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Originally Posted by Euromom
sledg, would you mind elaborating? If you don't mind, could you give an example? I'm not sure I fully understand, but I'd like to.
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I can try to elaborate-it's a little difficult to describe. (*Disclaimer: I am merely sharing my personal process. This is what has been helpful to me and my family. It may or may not be helpful to anyone else. I don't claim to have finished learning all I need to learn in order to parent well. I also do not claim to always parent well, though I do my best every day and have improved significantly from where I was a couple of years ago.) I started out with certain ideas about discipline, including the idea that a parent must be in control and that kids must do as they're told and that kids need to learn through consequences (because they won't choose to do the "right" thing with only guidance, communication and modeling) and that the goal is to eliminate "bad" behavior and that if a parent is doing their job well kids will be well-behaved. I was only partially aware of bringing all these assumptions/expectations to parenting, though-I would've acknowledged thinking some of those things, but denied others or said I only partially agreed with some. I wasn't aware of how deeply internalized some of that was, and of the impact that had on my ability to really parent as I wanted to parent. So there was this aspect of re-examining my assumptions-how much control should parents have? Can we even control another person? Why do I want control? Can kids learn another way? Can I trust that they are motivated to do the right thing already, without my use of consequences, rewards or intimidation? Can "bad" behavior be completely eliminated? Do consequences really address the reason for the behavior? Do people ever do anything for no reason at all? If this behavior has a reason, then is addressing that reason likely to be more appropriate and effective than simply imposing a consequence or simply stating "don't do that"? Is my understanding of what is normal/age-appropriate accurate? Is the goal to eliminate behavior or to help my child learn to think, communicate and problem solve so that they don't have to resort to problematic behavior? And so on. In order to start becoming successful with GD, I had to reexamine all my assumptions and ways of thinking, and come to that place where I could let go of the need for control and trust that my children will learn and that they want to do the right thing, that they already have the internal motivation to get along with others and do "right"-I had to shift my whole way of thinking. Trying to control kids' behavior with GD just didn't work, not for me. I can't control someone anyway, but if I could there wouldn't be a gentle way of controlling them. GD, I've learned, is about understanding that there is a reason for every behavior and responding in a way that helps a child learn rather than about eliminating a behavior or somehow making my kids engage in a behavior.
Then there was re-examining my perceptions of things. When I assumed my child did 'x' because of 'y', was that true? Could there have been another reason? When I think my kids need to do this because of that, is that true or are there other ways of looking at it? Is my perception of what my child said or did accurate, or clouded by my own unmet needs, feelings, assumptions, preoccupations, memories, etc.? I found that often when I got stuck it was in part because I was stuck in one way of perceiving things that wasn't really all that accurate. This is tied to what I wrote about expectations/assumptions-untrue assumptions or innappropriate expectations are often (for me) tied to inaccurate perceptions.
And then there was the issue of the feelings, needs, memories, etc. that contribute to inaccurate perceptions and to actions that don't match my ideals. When I feel like yelling, it may be that there are old assumptions and expectations rearing their heads-but why? Like my children, I do what I do for a reason and the reason is not that I'm bad or stupid. Often it's that I have an unmet need and I really want to meet that need, and I'm just going about it really ineffectively (and sort of wanting my kids to meet my need through their behavior). So when I'm yelling because the house is a mess and the kids aren't helping me clean, what may really be happening is that I have this need for ease or order or whatever (I'm overwhelmed with the mess). So I yell, hoping to get my kids to clean up so my need is met (I'm trying to control them). If I slow down long enough to recognize this, then I can see other ways of approaching the problem. Maybe we can make a game of it (and I'll have fun too), maybe I can let it go for now (and go somewhere else or take this time to relax and enjoy my kids' company and/or some activity), maybe I can do it myself (then it'll be done), maybe the kids can clean something other than what I've told them to clean (which might be very helpful too), maybe the kids have some ideas (and the process of coming up with ideas with the kids is enjoyable for me), and so on. And when I recognize that it is I who am responsible for seeing to it that my needs are met, I feel that safety/control-I am in charge of me, I can control myself (and cannot control anyone else), I can more clearly communicate my boundaries and feelings and needs. And that brings freedom-I need not depend on a particular person doing a particular thing in order for my need to be met. So I am free both to see things from my kids' point of view and to get creative about solving the problem.
