mychildfeels.com » Emotional Intelligence

The Me In Parenting

marshajacobson — Tue, 29 Jun 2010 20:57:20 +0000

I was undiagnosed, but in retrospect clearly diagnosable, with depression from age 12. For much of my youth I “other-reflected” rather than self-reflected. I made the worst attitudes of others my own. I would say that I hated the way others viewed my depression but I really just hated myself. Through necessity born from the passing of time, I came to acceptance. But it wasn’t until I had children and became aware of the “me” in that relationship that I grew to know myself better. From that knowledge, I learned to love myself.

Every parent has issues – so while I speak from mine, I think what I have learned can be generalized.

Spontaneity is a wonderful attribute in many aspects of life but not so much in parenting. Awareness, consciousness, thoughtfulness and openness are characteristics that I have come to value in the parenting process. Without these, we parent reactively rather than actively. What does this mean? As parents we are sometimes confused between the discrepancy between what we want and what is.

We feel that we have tried our best and in that moment, we truly have. So what can we do to aim for better? We need to focus less on our reactions to a particular situation and more on why we react in that way. We have to become self-psychologists. What thoughts and beliefs do we have? Where do they come from? Did our parents have them too? Are they serving us? If not, can we change them?

Here’s a simple example: I am watching my 3 year old daughter eat her dinner. It’s spaghetti and meat sauce. Within minutes, the sauce is more on her face than in her mouth. I reach for a napkin and wipe her face. She screams and pushes me away. I reprimand her and persevere amidst crying. I feel angry that she does not allow me to do what is necessary in this situation.

These are the questions I needed to ask myself, “What is my belief here? Why is it important that her face be clean? Where does this belief come from? Why am I angry?” I realize that I hear my mother’s voice telling me the importance of being clean and that my anger comes from my daughter’s lack of compliance, as well as my feelings of frustration and incompetence.

My belief here is that a good parent is one who can get their child to listen. Knowing these things allows me to choose. I may decide that a clean face is in fact unimportant and thus avoid this particular conflict. If I feel that I need that clean face, I may approach the solution a little differently without the power struggle born from my belief about parenting. For example, I could hand a napkin to my daughter and say, “Here’s a napkin, sweetheart. You can use it if you want to wipe your face.”

Knowledge of the self in parenting is power.

In my early days of parenting, I was a reactive parent. If my children showed any signs of anxiety or sadness, I would react with great personal anxiety believing that this was because of my concern for my child. This reaction did not serve my child or myself. Once I learned to look at what I brought to the parenting table, I was able to recognize that their anxiety was triggering my own fears. This understanding allowed me to remove a cloud from between myself and my child and see him more objectively.

To this day, if I feel that I am particularly anxious in a parenting moment, I will stop and ask myself, “What about this situation is making me feel this way?” This contemplation makes me look at myself and makes me a much more effective parent.

The parenting relationship is complex. Every parenting moment is a mesh of personalities and beliefs from both parent and child. Practicing conscious parenting allows us to take ownership of what belongs to us. This enables us to see our child with greater clarity and to parent with greater empathy.

Marsha Jacobson is author of "Boom... Boom... Boom...: A Story to Raise Your Child's Emotional Intelligence". She is a regular contributor of mychildfeels.com and you can visit her website at marshajacobson.com .

A Wonderful Letter to Grade 5 Students

marshajacobson — Mon, 04 Jan 2010 14:00:15 +0000

My daughter Gabi has been at school for 5 months now. I finally got around to asking her homeroom teacher whether I could share a wonderful introductory letter she gave students on the first day of class. This is truly a letter worth sharing.

It is thoughtful on so many levels. It’s relevant to the children, speaking about TV shows and games that they were all familiar with. It immediately sets the tone of humanness, speaking of a range of feelings. It demonstrates, by example, exactly what will be expected from the children.

In my experience, teachers often will “talk the talk” but somehow lose the connection between what they preach and how they act. My daughter is happy in this class. She feels heard, comfortable and motivated. This is thanks to a teacher who understands children and lets them know! This letter defines emotional intelligence. Enjoy!

Dear Grade Five Students,

Welcome to grade 5! If you are a little bit nervous about starting a new class, I know how you feel! I am a little bit nervous too.

When I want to have fun I hang out with my husband, my friends and my daughters. We love to watch “So You Think You Can Dance,” play games like Guitar Hero and Rock Band or bike ride. I am looking forward to the new Beatle Rock Band! In the summer I love camping in Algonquin Park, travelling to Pittsburgh to watch my daughter play soccer and going to art shows.

