Tag Archives: emotions

2. The Infant, 3. The Toddler, 4. The Growing Child

Pocket Full of Feelings: An Interview with co-creator Dr. Ann Corwin

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By Rita Brhel, API’s publications coordinator, managing editor of Attached Family magazine and an API Leader (Hastings, Nebraska, USA).

Karin Lombardo
Karin Lombardo

 

Ann Corwin
Ann Corwin

Part of the core of Attachment Parenting is teaching our children about emotions—what they’re feeling and what to do about it, as well as how to empathize with others—a skill referred to as “emotional literacy” by parenting consultants like Ann Corwin, PhD, MEd, of Laguna Niguel, California, USA.

We know more than ever that emotional literacy is critical for healthy human development. Unfortunately it’s a skill that was not regularly nurtured in past generations, and many parents are learning about difficult emotions like jealousy and disappointment alongside their children. It was evident as I talked with Ann, mother to two grown children, that her life’s passion is in empowering parents in strengthening their relationships with their children and that emotional literacy is very much central to her work.

RITA: Thank you, Ann, for your time. Let’s start by learning how you came into your line of work?

ANN: I have my master’s degree in education with an emphasis in early child development and behavior. I started out very early in my career with an interest in relationships. In fact, my bachelor’s degree is in sociology. I went on to earn my PhD in marriage, family and child therapy.

I started out as a postpartum consultant in a hospital. I was also a childbirth educator, a Lamaze instructor. It was then when I started to make the psychological connection between birth and biology and neurobiology, and this naturally led to an interest in attachment. I was excited to learn how attachment affects our brain, how the amygdala—which manifests our emotional and relational responses—can regenerate itself, so that even if our attachment is crummy, it can be regenerated.

At the time, I was working with Dr. William Sears [pediatrician, author of the Sears parenting library and member of API’s Board of Directors] as well.

I wrote my [PhD] dissertation on parenting in pregnancy. Basically this is teaching parents how to parent during pregnancy, so while they’re learning about the stages and phases of pregnancy, they can also learn about the stages and phases of child development to know what to expect and what is required for healthy development.

RITA: And then you opened your private practice, The Parenting Doctor (www.theparentingdoctor.com).

ANN: I was inspired by Attachment Theory. I am fascinated by how we establish a relationship and how we maintain it and how you take that long term. For example, I have been married for 37 years to the same man and feel that we both really had to understand attachment to maintain our relationship through the rocky spots.

My whole career as a parenting consultant is driven by attachment.

RITA: And you are supportive of Attachment Parenting International (API).

ANN: I have always admired API and have always kept up with Barbara Nicholson and Lysa Parker [API’s cofounders]. I see Attachment Parenting as what I’m practicing. I may be on a little different road, but we’re associated—we’re both trying to get emotional literacy, which is steeped in Attachment Theory, rooted in the mainstream.

I don’t think Attachment Parenting is one way to parent—it’s the only way.

I’m eclectic in that I think you can take pieces from any parenting program and those pieces can be useful to parents. But attachment education is needed by every parent.

RITA: You have developed an emotional literacy curriculum called “Pocket Full of Feelings.” Can you share more about this?

ANN: Pocket Full of Feelings started 15 years ago.

The primary question people would ask me was how to help them keep their child from doing something. How can I keep my child from having tantrums? How can I keep my child from getting kicked out of preschool? How can I get my child to warm up to Grandma? Basically, help me with this immediate problem. I always ask them: Would you rather figure out why your child is doing this and how to have a better relationship with him or her, or do you just want to stop the behavior? Fortunately, 99 percent of parents say they’d like to have a better relationship with their child.

I teach how the most powerful part of the brain is the emotional brain, because in all circumstances we feel the feeling first and then act upon that feeling. Because while our number-one need is survival—food, water, shelter—our immediate number-two need is relationship with others. This is our need for attachment. The way we do this—attach to others—is through eye contact, touching and talking.