Then there's taking care of myself. I can't parent well when I'm depleted. I have to get rest, I have to eat well, I have to get outside, I have to get exercise. These are all things that allow me to be healthy and to have energy. It's not always easy to figure out how to care for myself, but it's so important. Because when those needs go unmet for too long, I start (without awareness of it) trying to get those needs met in those terribly ineffective ways-yelling, control, whatever. Taking care of myself also means extending compassion to myself, listening with compassion to myself, forgiving myself when I make mistakes.
And all this reexamining, awareness, and understanding of myself allows me to see my children more clearly, allows me to extend more compassion to them, allows me to listen more openly, and allows me to really respond in gentle and effective ways.
Which goes back to how I understand effective. Effective discipline, to me, is no longer defined as always getting my child to do what I want them to do. Instead effective is about clear communication and connection and meeting needs, it's understanding and addressing reasons (not just behavior), it's helping my children learn to think and problem-solve rather than thinking and deciding for them. There is room in that definition for mistakes, for being human, for growing, for trusting that my kids will learn. There's room in that for humor and joy and creativity. There's room in that for both my needs and my kids' needs to be met.
And all of this, all of it, requires both remaining present & aware and accepting what is. "Accepting what is" is not "settling", not "not working toward growth and change". "Accepting what is" is simply remaining present and open to what is going on *now*, what is *real*, rather than dwelling on how I'd like things to be (which is not real at this moment). It's recognizing what is and embracing what is, as it is, and working with that.
Is that vague enough?

It has been a long process for me, and it's terribly difficult to describe. I could not figure out how to put it all together into a specific example of a situation I've faced. I hope I've made some sense.

I guess I can give this much of an example: This (all I wrote) is how I grew from thinking, for example, that I had to stop tantrums and could stop tantrums to knowing and accepting that tantrums happen sometimes regardless of how good a parent I am. This is how I grew into understanding that a tantrum is not "bad behavior" but simply emotional expression-the only one my young child is capable of in that moment. This is how I grew into knowing that I wanted to stop the tantrums so badly because of my own discomfort with them, not because tantrums are inherently bad. This is how I grew into knowing and trusting that my child would eventually learn, with my calm help, to express herself in other ways. This is how I grew into understanding that empathy is needed but not as a strategy for stopping a tantrum. This is how I learned to just be there during tantrums, rather than trying to stop them. This is how I learned that I can often prevent tantrums by respecting my children and working with them, considering their needs and preferences-for example, by planning errands for when the kids are not likely to be tired/hungry or by seeing their need to learn what happens when we pour out water and redirecting them to an appropriate place to do so rather than just saying "no pouring". For me, really getting GD means changing how I think and becoming more aware, instead of just changing how I outwardly respond (instead of just adding more tools to my box). And it is a constant process. Which reminds me of what I was taught long ago about children's art projects as I was learning about early childhood education: it's the process, not the product. All the learning while kids do art happens during the process of being creative and messy, what it looks like in the end isn't the point. Kids learn so much more by just experimenting with the materials and colors without being restricted as to what the end-product will look like than they do by assembling an end-product decided upon by the teacher. So it is with parenting, I think. When I focus on one particular outcome (a particular action by a particular person), when that one particular outcome is my goal, none of us learns as much (and we tend to become frustrated). When I focus on who I would like my children to be, I miss who they are. When I can focus instead on the process of communication and connection and awareness and meeting of needs, the possiblities open up and we learn so much more-all of us, me and my kids.
Sorry it got so long.