Everyone Has Plenty Of Reasons For Their Behavior-But, There Are No Excuses

I have always enjoyed watching Court TV.  I like watching because I love listening to the defense arguments. I enjoy listening to how the attorney for the defense can come up with all kinds of excuses to explain why the person on trial committed the crime. The defendant could even have confessed to the crime, and the defense attorney will still find some circumstance that caused the person to commit the crime, in essence to excuse the crime. I was watching once and there was a 15 year old kid named Brian Pittman on trial for killing his grandparents two years earlier. This young man shot his grandparents in their sleep at close range with a shotgun, put the leash on the dog, walked out of the trailer that they lived in, doused the trailer with gasoline, lit the trailer on fire, and got in a pick-up truck and drove away. The trial went on for weeks, and I watched most of it. The defense attorney was running out of ammunition so he decided to play a card that is becoming a very common excuse for deviant behavior. The defense attorney contended that the reason that this boy committed this heinous crime was because he had an adverse reaction to Zoloft, an anti-depressant drug that he was taking at the time. I sat on the edge of my seat as I waited for the verdict. I was thinking that if a person can be found innocent for murder because of a medication issue, anyone can get away with anything.

I am amazed how family, environment, genetics, and medication can be used as an excuse for behavior in society today. Once these factors are considered the cause of deviant behavior, the person who committed the crime or behaved inappropriately will not be held responsible.  It follows then that they should be excused for these behaviors, in other words, not be held accountable.   Ultimately, people should be held accountable for their actions, and consequences must be imposed.  Consequences are the only thing that will stop negative or deviant behaviors such as talking back, not completing homework, bullying, lying, speeding, sexual harassment on the job, stealing, rape, and murder.

Today, in society, we have reached the point where as soon as parents have trouble managing their child’s behavior or the school makes them aware their child is acting inappropriately in school; parents are all to ready to conclude that these behaviors are caused by ADHD or a teacher with unrealistic expectations or another child.  Parents today rarely think of holding themselves responsible, of asking themselves, where am I going wrong here and what do I need to change? Or I need to hold my child responsible, so what consequences will I impose? It’s so much easier to blame the school, a teacher, an administrator, a guidance counselor, another student, or a medical condition.  In schools, teachers blame students’ poor behavior or poor academic performance on a child’s difficult circumstances at home, or on the fact that the child’s parents will not put the child on medication.  In society, if a person commits a crime that is punishable, the defense attorney will try to convince a jury that the person is mentally ill or comes from a pitiful family background and should not be held responsible.

As a school administrator I have observed deviant behavior, and believe me I have done my best to hold students accountable.  I didn’t just look at the student’s isolated behavior at the time, but I considered what would happen if the behavior continued, and how it would affect the student’s chances for success as an adult. I was working as a principal of a school for clinically disturbed students in 1993, and most of the students were depressed, psychotic, and were on medication. When I took over the school there was no system of accountability so I instituted an In-School Suspension program that was used as a means of keeping students in the school for offenses that they would otherwise be suspended for. One morning a student came into school late and proceeded to kick out a window, punch a teacher, tear down hallway decorations and bulletin boards, and was screaming so loud he could be heard in the next county. He was brought into my office, and I said to him, “Nick (name change) I don’t know what I am going to do with you, but for now take a seat in In School Suspension. About five minutes later his school therapist walked into my office.  She was furious. She said, “You have Nick in In School Suspension?” I said, “Yes, have you taken a look what he did to my building?” She then said, “Did you know that Nick didn’t have any breakfast this morning?.” I said, “I haven’t had any coffee yet but I’m still talking to you.” I then asked her to leave the office. Did it really matter that Nick didn’t have breakfast? Of course not. What really mattered was that if Nick were not disciplined for his inappropriate behaviors, he would most definitely repeat the behavior again.

I thought about what I was going to do with this student.  I knew that I would suspend him for sure, but I also knew that I had to begin to work on developing a relationship with Nick so that he wouldn’t react this way again. About 10:30 in the morning I walked down to In School Suspension and brought Nick a bagel and an orange juice. I told Nick that he should have breakfast before he comes to school, but if he didn’t, he should come into my office, and I would get him something to eat. Nick was also suspended for 10 days, police charges were filed, and he had to write a letter of apology.  Had there been a reason for his unreasonable behavior?  He had a reason, but having a reason wasn’t an excuse for what he did. If I had bought in to excusing his behavior because he was hungry, Nick would have gotten away with what he did.  But I didn’t, I imposed a consequence.