If you saw me in elementary school, you might think I was a snob. I used to be very, very shy and I would not talk to people until I got to know them. Then, watch out! Once I got to know you, I would talk your ear off! I was always the smallest one in the class but I loved sports and was faster and stronger than anyone.

I think school should be a place where everyone feels safe and able to learn. School should be a place where students and teachers learn from each other. This year I hope to learn as much from all of you as you learn from me.

I feel proud when I know I have done my very best work and when I do something to help another person. I really get angry when people are cruel or unkind to others. I think our four class agreements are very important and will help create a ‘safe’ learning environment for all of us this year.

I am looking forward to hearing about each of you! Please write me back.

Sincerely,

Mrs. S

No Place For Power Struggles In Parenting

marshajacobson — Tue, 08 Dec 2009 18:56:59 +0000

We’ve all been there and often don’t know how we arrived. But one thing is certain, no parent enjoys being in a power struggle with their child. What brings us to this point?

Parenting is not a one way street. Two separate personalities interact to hopefully produce a loving parent-child relationship. Becoming a good parent is as much about us as it is about our kids. We have to understand our beliefs, emotions and our own “parented” experience. Not only that, we have to process all of this so that we parent consciously and not reactively.

Here’s an example: Tim is 15 years old. He has shut himself in his room, barely communicates and has even gone so far as to put a sign on his door which says, “Keep Out!” This can be hard to deal with especially for parents who believe that children should always listen or for parents who have problems with not being liked. This can feel impossible and they may react in anger, creating a power struggle which resolves very little.

Parents who take the time to recognize their feelings may be more able to react by saying to themselves, “This is a tough situation for me and it evokes all these feelings. This self-acknowledement creates consciousness and we are much more able to show empathy to our child. It may allow us to see that our teenager is seeking independence and separation.” Understanding allows for compassion and empathy which are two attributes important in parenting and never more so than in parenting teenagers!

Does this mean that before becoming a parent we should all go into therapy? (In truth, it probably wouldn’t hurt!) It does mean is that parents should think about parenting from a personal perspective. Become aware of the issues that you bring to the parent-child relationship. Sometimes knowing what your issues are allows you to react differently even if you have not resolved those issues. Taking responsibility for who you are adds a layer to parenting by increasing consciousness.

We are all human however, so be prepared for mistakes. We learn from our mistakes! And they’re not always set in stone. An apology goes a long way, both in correcting a parenting mistakes and in teaching our kids that it’s ok to make mistakes and to apologize.

Avoiding power struggles does not mean soft parenting. Children need to know that their parents are in charge and their protectors. Be in charge. Just don’t be there for the wrong reasons.

Respect and Boundaries

marshajacobson — Wed, 18 Nov 2009 15:08:57 +0000

Understanding respect and boundaries is crucial to parenting. What does this mean? When I was growing up, respect meant one thing only – how we spoke to and behaved towards our elders. Today, I have a very different understanding of these words.

I use the two together because they are bound. Respecting others necessitates understanding of their boundaries. As parents, in our efforts to raise our children, it sometimes feels easier to be prescriptive rather than fine-tuning our approach to their individual needs. Who has the time?! While the time often seems impossible to find, I believe that the short-term effort would mean very long-term gains.

Every child, like every adult, has a different set of boundaries. Even from very young ages, some may enjoy lots of cuddling while others can barely sit on our laps for more than a few seconds. Some kids naturally communicate about everything while others show more reticence. When we understand and respect the individual personalities and boundaries of our children, we are essentially telling them that we accept who they are.

Only from a position of acceptance can children truly grow. Children who are told to be something that they don’t feel at that moment is possible for them, become defensive and cling to the selves that they fear they are in danger of losing. Secure kids are kids who will extend themselves and take risks regardless of their starting position.

How do we as parents change the way we act and more importantly, feel? I think if parents accept that by respecting the boundaries of our children, we will raise them to be the best that they can be, change will feel easier. This becomes more challenging as our children grow older but the truth is that the more challenging it feels, the more important it will be!

I believe that prescriptive parenting serves us and not our kids. We often have to stand by and watch our child “fail” at something because we believe that there is a lesson that they need to learn. For this reason, I like to think of “failure” as showing our children enough respect that we have faith in their ultimate choices.

Believe me, as a mother of four I understand how difficult this is and sometimes not possible at all! No one said parenting was easy. Often it feels very counter-intuitive as we consciously put our protective selves aside, knowing that this will be the best for our children. I am a parent and I struggle with this daily.

Sharing our experiences as parents, our triumphs and our setbacks can be so helpful. I would love to hear what you think about this.