When we feed a baby, we are making eye contact with our baby, we are touching our baby and we are talking to our baby. If you were to put milk in a bottle, give it to your baby and turn your back on your baby without talking, your baby might begin to suckle on his own but he will stop after a couple of sucks. He needs connection with you or he will suffer from failure to thrive.

We have to have a relationship with another human being or we literally can’t survive.

My daughter handmade me a burlap pocket chart, and I would use little bears to demonstrate how we carry around our emotions and how these drive our behavior. Inevitably, everywhere I went, people would ask me where they could get one of those pocket charts. And they couldn’t get one anywhere because that was the only one there was.

Then, six years ago, I met Karin Lombardo, a mother seeking solutions for an undesirable behavior her daughter was expressing. I pointed out the feeling I thought was the root cause of her daughter’s undesirable behavior (envy), went through the  simple three-step emotional literacy process with Karin, and let her take the pocket chart home with her over the weekend to practice talking about the feeling at large (envy) with her daughter. When she brought it back, she said that every parent should learn this—that instead of saying “don’t be mad” or “don’t be sad,” to tell their child that these feelings are going to come and here’s how to deal with it.

It turned out that Karin has her MA in Narrative Psychology, so I asked her to go into business with me to develop this idea. We cofounded Generation-EQ, a company committed to providing tools and solutions to aid in the development of emotional literacy and home of Pocket Full of Feelings (www.pocketfulloffeelings.com).

Pocket Full of Feelings took several years to develop, as we had to write all of the content and then we had to test it. It’s now available everywhere.

RITA: How do you hope to benefit society?

ANN: Emotional literacy has been around actually for a long time. It’s emotional intelligence, that EQ we hear about. There have been a lot of books written about it, and a lot of people talk about it. But it’s not mainstream.

We hear parents say how they have to teach their child how to read, but we don’t hear how they need to be teaching emotional literacy. We need to make emotional literacy just as much a priority to parents as school readiness. There is absolutely and positively evidence now that kids do better academically if their social-emotional needs are met.

My goal really is for parents like you and me sitting at a park and having a conversation, and maybe we ask each other about preschools. Then, we move on to talk about how our children know their colors, and then how they’re learning what emotions go with those colors and what to do about it when they have those feelings.

I don’t want this to be just some kind of sideline thing.

In this Technology Age, especially with texting, we can communicate with one another without ever hearing tone of voice or seeing facial expressions, which are vital to relationships. I saw a dad and his three-year-old child the other day, and during the entire walk, the father and child never spoke. The child never looked at his dad, because he was looking at a handheld screen. We need emotional literacy even more now than before.

2. The Infant, 3. The Toddler, 4. The Growing Child, 5. The Adolescent

Emotional Eating: An Interview with Dr. Marian Tanofsky-Kraff

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By Rita Brhel, managing editor of Attached Family, API’s Publications Coordinator and API Leader (Hastings API, Nebraska)

Photo: Miranda Laskowska
Photo: Miranda Laskowska

Feeding a child involves more than providing nutrients. From birth on, there is a very strong emotional component. This is easiest to recognize with babies and toddlers, who rely on comfort sucking as a way to cope with stress. But we continue to see it far beyond these early years, such as in how we crave a cookie or soft drink while unwinding after a hard day.

This tendency to comfort ourselves through food is called “emotional eating.” We all do it sometimes, but some people rely on emotional eating as a primary coping mechanism, and this can lead to problems such as binge eating or obesity. Anorexia nervosa and bulimia nervosa are also related because those affected find a level of comfort through controlling their food intake. The common link is an unhealthy relationship with food.

Attachment Parenting International addressed this topic during Attachment Parenting Month 2009, when the theme “Full of Love” sparked discussions on how family relationships, particularly secure parent-child attachment, can promote a healthy relationship between children and food, and lower the risk of obesity and other eating disorders.