There are plenty of reasons for people’s behaviors; but those reasons are not excuses. What I showed Nick was that there are rules and regulations that have to be followed, but I also showed him some compassion and understanding. I imposed the consequence, but still made sure he had something to eat. I believe that this is the missing piece in dealing with deviant behavior.  We are too compassionate and understanding, and we lose sight of the fact that everyone must follow the rules of a family, a school, a job, and society. If we continue to allow everything under the sun to be excused, and we decide that consequences are for the birds, then we can expect our problems with inappropriate behavior in school and deviant behavior in society will continue to get worse.

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What Is Really Weakening Our Schools

I have really taken a good hard look at the way things are today as opposed to the way they used to be. I have gone off on tangents at conferences and did nothing but speak from my heart. I feel as though my way of thinking is slowly becoming extinct, but I believe that regardless of popular opinion or political correctness I have a voice, I mean ever body else does right? I have written hundreds of essays and blog posts but, the fifteen essays contained in this book are the essays that describe what I call the Kryptonite Syndrome and explain what really is weakening our schools and at times weakening us as a society. Here are the abstracts so you can decide if this book is for you.

We Have Medicalized Education

I choose to joust with no one regarding the condition of ADHD. My only goal with this essay is to give educators a clear view of the topic and help us all determine what is organic and what is truly learned behavior. We have medicalized education! Truthfully we have gotten to the point where meds are the first choice in treating behavior problems not the last. Medication has proven to help kids with ADHD or ODD. Talk to any therapist though and they will tell you that medication in combination with therapy is the plan that nets the best result. In schools meds are relied on too heavily, and need to be used in combination with solid discipline and effective consequences. Where were ADHD and ODD 40 years ago? They didn’t exist or they weren’t invented yet. Why, because kids with behavior problems were few and far between. Authority was respected by parents and students. When we discovered that disrespect is now the norm and not the exception, we began to create conditions to support the behavior. If a kid acts up today it is usually attributed to the fact that he doesn’t take his medication consistently, when in reality he is not being disciplined effectively.

 Disrespect Is Pervasive In Our Schools

Sadly disrespect is not only pervasive in our schools but in our society. Students aren’t corrected for it and they become adults who believe that they can say and do whatever they want. And that includes instilling the fear of God into a teacher who tries to correct their kid. Teachers complain about it, but no one talks about the problem. Why? Because this fear ascends the ranks and school administrators and even the superintendent live in fear of irate parents. No one confronts and everybody runs. The schools are controlled by 20% of the parents with the loudest voice and the most threatening attitudes and behaviors.

No One is Responsible, No One

Everybody knows that excuses are built around circumstance, environmental and genetic circumstance. Crimes get committed and circumstance is always brought up. Tough upbringing, or he was raised on the wrong side of the tracks are just two excuses used. We are determined, that’s who we are, and we can’t change. Circumstances only influence they don’t determine behavior. Provide enough excuses for anyone and they will provide you the evidence to support your belief. Teachers have been forced to excuse behavior by a dysfunctional system. A system that has been shoe horned into education by a dysfunctional society.

Self Control Should Be Taught

Self control should be taught but, unfortunately it’s not. Have you looked at the condition of society? 1 in 4 homes are in foreclosure. I guess we can blame the banks, or can we? Everybody wants something bigger and better. To get bigger and better the money has to be made to get it, unless the bank doesn’t care. But, in the final analysis the decision is made by the buyer. Teenage obesity, diabetes, addiction, alcoholism, are all evidence of the lack of self control in society. And oh, did I mention anger issues and the left over bitterness from childhood that gets carried into adulthood wreaking havoc on families. Society has lost control of its thoughts, its words, and its actions. Everybody knows. What produces a nation of people with self-control, consequences do. Unfortunately many people are sitting in that leaking boat right now and are experiencing the consequences of the lack of self control.

