personal expenses. This is important, even though the average high-school dropout earns just $270 a week. When moms and dads let an adult child live at home rent-free, they’re feeding the adolescent’s fantasy that she is independent and self-supporting. They’re also smothering any incentive for moving up, not to mention moving out. Mothers and fathers need to impose a reality check. The realization that her paycheck barely stretches far enough to cover necessities (never mind having money left over for recreation and luxuries) may be the impetus that motivates the teen to become one of the 750,000 or so grown-ups who earn a GED each year.

2. Discuss the ramifications of your adolescent’s actions. Instill in him that high school dropouts typically make 50% less than their peers who graduate and move onto college. Sometimes adolescents are very quick in their decision-making process and do not stop to think how it may affect their future. So, point out the widening gulf between the earnings of high school dropouts versus high-school graduates, and between high-school graduates and college graduates. According to the U.S. Department of Commerce, the median annual income of males who quit high school was just $13,961 in 1993. High-school graduates earned $20,870; males with some college under their belts, $23,435; and college grads, $32,708. Among females, the gap between median salaries for high school dropouts and college grads was even wider: $7,674 and $26,043, respectively. Females who only graduated high school earn salaries 5 percent lower than those who graduated from college.

3. Discuss the situation rationally – not emotionally. Does she want to drop out because she doesn’t feel as if she is succeeding, or is it something more serious (e.g., a bully)? Adolescents are NOT known for being rational in their thinking; rather, they are very impulsive and make spur-of-the-moment decisions.

4. Discuss your adolescent’s situation with a counselor at the high school to determine what options are available as possible alternatives to full-time school, as well as to understand any possible legal consequences for dropping out.  Also, work with school staff to improve your youngster’s school experience. Perhaps your youngster would be interested in a work-study program, which allows him to gain practical experience in a field that appeals to him while continuing with school. For example, the U.S. National Security Agency (NSA), located in Maryland, hires local high-school seniors to work 16 to 25 hours per week. The young people receive salaries, as well as sick leave and an option to participate in the NSA’s health and life insurance programs. Private companies, too, arrange similar programs with high schools. A member of the guidance-counseling staff should be able to route you to the individual in charge of coordinating work experience programs.

5. If you choose to let your adolescent drop out of school, help her formulate a plan for success. Write down what your adolescent’s plans are and continue to give her guidance as if she was still in high school. When your adolescent stops going to high school, your job as your adolescent’s greatest teacher does not end. It is still up to you to inspire her to follow through and become successful, even if it does not mean going to college.

6. If your adolescent expresses interest in taking the GED test, allow him to go that route (providing he follows through). Young people who get their GED and continue onto college have the potential to be as successful as those who graduate high school. Getting a GED does NOT have to be reason for parents to get upset.

7. Just because your adolescent chooses to drop out of school does not mean that she doesn’t have plans for the future. Allow her to explain her plan to you (assuming she has one). If you allow your adolescent to drop out, don’t panic. Sometimes adolescents need to learn life’s lessons the HARD way in order to find the RIGHT way.

8. No matter what your adolescent’s reasons for wanting to drop out of high school, put your emotions aside for a minute and listen to him. You may find that the problem is skin deep and easily fixed. On the other end, you may have an adolescent that is adamant about dropping out of school with no remedy in sight.

9. Offer to hire a tutor or to help your adolescent yourself. If the problem is a bully or a group of teenagers picking on your adolescent while at school, the problem may run a little deeper.

10. Moms and dads need to understand that, with rare exception, employers hire GED graduates on the same basis as high school graduates. In fact, 1 in 7 young people who receive their high school diploma do so by passing the GED. That’s important for the discouraged parent to remember. Quitting school usually does not spell the end of the educational process. Through entering the workforce, your teen may discover a career that he enjoys, and decide to get his GED and a college degree in order to advance himself. According to the American Council on Education, 1 in 3 GED test-takers plan to enter a college, university, trade school, technical school or business school the following year.

 

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