Parenting Teenagers

marshajacobson — Thu, 29 Oct 2009 17:43:05 +0000

I know some parents who intimidated me as a young mother. They seemed to get everything just right. Their children were always immaculate, clean and well-behaved. They slept when they were supposed to and ate what was good for them. These same parents found the time to teach their barely toddlers to recognize their abc’s and still find space in a day to work out!

I crawled through those early years, happy to make it to the end of each day without a major calamity or concern.

I noticed however, with great interest, that these same parents seemed a bit thrown when their children reached eight or nine. Those fun years when kids realize for the first time that you, their wonderful parents, don’t know absolutely everything there is to know on this earth. They learn that their mouths move and they’re not afraid to use them. These parents now go into full gear and ground their kids at the drop of a hat and manage, through these and other punitive techniques, to keep their children, yet again, on the straight and narrow for another few years.

Then, TEENAGERS! I’ve come to realize that these years define parents way more than they define children. Parents of teenagers who’ve never doubted their parenting skills could run into serious trouble here. Children of this age want to explore their own wants and desires. They want to experiment with limits and they definitely don’t want you telling them what to do. Parents of teenagers have to become expert diplomats. They have to learn to parent with backbone and understanding in the same sitting.

Parents with control issues do not do well parenting this age group. They take rebellion and withdrawal as a personal attack and lose sight of the true role of parent. They are so hung up on getting their children to listen that they forget to look for emotional and social cues. I’m not saying that parenting teenagers is easy. It’s not. But it doesn’t have to spiral into an endless existence of negativity.

This is the greatest period of adjustment for parents. It is almost, symbolically speaking, the real cutting of the cord. Parents unable to do this will start to do one of two things. They will start to blame their child (for somehow being innately bad) or they will start to blame others – wrong friends, wrong school, wrong area etc. Sadly, many “perfect” parents do not look at themselves.

Where The Wild Things Are

marshajacobson — Mon, 26 Oct 2009 18:17:00 +0000

I can’t help but notice the hype around the movie, “Where the Wild Things Are“. My daughter is seeing it twice in the upcoming couple of weeks. Once with her school and then again at a friend’s birthday party. Why are children and adults drawn to this story?

I think the answer is that it speaks to the intuitive and often unconscious need in all of us to face our feelings, whether they make us feel good or bad. We understand somewhere inside that this is necessary for our emotional survival. When I read to children, especially young children, I am always fascinated with how willing they are to speak about their feelings. They tell me about their nightmares and about the monsters that they believe are lurking in dark corners. Young children also find it so much easier than older kids or adults to say, “That hurt my feelings.” When, and more importantly, why do we lose this openness?

I’m not sure that I know the answer but I do know that we don’t have to lose it. I also know that growing up doesn’t have to mean that we hide our “unacceptable” feelings. As a person who suffers with anxiety and depression, I understand very well how tempting it is to hide feelings from others. I have learned, however, at the tender age of 52 that it doesn’t work. Unprocessed emotions have a way of rotting. A good friend of mine always tells me, “The truth will set you free.” We both understand that this means the truth towards ourselves. If we don’t recognize our feelings and who we are, and more importantly, accept ourselves, we cannot grow, achieve success or find happiness as we should. Often this involves struggle but that’s OK. Out of struggle comes growth and greater understanding.

If becoming an adult means that we learn to mask our feelings to the world and eventually to ourselves then I’m not for that. I, for one, am looking forward to watching “Where the Wild Things Are” with my daughter and I anticipate that I will become completely immersed!

Let Go of Your Past by Making It Count

marshajacobson — Thu, 15 Oct 2009 17:54:11 +0000

I felt honored to be interviewed by Anamarie Seidel, co-author with her husband Cory, of the upcoming book, “What You Don’t Fix … Your Kids Inherit.”

Thank you Anamarie for making me think! The premise of this book is as the title suggests: we need to commit to personal growth during our lifetime if we want to break the cycle of passing on to our children stuff that we don’t want them to receive. If we choose to leave ourselves alone, we perpetuate the habits, beliefs and attitudes that our past experiences have created. We become driven by unconscious forces. Regardless of the nature/nuture components of these forces, I believe we can change.

To make these changes we first have to focus on who we are. We cannot ignore our past because this gives it a power that it shouldn’t have. I’m a big fan of Grey’s Anatomy. It’s my “curl up in bed, late at night with a cup of coffee” pleasure! I was pleasantly surprised some months ago when a therapist gave advice to one of the characters suffering with post traumatic stress disorder. It went something like, “You cannot get to where you want to be unless you know where you are coming from.” In other words, our focus on our past is essential for understanding ourselves but what we do with that understanding is what will define us. We need to free ourselves of the past and its influence on our behavior by facing it.