 We Lie To Kids

Oh we don’t mean to but we do lie to kids. We have inflated their grades because we don’t want to destroy their self esteem. By the way, what is self esteem? Today kids feel good about themselves for no apparent reason. It is almost impossible to be left back, and if a kid has low test scores the teacher always gets the blame. So we let the kid know that he is doing great academically, inflate his grades and give him a false sense of his academic ability. Don’t worry someone will tell him, like the college he will be trying to get into in a few years. Then for sure everybody will know including him.

I Like You But…..

The statement, “I like you, but don’t like your behavior” is a lie. Be honest you don’t like the kid. The truth is we are all are measured by our behavior. I own my behavior, I am my behavior. Like me but not my behavior, stop it. There are some adults that we don’t like because of their behavior, we might be married to one, are kids any different. The truth is I don’t like you because of your behavior, and I go home every night praying that you take the next day off.

Reasons Not Excuses

Excuses are built around circumstance, environmental and genetic circumstance. Crimes get committed and circumstance is always brought up. Tough upbringing, or he was raised on the wrong side of the tracks are just two excuses used. We are determined, that’s who we are, and we can’t change. Circumstances only influence they don’t determine behavior. Provide enough excuses for anyone and they will provide you the evidence to support your belief. Teachers have been forced to excuse behavior by a dysfunctional system. A system that has been shoe horned into education by a dysfunctional society.

We Have Lost Our Independent Thinkers

Everyone has to pass the state test. How is it administered? The kids are sitting in rows. Why are they taught in groups? It is almost mandated in some districts that everyone sits in groups. Does everyone like working in groups? Some kids are introverted and prefer to work alone. This kid is going to earn himself a trip to the school psychologist because he is anti social. How many jobs require people to work in pods of 4-6 all day long? If they did no one would get any work done. That’s just what’s happening in our schools.

Compliance or Obedience?

Years ago the only thing we wanted was for a kid to obey; now it’s the last thing we get. As a matter of fact obedience has become a dirty word. The educational gurus who have spent their time attacking education from a theoretical standpoint, but never really spent any time interacting in a classroom with a group of wild kids liken the word obedience to dog training. They fear that we will destroy the creative side of a kid’s brain by not allowing him to choose and by forcing obedience. Okay already, let’s change obedience to compliance. The definition; doing what you are told when you are told to do it, with a good attitude. The NJ Turnpike has a sign posted right after you pay the toll, it reads; you have left the NJ Turnpike OBEY local speed laws. I guess we only have to obey as we get older.

The Playground is Now a Parking Lot

Run, jump, pull-up, push-up and throw a softball. The requirements for physical fitness as set forth by President Kennedy in 1961. The president’s council on physical fitness was formed because America was getting soft. Well guess what; it’s getting softer. Do you know why? Because our kids don’t get out and play enough at least not in school. Years ago if we finished our work as a class you know what we did? We got to go out for a game of football, wiffle  ball, or softball. Now when kids are done with work do you know what they can look forward to? More work, or better yet a brain break for about two minutes that is equal to a good stretch. Childhood obesity and diabetes let’s put an end to them; you know how. Give kids more opportunity to run around on the playground.

 NCLB (No Child Left Behind)

I agree that no child should be left behind, but they all are. Kids don’t leave first grade on the first grade level because they all don’t enter first grade at the same level. By the time they hit the third grade some kids are already two years behind. Multiple Intelligence, Differentiated Instruction, Inclusion, all great stuff but truly they don’t meet the needs of the students. All those levels in the same room with an overly ambitious curriculum; everybody is being left behind.

 There is No Fear

Kids don’t fear anything today. As a matter of fact parents fear their kids more than kids fear their parents. Systemic discipline is just a slap on the wrist and dysfunctional schools fight dysfunctional families. While all of this is going on the kids watch, laugh, and say and do what they want without any real consequence.

Parents Need Parenting

The question is who is going to do it? After speaking to hundreds of parents about their children what I discovered was they don’t talk to their own parents. They lack discipline skills and are so angry and lost that they take out their rage on their own kids. Three generations of dysfunction. Everyone knows it, and talks about it, but no one knows what to do about this disaster that Everybody Knows.