I interviewed Marian Tanofsky-Kraff, PhD, as part of the effort. The original interview can be found in the Attached Family magazine 2010 “Full of Love” issue.

Dr. Tanofsky-Kraff is an associate psychology professor at the Uniformed Services University of the Health Sciences, as well as an obesity researcher at the Eunice Kennedy Shriver National Institute of Child Health and Human Development, both located in Bethesda, Maryland, USA. Previously, she was a binge-eating disorders research associate at the Yale Center for Eating and Weight Disorders in New Haven, Connecticut, USA. Her research program evaluates interpersonal psychotherapy with adolescent girls at high risk for obesity.

API: Let’s first get a good picture of what emotional eating is. Can you tell us what a healthy relationship with food looks like?

DR. TANOFSKY-KRAFF: Sometimes we all emotionally eat. To some extent, I don’t think this is a bad thing. If you want to have a cookie, that’s OK. When it becomes a problem is when you’re eating when you’re not physiologically hungry—when you’re using food to cope. A healthy relationship with food is when we eat only when we’re physiologically hungry. We can enjoy our food, but it’s unhealthy to allow it to control your life.

For some people, food is a “responsible” vice. They don’t drink alcohol, they don’t use drugs, they don’t gamble. They basically live healthy lives, except that food or certain types of food are their emotional vice. The problem is, unlike alcohol or drugs, people can’t abstain from food. They need to learn to find a balance with food. There’s nothing wrong with eating a slice of apple pie while you’re talking through what’s bothering you, but if you get into a habit of doing that, then you have an inappropriate relationship with that food item.

API: How does emotional eating develop?

DR. TANOFSKY-KRAFF: There isn’t much literature on this, so it’s all hypothetical. Some parents may have used food with their children as rewards or as a way to soothe a child when he felt badly. On the other hand, we know that some foods can actually soothe people—carbohydrates, chocolate. People who are using food to cope, and who choose chocolate, are possibly getting reinforcement.

API: So would you say that emotional eating is an addiction?

DR. TANOFSKY-KRAFF: There is a relationship between different food types and the brain and stress. For some people, yes, it can be safe to say that emotional eating can be addictive.

There is also a whole new line of science studying food addictive behavior. It’s been suggested that foods high in carbohydrates and that have been highly processed do have an addictive element—not so much as other addictions, such as to drugs, but still an addictive element. But this is a really new field of science.

API: In terms of prevention and intervention, how can parents teach their children not to emotionally eat? What if parents themselves emotionally eat?

DR. TANOFSKY-KRAFF: I always encourage parents not to use food as a reward. We have to find other ways to reward our kids. Soothe them with words and actions, as opposed to food. Bolster communication between parents and kids. Teach kids when they feel bad to work it out with words.

Keep an eye out and see if your kids are turning to food when they’re feeling down, and then teach them other ways to soothe themselves, like going to the playground. I’m a big prevention advocate because losing weight is very difficult, so if you see your child gaining weight, it’s important to do something then, rather than wait.

When parents emotionally eat, that runs into the problem of modeling. In working with kids, it’s important to have the whole family work on physical fitness and healthy eating together. This works better than singling out the obese child. Both parents need to be involved; if you have one parent who doesn’t focus on healthy eating and getting exercise, this sends a mixed message. The whole family has to be involved.

Modeling healthy eating begins when children are babies. If you expose kids when they’re young to healthy foods, they’ll grow up liking healthy foods. If you say “yum, yum, yum” with carrots, your children will grow up loving carrots.

API: It seems that every children’s activity, from sports to church, involves treats, and often these are sweets or other unhealthy foods. Parents even encounter candy being used to soothe a child after a doctor appointment. Despite the focus from television shows such as “The Biggest Loser,” our society seems to ignore the issue of obesity in children. How can parents teach their children to choose healthy food and eating habits?