An open mind is key. Without it, we will miss opportunities to grow. I would rather try something and find it absolutely useless than potentially miss out on a gem. Becoming a parent makes our need for personal growth a priority (not that we shouldn’t be doing it for ourselves alone). We need to be able to choose how to parent and the only way to do this is if we become conscious parents.

Humour and Emotional Intelligence

marshajacobson — Mon, 05 Oct 2009 17:54:13 +0000

What does it mean to have a sense of humour and where does this fit into emotional intelligence? Many successful people have a twinkle in their eyes. They often are able to laugh good-naturedly with others and will often laugh at themselves. However, humour is one of those characteristics that so easily can turn from “feel good” to “feel bad.”There is a fine line between good-natured teasing and putting someone down, and between funny clever remarks and sarcasm. A person with a high emotional intelligence has the ability to know the difference. For those of us working on raising our emotional intelligence, how do we develop an emotionally intelligent sense of humour?

Laughing and smiling are essential to a full life. We do both when we are happy. Laughing is often a great release of emotion and triggers a release of chemicals in our brains that make us happier. Smiling is an instinct in humans. It is seen in children as young as 4 weeks old. Smiling and laughing are often infectious and can easily spread to other people. Laughing together can often feel very connecting and connecting with others is at the core of all relationships.

Many wonderful childhood memories are those that have occurred with humour. When a family laughs in a spirit of togetherness, the value of that connection is enormous. Laughter is a strong emotion and when a strong positive emotion is connected to an event in childhood, it is remembered. Connecting in a family with humour increases our emotional intelligence.

Possessing a good sense of humour is a by-product of having high emotional intelligence. The greatest sense of humour comes from kindness, which is a characteristic present in people with high emotional intelligence. A person with good empathy will know when it is appropriate to laugh.

Another common place that humour can often occur is when something unexpected happens. A person’s ability to laugh in situations like this is often related to how that person generally deals with the unexpected and how quickly they can adapt to seeing a situation in a new way. Self-understanding and knowing how to deal with feelings, yours and others, produce this lack of rigidity. Learning how to do this with humour is yet another characteristic of high emotional intelligence.

Everything that we ever learn as humans, from riding a bike to knowing when to laugh, grows with practice. There is a necessary period of self-consciousness before it feels natural and automatic. People who live a life of spontaneous joy have learned to live that way. They have all “worked” in some way on developing high emotional intelligence.

Along with many other characteristics of high emotional intelligence, we can and should teach children to use humour appropriately.

Does High Emotional Intelligence Predict Success?

marshajacobson — Mon, 14 Sep 2009 14:28:07 +0000

Emotional intelligence (EQ) is a person’s ability to identify, organize and act on their feelings and the feelings of others in a healthy and productive way. Does increasing an individual’s emotional intelligence correlate to a higher probability of long-term personal success and happiness? There are countless examples from recent times that show the correlation to be true.

Daniel Goleman’s book “Emotional Intelligence” (1995) introduced the idea of emotional intelligence to professionals and laymen. It boldly claimed that in predicting personal success, EQ could be “as powerful, and at times more powerful, than IQ.” (p. 34). Much of this claim was based on previous extensive research on IQ, which found that the predictive nature of IQ on job performance and personal success was seriously falling short.

The correlations were only between 10% and 25%. John Snarey and George Vaillant conducted a longitudinal study in 1985 involving 450 boys and found that IQ had little relation to workplace and personal success. Rather, what was found to be more important in determining their success was their ability to handle frustration, control emotions, and get along with others. While they did not call these traits emotional intelligence, they are some of the central elements to the emotional intelligence construct.

John Gottman, a forerunner in the area of emotional intelligence in children, claimed, “In the last decade or so, science has discovered a tremendous amount about the role emotions play in our lives. Researchers have found that even more than IQ, your emotional awareness and abilities to handle feelings will determine your success and happiness in all walks of life, including family relationships.”

Beyond just academia and formally defining the concept of “emotional intelligence,” the core elements of the construct have emerged in other areas too. A great example of this from popular culture is The Secret, a book and movie by Rhonda Byrne. It believes in the inner emotional power of people. It took the English-speaking world by storm and has already been translated into 10 other languages. More than anything, this demonstrates the world’s readiness to focus on their emotions. The adult population, already saturated by self-help books, was primed and ready to accept these ideas.