Political Correctness

Kids have lost their ability to get along and are rapidly becoming adults who have matured physically, but not mentally, or emotionally. Society has been taught to disagree, but with the wrong attitude, so don’t disagree with me or I won’t like you. Disagreements are things that get walked away from because of the fear of conflict. The idea that a productive conflict could exist and the two parties involved could leave enough space between them for a disagreement is too tough to imagine because egos are just too big. Win-Win, can’t happen because someone always has to win and someone has to lose. Don’t talk too loud now because someone will hear, and even your whispers will get back to the wrong person, like your boss who will muzzle you and make sure that you always walk the line of political correctness.

 The Inter-generational Tendency

What parents do in moderation, the kids will do in excess. The concern is that things will get worse. We are at a point where we have to put up or shut-up because all the complaining in the world won’t change the mind of parents, teachers, or administrators when they’re egos are at stake. Their own imprint and upbringing are what drive the decisions that get made and keep us surrounded by a sibling society.

If you agree with some or all of these statements and want to read more about what is really weakening our schools please Click on the link below to get an immediate download of the entire book for only $5.

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Why Our Kids Are Out of Control

Whiny, arrogant, rude, violent. America’s children are showing their bad side. Child psychologist Jacob Azerrad, Ph.D., and Paul Chance, Ph.D., show us what we can do to save our children.

Michael is out of control. He has several temper tantrums a day, throws food during meals, deliberately breaks toys and household items, hits and bites his younger brother and sister and refuses to comply with reasonable requests. Asked to put away his toys or go to bed, the 5-year-old replies, “No. And you can’t make me.” He is, in truth, a very unpleasant child. He is also very unhappy: No one can behave as he does and feel good about himself or be pleased with life.

We seem to be in the midst of an epidemic of Michaels. I have been a child psychologist for 35 years, and each year I see parents dealing with more and more severe problems. Their children are not just ill-mannered; they are whiny, selfish, arrogant, rude, defiant and violent. Most of them are also miserable, as are their parents.

Such disgraceful behavior in young children predicts serious problems later in life. As adolescents they are more likely to drop out of school, use drugs, engage in delinquency and be clinically depressed. And when I read newspaper articles about road rage, commuter rage and office rage it seems to me that many out-of-control children are growing up to be out-of-control adults.

Why are there so many out-of-control children today? Many explanations have been proposed: high-sugar diets, environmental toxins, allergies, television, psychiatric disorders. In considering these theories, it is useful to note that the rise in outrageous child behavior is largely an American phenomenon. Psychologist Tiffany Field, Ph.D., of the University of Miami School of Medicine, found that in France, for example, 3-year-olds behave admirably in restaurants. They sit quietly and talk and eat their meals like “little adults.” They do not argue or throw food or refuse to eat as many American children do.

In a separate study, Field noted another major difference in the behavior of French and American preschoolers: On playgrounds, French youngsters were aggressive toward their playmates only 1 percent of the time; American preschoolers, by contrast, were aggressive 29 percent of the time. It is probably not a coincidence that France has the lowest murder rate in the industrialized world, and the United States has the highest.

Can such dramatic differences in behavior between advanced, industrialized nations be accounted for by differences in diet, toxins, allergies, television or psychiatric disorders? It seems extremely unlikely, and I have found no scientific evidence to support these theories. I suggest that the fundamental reason behind so many more American children running amok is child-rearing practices.

Let me explain: Studies have consistently shown that the problem behavior of children is typically the result of misplaced adult attention. In a study done many years ago, psychologist Betty Hart, Ph.D., and her colleagues at the University of Washington, studied the effects of attention on Bill, a 4-year-old “crybaby” enrolled in a morning preschool. Each morning Bill had between five and 10 crying spells: He cried when he fell, bumped his head or if another child took away a toy. Each time Bill cried a teacher went to him to offer comfort. Hart and her colleagues reasoned that this adult attention, though intended to reassure and comfort Bill, might actually be the reason for all his crying.

To test their hypothesis, the researchers asked the teachers to try a new strategy. Now when Bill cried, the teachers glanced at him to be sure he was not injured but did not go to him, speak to him or look at him. If he happened to cry when a teacher was nearby, she turned her back or walked away. Teachers paid special attention to Bill only when he suffered a mishap without crying. If he fell, for example, and went about his business without a whimper, a teacher would go to him and compliment him on his grown-up behavior. The result of this new approach: In five days the frequency of Bill’s crying spells fell from an average of about seven per morning to almost zero.