DR. TANOFSKY-KRAFF: I think the only way we can change that is with big policy changes, such as a policy that schools cannot hand out sweets. For example, instead of celebrating a child’s birthday with cake, let’s play kickball. I think there need to be changes at a much broader level—it shouldn’t be just on parents.

Kids are eating so many snacks all the time that they don’t even know their hunger cues because they are virtually never hungry. Biologically, we should have a natural physiological reaction that occurs when we are hungry, and that’s when we eat.

API: How big a role do genetics play in determining a child’s risk of obesity?

DR. TANOFSKY-KRAFF: Up until age 6, the parents’ weight determines the weight of the child. So a 2-year-old with one obese parent is more likely to be of a higher weight percentile than a 2-year-old who doesn’t have an obese parent. After age 6, the child’s own weight is the best predictor of the risk of obesity. That is, even if both parents are obese but the child is not obese, his odds of becoming obese are lower.

Healthy eating is so important. I don’t think parents necessarily need to be concerned about obesity, but they should be concerned about healthy eating.

And everyone needs some physical activity every day. No, walking down to the mailbox is not enough exercise, but it’s hard to answer how much exercise is needed every day. It varies according to each person, depending on a number of factors such as your health, your physical fitness level, your age. What is consistent is that every person should have some form of aerobic [activity] every day.

API: Thank you so much for your time and insights. Is there anything else you’d like to share?

DR. TANOFSKY-KRAFF: Most of my work has been on out-of-control eating or binge eating, and what I’m finding is that out-of-control eating is often associated with emotional eating. If we focus on preventing emotional eating, eating in response to a negative affect [emotion] is less likely to occur. Parents can model how to respond to a negative affect in ways other than eating, and children will be less likely to use food to cope as they grow older.

From the Journal of Attachment Parenting: Emotional eating among children is correlated with parental responses that minimize, are punitive and are non-reasoning. These parental responses are in line with authoritarian and permissive parenting styles. Emotional eating among children is not related to parental responses that fall within authoritative parenting styles (under which Attachment Parenting falls). Learn more about this study in API’s Journal of Attachment Parenting, available online free of charge, through a free API Membership.

 

API Reads

API Reads January and February 2014: The Science of Parenting

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The-Science-of-ParentingWe started out 2014 talking about The Science of Parenting by Margot Sunderland. Some of the interesting sections from the remaining portions of the book are:

  • Those trying times in public, in the car, meals

  • When children fight

  • How not to raise a bully

  • Creating boundaries

  • The chemistry of love

  • Developing social skills

  • Looking after you

This has proven to be a very good read in which we’ve discovered some interesting facts along the way. Our discussions happen on GoodReads. We’ll be discussing The Science of Parenting for the remainder of February.

The next book up for discussion in March and April will be Giving the Love that Heals by Harville Hendrix and Helen LaKelly Hunt. We hope you’ll join us!

3. The Toddler, 4. The Growing Child, 5. The Adolescent, Positive Discipline with Kelly Bartlett

Emotions, Limits and Spirited Kids: An interview with Dr. Jane Nelson

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By Kelly Bartlett, author of Encouraging Words for Kids, API Leader and Certified Positive Discipline Educator, www.kellybartlett.net.

After infancy comes the age of autonomy. It’s a time when a child’s physical activity takes off, language flourishes and parents hear frequent exclamations of, “Me do it!” During this time, our kids’ personalities blossom, and we start to experience the full range of their spirit. After infancy, positive discipline can become a natural extension of Attachment Parenting, as it is about providing limits for behavior while respecting a child’s needs and natural temperament. Just as close contact strengthens the parent-child relationship in infancy, positive discipline preserves that relationship throughout childhood.

However, discipline can also challenge the parent-child relationship, especially when a child is very spirited in nature. When kids are very active or react strongly to disappointment, positive discipline tools can be difficult to put into place. Many parents get frustrated with their child’s seeming lack of response to a non-punitive discipline style and are often at a loss as to how to discipline such exuberance.