It is no surprise now that workforce personnel have enthusiastically supported the investigation and understanding of EQ. Companies are including EQ assessments and training into work regimes. The increasing competitiveness in the workforce has forced those who want to get ahead to actively look for new plausible ideas and run with them. Their approach has been, “This seems to be something that may affect productivity. Lets try it.”

In the area of children and education, scepticism has been more predominant. School boards have focussed on the research showing lack of proof between emotional intelligence and success in later life. Lynn Waterhouse sums up this point of view in her article for Educational Psychologist in 2006. According to her, there exist too many conflicting constructs of EQ to make research possible and the research that has been done is too inconclusive. Many supporters are frustrated at the lack of action taken by schools because they feel that the best time to teach EQ is in childhood.

Perhaps our entire approach to emotional intelligence is wrong. We are trying to place the idea of EQ purely in the scientific world and assessing efficacy and predictability only according to the rules of science. Quantitative research is valuable whenever possible but certainly has limitations when focusing on a construct as qualitative as emotional intelligence. Is there not sufficient evidence that suggests the importance of EQ? Is there not overwhelming evidence that suggests that the lack of EQ creates many of the problems in our lives today? Perhaps we should be focussing on what isn’t working in our human experience rather than resisting the implementation of EQ into our schools.

With the rise in school violence, bullying, terrorism, suicide, job dissatisfaction and loneliness, can we afford to not teach EQ to our children? What can we possibly have to lose by teaching our children to be emotionally intelligent? What’s the worst that can happen? We will produce a generation of people more in touch with their feelings and with the feelings of others? We will produce a generation of people who are taught to be more empathic, tolerant and respectful to themselves and others?

There may be some among us who might like to live in a world like that.

Children’s Literature and Emotional Intelligence

marshajacobson — Fri, 11 Sep 2009 15:36:19 +0000

Although concepts of emotional intelligence are evident in literature as far back as the early 1900’s, Daniel Goleman was the first to popularize this idea in 1995 with his book “Emotional Intelligence“. The belief that improving emotional intelligence can improve overall success in life grabbed the attention of the western world. Today, we find tools for assessing and teaching emotional intelligence flooding work environments, healthcare and even the US army!

While many books have been written about developing emotional intelligence in children, the materials for assessing and teaching emotional intelligence are largely aimed at adults. There is a shortage of hands-on material developed specifically for children, particularly ones that parents might use in the home. This is unfortunate and the time to act is now! The most efficient and potent time to teach emotional intelligence is during childhood. This can be achieved in schools as well as in the most important place of learning, the home.

What are the best tools for teaching emotional intelligence to our children? Obvious important tools are emotionally intelligent parents who make the decision to educate themselves using the literature existing in the marketplace today. There are also, very powerful tools that have been largely ignored as a means of developing emotional intelligence. These are children’s storybooks. With few exceptions, children love to read or be read to and any “teaching” using this medium will always be perceived positively.

Children learn best by example. Whether it’s observing the behaviour of their parents, influential adults or peers, they mimic behaviour. The old adage “do as I say and not as I do” doesn’t fly in this enlightened generation. Stories, if used correctly, can teach by example and can be an extremely potent way to direct children’s learning.

Choosing the correct books is of utmost importance. Books of great value to the development of positive emotional intelligence are those that demonstrate empathy, exploration of feelings (both positive and negative) and in particular stories that show by example a child evolving and growing with the help of a parent or significant caregiver. The connection between the child and caregiver is an extremely important one and using this relationship in stories can be a powerful teaching tool. Adults should be depicted as demonstrating appropriate empathy, accepting the child’s feelings without judgement and helping the child identify their different feelings. They may suggest solutions but only after the child feels completely heard and understood. Teaching a child is always more effective if done at this point.

Parents or adult readers should not be afraid to become active participants during story time. It is a perfect time to explore feelings with their child. Use the story as a platform for further exploration. Discussion at the end of the story can be invaluable. Questions like “What’s another word for that feeling?” or “Have you ever felt like that?” or “What would you do if you felt like that?” can accelerate the acquisition of emotional intelligence.

Sharing your own feelings is another way to get the child to open up. Do this with caution; however, making sure that you are not putting words in the child’s mouth. Just by letting them know that these are your feelings and that everyone has different feelings is often enough.

This is not to say that these kinds of books have to be dry and boring. Far from it! Exciting and interesting stories that capture the child’s imagination and attention will deliver their message with much more punch. Teaching children emotional intelligence can and should be a fun and positive experience.

Teach an adult emotional intelligence and change a life, teach our children and change our world.