To be certain that Bill’s change in behavior was because of the new strategy, Hart and colleagues asked the teachers to once again pay attention to Bill when he cried. Bill returned to crying several times a day. When the teachers again ignored the crying and attended to Bill only when he acted maturely, the crying spells dropped sharply. Hart and her coworkers repeated this experiment with another “crybaby,” Alan, and got nearly identical results.

Similarly, researchers have shown that the disruptive behavior of school children is often a result of adult attention. In studies of elementary school classrooms, for example, researchers found some students repeatedly left their seats without good reason. Typically the teacher interrupted the lesson to reprimand them. But these efforts often increased the frequency of wandering. When the teacher ignored children who wandered and paid attention to those who worked hard, the frequency of the problem behavior usually fell sharply. It may seem odd that reprimands, threats and criticism can actually reward bad behavior, but such is the tremendous power of adult attention. When children can get attention by behaving well, they do.

Unfortunately, many adults are far more likely to attend to annoying behavior than they are to desirable behavior. Glenn Latham, Ed.D., a family and educational consultant, has found that adults typically ignore 90 percent or more of the good things children do. Instead, they pay attention to children when they behave badly.

I believe that Americans attend more to bad behavior than to good behavior because they have come under the spell of self-described child-rearing authorities. These kiddie gurus–who include pediatrician Benjamin Spock, M.D., child psychiatrists T. Barry Brazelton, M.D., and Stanley Turecki, M.D., and child psychologist Ross W. Greene, Ph.D., among others–repeatedly urge parents to give special attention to children when they behave badly. Consider the following example.

In Dr. Spock’s Baby and Child Care (Pocket Books, 1998), a book that has sold 40 million copies, Dr. Spock recommends this approach in dealing with aggressive behavior:

“If your child is hurting another or looks as if he were planning murder, pull him away in a matter-of-fact manner and get him interested in something else.”

Given what research shows about the effects of adult attention, getting a child “interested in something else” whenever he is aggressive is a sure formula for producing a highly aggressive child.

If a child gets angry and throws or smashes things, Dr. Brazelton suggests the following:

“Sit down with her in your lap until she’s available to you. Then, discuss why you think she needed to do it, why she can’t do it and how badly you know she feels for this kind of destructive, out-of-control behavior.”

If your child has a particularly intense tantrum, Dr. Turecki gives this advice:

“With these tantrums you should be physically present with your child, with your arms around him if he’ll permit it or just be there with him as a comforting physical presence in the room. Be calm and say reassuring things: ‘I know you’re upset, but it will be okay.'”

If the child has a tantrum that is not so intense, Turecki recommends being “menacing and firm.” In other words, having a mild tantrum doesn’t pay off, but having a severe tantrum does. I can scarcely imagine a more effective way of teaching a child to have severe tantrums.

Many of the most popular child-rearing books are full of such nonsense. They repeatedly urge parents to hold, soothe, comfort and talk to a child who bites, hits, screams, throws or breaks things, ignores or refuses parental requests or otherwise behaves in obnoxious, infantile ways. Common sense and a truckload of research argue solidly against this practice. Yet these experts seem to be unaware of the well-established fact that children do what gets noticed, that adult attention usually makes behavior more likely to occur, not less.

Nevertheless, thousands of parents follow the bad advice of these and like-minded child-rearing gurus every day. And the more faithfully they follow the advice, the worse their children become. Some of these parents eventually find their way to my office, desperate for help. I advise them to redirect their attention from infantile behavior to grown-up behavior. They are often amazed by the change in their children.

Take Dennis, for example. Ten-year-old Dennis was a “born liar,” according to his mother, who added, “he wouldn’t tell the truth if his life depended on it.” Dennis had several siblings, but he was the only chronic liar. Why Dennis? With several children in the family, there was a good deal of competition for adult attention. Dennis wanted more than his share, and he got it by lying: His mother spent a lot of time with him trying to separate fact from fiction and trying to understand why he lied. Mom didn’t realize it, but all this attention just encouraged dishonesty.

The solution was to give Dennis attention when it was clear he was telling the truth and to ignore him when he might be lying. When Mom knew that Dennis had given her the right amount of change after a purchase, or when a discrete call to his teacher proved that he really had been kept after school, he got time with Mom and approval for telling the truth. Instead of “tell a lie, get attention,” the rule became, “tell the truth, get attention.” When the rule changed, so did Dennis.