Dr_Jane_NelsenDr. Jane Nelsen is the author of Positive Discipline and founder of the Positive Discipline Association. She trains parents, teachers and caregivers all over the world to use positive discipline to strengthen parent-child relationships and to teach children how to become responsible, respectful and self-reliant. I had the opportunity to speak with Jane about her thoughts on responding to strong emotions when it comes to positive discipline and spirited kids.

KELLY: As you know, children who are described as “spirited” are typically very active, very verbal, highly emotional or some combination of all three. I’ve often heard from parents of spirited children that using positive discipline can be a challenge because their kids’ personalities are naturally so strong-willed. What do you think? Is there a place for positive discipline in families of strong-willed, “spirited” children?

JANE: I think using positive discipline is even more important with spirited children because you need to guide that strong will they have. As children grow out of infancy, they want—they need—to use their power, whether we like it or not. And they’re good at it! Celebrate that you have a spirited child and then take a lot of opportunity to guide that child into using that strong will in contributing ways.

KELLY: How do we do that with spirited kids?

JANE: One of the foundations of positive discipline is to be kind and firm at the same time. Many parents know how to be kind … until they get upset. Then they know how to be firm without being kind, and they vacillate between the two: being kind until they can’t stand their kids (who develop an entitlement attitude) and then being firm until they can’t stand themselves (feeling like tyrants).

I think we all know the mistakes made in the name of firmness without kindness: punishment. However, many do not know the mistakes made in the name of kindness without firmness: pleasing, rescuing, over-protecting, pampering (providing all “wants”), micromanaging in the name of love, overdoing choices, and making sure children never suffer.

KELLY: When you say “never suffer,” what do you mean?

JANE: I often say we should allow our kids to suffer. Not make them suffer—we should never do that. But we need to allow them to suffer such that they can have their feelings.

KELLY: You’re saying when our kids are expressing their unpleasant emotions we shouldn’t console those feelings away?

JANE: Right. Parents shouldn’t worry about not being attached if their children ever have to cry. I think it is impossible for any child who is being raised by a parent who is interested in Attachment Parenting to not be attached. It’s not possible; they’re in tune with meeting their child’s needs.

But being too focused on keeping a child happy can lead a parent to constantly (unintentionally) rescue a child from his feelings. The child then develops the belief of, “I’m not capable of dealing with these feelings.”

They should have their feelings and be allowed to work them through. And when they do—which they will eventually—they will feel a sense of. A sense of, “I am capable.” A sense of, “I am resilient.” A sense of, “I can survive.” All children need that opportunity.

KELLY: It seems hard to know when to offer comfort and ease strong feelings and when to trust kids to work through them on their own.

JANE: I think parents get confused between the needs and the wants. There’s a fine line between understanding when it’s appropriate to comfort your children and when to let them work through their feelings on their own and realize their own capabilities for handling them. I just think that’s a grey area for a lot of parents.

KELLY: So where is that balance? How do we know what is an appropriate response?

JANE: A lot of it is education. If you have the knowledge, then you go into your heart and you know. Parents need to understand that children are always making decisions based on their life experiences. They are answering for themselves, “Am I capable? Am I not capable? Can I survive the ups and downs of life, or can I not?”

If parents don’t allow their children to have those experiences of emotional upsets, they rob their children of developing the belief that he or she is capable. What we want to do is give our children experiences that help them develop healthy beliefs and a sense of trust, autonomy and initiative. Children need to develop their disappointment muscles, their capability muscles and their resiliency muscles. Wise parents allow children to do that.

KELLY: So it is possible for firmness, kindness, strong will and attachment to co-exist? No matter how spirited our children are (or their responses to discipline), we can set boundaries with kindness, let kids have their feelings about them, and still maintain a secure attachment?