Five-year-old Debbie offered a different sort of challenge, but the solution was essentially the same. She woke up every night screaming because of nightmares about “the big germ” and “the terrible lion.” Every night her parents rushed to her side to comfort her and assure her there were no big germs or terrible lions in the house. During the day, Debbie talked about her nightmares with anyone who would listen. Her mother encouraged this behavior because she thought it would be therapeutic for Debbie to get her fears “out in the open.” In fact, all this attention to her fears made them worse, not better. From Debbie’s standpoint, the lesson was: “If Mom and Dad are so interested in what I say about the big germ and the terrible lion, these monsters must really exist.”

The solution to Debbie’s problem was to pay less attention to talk about nightmares and more attention to grown-up behavior. When Mom and Dad started saying things like, “I appreciated it when you helped me set the table today” and “I heard you taking the phone message from Mrs. Smith. You were very grown up,” they provided Debbie with better ways of getting attention than screaming in the night and complaining about monsters.

Even Michael, the screaming, out-of-control boy who made life miserable for himself and everyone near him, soon became a happy, self-disciplined child. He was more challenging than most children, but once again the most important step to turning him around was giving him the attention he wanted when he gave his parents the behavior they wanted.

It sounds easier than it is. Parents who have fallen into the habit of offering attention for disagreeable behavior often have a hard time shifting their focus to agreeable behavior. Over the years I have devised a simple procedure to help parents do this. I call it the Nurture Response:

  1. Be on the alert for behavior that indicates growing maturity: Taking disappointment calmly, performing spontaneous acts of kindness and demonstrating an interest in learning. When you see this kind of grown-up behavior, make a mental note of it. Perhaps Margaret, who usually responds to disappointments with a tantrum, is unperturbed when told her favorite breakfast cereal is unavailable. Maybe Sam, who is typically selfish with his belongings, shares his toys with the neighbor’s child.
  2. Some time later (anywhere from five minutes to five hours after the event), remind the child of the behavior you observed. You might say, “Do you remember when Harry’s bike fell over and he couldn’t straighten it because it was too heavy for him? You went over and helped him. Do you remember doing that?”
  3. When you’re sure the child remembers the event in question, praise her for it. You might say, “It was very good of you to help Harry with his bike. I’m proud of you.” Often the highest praise you can offer children is to tell them they acted like an adult. You might say, “I know you were disappointed that you couldn’t go to the mall, but you were very grown up about it. I was impressed.”

Don’t mix the praise with criticism. Don’t say, for example, “I was proud of the way you helped Harry; you’re usually so mean to him,” or even, “I’m glad you were finally nice to Harry.”

  1. Immediately after praising the child, spend some time with him in an activity he enjoys. Do this in a spontaneous way, without suggesting that it is payment for the grown-up behavior. You might play a favorite game, go for a walk, or read a story. Remember that nothing is more important to a child than the undivided attention of a parent, so give the child your full attention for these few minutes.

The nurture response is not a panacea, of course. Some dangerous or extremely annoying forms of behavior, such as knocking other children down or having screaming tantrums, may require additional measures, including punishment (see “Time Out the Right Way,” page 46). But it is amazing how much can be accomplished by simply ignoring the behavior you don’t want and noticing the behavior you do want.

For decades many child-rearing icons have urged parents to pay special attention to troublesome behavior, to offer sympathy, understanding and reassurance when children behave in outrageous ways. This view so pervades our society that scarcely anyone questions it. Both common sense and scientific evidence tell us, however, that this approach is bound to backfire, and it does.

Parents should think of themselves as gardeners. A good gardener encourages desirable plants and discourages undesirable ones. In the same way, a good parent encourages desirable acts and discourages undesirable ones.

Do you want your children to be well-behaved and happy? Then ignore experts who tell you to shower attention on children when they are badly behaved and miserable. Remember that gardeners must nurture the flowers, not the weeds.


Most of the annoying things children do can be dealt with very effectively by ignoring them and attending to children when they behave more maturely. However, when the behavior is particularly immature or poses a risk of injury to the child or others, it may be necessary to turn to punishment. In these instances, Time Out usually does the trick.