JANE: Yes. And I think this is what parents of highly-spirited kids need to know. Sometimes it’s really hard to be firm without being punitive. And also, it’s easy to be permissive when your kids are strong-willed and you’re worried about maintaining attachment.

You know, I used to be permissive with my kids until I couldn’t stand them. Then I would be controlling and punitive until I couldn’t stand myself. So I’d be pampering and punitive because I didn’t know there was something in between. There’s a balance. A great example is saying, “I love you, and the answer is no.” Kind and firm. Then let kids have their feelings.

KELLY: And parents should still be there, too, “on the sidelines” so to speak?

JANE: Exactly. Children need to be able to manage their feelings when there’s a loving, supporting advocacy–that’s the benefit of Attachment Parenting. You’re providing that energy of support, that validation and foundation for allowing children to use what they’re learning.

TAF2013lovinguniquelyFor more articles about “spirited” kids, be sure to read the latest issue of Attached Family magazine, the Loving Uniquely issue, available for free download here!

 

3. The Toddler, 4. The Growing Child

6 Things To Do When Your Child Says “I Hate You!”

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By Bill Corbett, author of Love, Limits & Lessons: A Parent’s Guide to Raising Cooperative Kids, and member of the API Resource Advisory Committee, www.cooperativekids.com.

We’re all trying to get more done in less time and with less money. When it comes to our kids, we do our best to spare no expense to give them the world. Then, without warning, they hurt us with words because they don’t like a limitation or boundary we’ve set or the word “NO.” Here are six things to do the next time your child screams, “I hate you!”Bill Corbett

1. Remain calm. In order to do the next five things, you’ve got to keep your emotions from getting the best of you. It’s also an opportunity to model self-control for your child.

2. Acknowledge that the words stung. It’s hard to think of anything more hurtful that our children can say to us than hearing them say these words. Accept the hurt, but don’t let it determine your behavior at that moment.

3. Avoid the urge to hurt back. It is a normal human reaction to become defensive when someone attacks or hurts us. Remember that it’s your child in front of you at the moment, and know that he doesn’t mean what he has just said.

4. Say to the child, “You look like you’re mad at me.” A child either loves or hates us, there is nothing in between for her. Our children do not know hate as we do. Help them put into appropriate words what they are feeling at the moment.

5. Remain silent, and let them express their anger without retribution or defensiveness. Here’s one of those opportunities I’m always talking about—talking less. If a child is allowed to express his anger, it is emotion released and not forced back inside to build up and explode sometime later.

6. Examine what it was that triggered your child to get angry to begin with, and take responsibility for your part. Children need plenty of advance notice to help them transition from one activity to another, and visual cues (something they can watch for) work best. Also, giving in to a child’s demands just to get her to calm down only teaches her to repeat the demanding behavior whenever she wants something.

One more thing—our parents would not have tolerated hearing us say those words when we were kids. That was a different world and a different time. Don’t let your parents’ voices in your head control your own parenting in today’s modern world. Ignore their voices, and do what you know is right.

 

3. The Toddler, 4. The Growing Child

Helping Children Resolve Emotional Hurts

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By Naomi Aldort, author of Raising Our Children, Raising Ourselves

SiblingsDahlia was running around the house screaming and crying. “I hate her! I hate her! I will never play with her again!”

Finally, her steps slowed, and she told her father what had happened. He listened attentively. When she stopped, he asked, “Is there anything else?” Dahlia added more details and resumed crying bitterly. Father listened. When Dahlia stopped talking, he acknowledged, “I understand, and I love you very much.” Dahlia accepted her father’s embrace and support as she sobbed some more in his arms.

Then, as suddenly as the storm of tears began, she was finished. She got up and cheerfully announced, “Daddy, did you know that tomorrow Tina and I are going together to the beach? We are building a log house there with Adam and Tom. I will tell Tina before we go that I won’t ruin her work again, and I am sure she will be nice to me.” Continue reading Helping Children Resolve Emotional Hurts →