Time Out is probably the most widely researched technique for dealing with unwanted behavior in young children. Unfortunately, it is often used incorrectly. It is therefore worth noting that Time Out means removing the child from all rewarding activities for a short period. The common practice of sending a child to his room, where he can play computer games, watch TV or talk with friends on the telephone, is not Time Out, nor is sitting on the couch with the child and discussing the merits of his behavior. Time Out means exposing the child to a very boring, unrewarding environment. For the sake of illustration, let’s assume that your child has bitten someone. Here is a simple, highly effective way of discouraging this behavior:

  1. Say to her: “We do not bite.” Say nothing more than this–give no further description of the behavior, no explanation of what you are doing. Say nothing except, “We do not bite.”
  2. Take her by the hand and seat her in a small chair facing a blank wall. Stand close enough so that if she attempts to leave the chair you can immediately return her to it.
  3. Keep her in the chair for three minutes. (Do not tell her how long she will be in the chair. Say nothing.) If she screams, kicks the wall, asks questions or says she has to go to the bathroom, ignore her. It is absolutely essential that you say nothing.
  4. At the end of the three minutes, keep her in the chair until she has been quiet and well-behaved for five more seconds. When she does so, tell her she has been good and may now leave the chair. Never let her leave until she has been well-behaved for at least a few seconds.
  5. Following Time Out, say nothing about it. Do not discuss the punished behavior or the fairness of the punishment. Say nothing except, “We do not bite.”

Once the child realizes that you mean business, that she cannot manipulate you into providing attention for bad behavior, Time Out will proceed more smoothly and quickly and there will be far fewer times when you need to use it.


The Deaf Boy

Many years ago a wonderful friend of mine asked me what the smallest part of the body is. I was very young and probably very stupid at the time and I responded with “Duh a finger.” He commented to me no it’s the tongue. He also said to me that although the tongue is the smallest part of the body it can do the most damage. I never forgot the conversation that I had with him; unfortunately he has since passed away and I miss him dearly. I could sure use a lot more of his advice and teaching. Our words can really do some damage. Damage sometimes that can be life long, and sometimes we don’t even know what were doing, probably because we just were never taught how to shut-up.  Kids and adults can shoot their mouth off and think that they are being funny, or that their standing up for themselves when in reality they may be doing more harm than good. I was watching a baseball game very recently and watched one of the players go crazy over a call third strike. This is a grown man.  He had to be restrained by 3 other players and the manager. Of course he was thrown out of the game. He was also suspended for three games right in the middle of a pennant race. I guess he really showed them. What a dope!

We are constantly challenged by people with statements like “Are you going to take that from him, or you better say something. We also like to have laughs at someone else’s expense. My philosophy is if we both aren’t laughing it’s not funny. Kids today have a real problem with behavior like this. They say things, get a laugh and really hurt the feelings of another person. I don’t even think that they are aware of the fact that people are listening and not everyone is impressed with their wit, and that they are creating a negative image of themselves in the minds of other people.

That wonderful friend of mine who talked to me about the tongue was also full of illustrations and stories that were inspiring and instructional. He illustrated this societal problem with a true story that I always refer to as the “Deaf Boy” story and it is worth sharing here.

There were two boys who were brothers. One of the boys was deaf. They had a friend who hung around with them all the time.  This friend was the biggest jokester on two feet. He was always telling jokes or making fun of someone or something. One day the three boys were headed out of the house and this jokester started to make fun of the way the deaf boy spoke. Well the deaf kid couldn’t hear, and the brother gave a half hearted laugh and they left the house. No harm no foul? The deaf  kid didn’t hear so no one got hurt. No one heard right?  No one heard except the deaf kid’s father who was reading the paper in the den.

Let’s fast forward the tape. At the time of this incident these two boys were sophomores in college. Two years went by and they both graduated with degrees in business administration. They both went on the job hunt. This jokester had an interview with a large insurance company. He had to go through one more phase of the hiring process. He had to meet the Vice-President of the company. Who do you think the Vice-President was? The deaf kid’s father, and the only perception that he had of this young man was that he made fun of his son. It cost him……..the job. People hear and they watch too. You never know when you are going to need someone or something. The things that are the greatest desires of our heart are the things that will be withheld from us because of our past words or actions. Self-control is important and if your tongue, a one ounce body part has more control over you than you have of it, it will cost you when least expect it. You never know.