2024 Author: Harry Day | [email protected]. Last modified: 2023-12-17 15:43
The idea that adults broadcast during children's showdowns "they will figure it out, they need to socialize" supports and reinforces a culture of violence.
A child is not born with a built-in "diplomatic negotiation" function, he hits, runs or freezes in horror. If children are not helped from an early age, then they begin to grow "according to the laws of the jungle, where there are predators and their prey, and where the one who is stronger is right."
The younger the child, the more parental involvement in the "showdown" should be, gradually releasing the teenager into the world of adults, where you need to be able to act according to the situation, but having a powerful background of family support and skills to discuss and negotiate.
Children do not "figure it out themselves"; children survive and adapt to whoever hits the hardest.
Very often the question arises - what to do with such "showdown" between siblings (brothers and sisters), can parents be "fair" enough to help their children?
I, being a mother of many children, perfectly understand how one can internally be on the side of a particular child, especially if he is younger, when there are expectations from the elder, for example, that "he will give in to the little one." Siblings have a thousand reasons for every minute conflict, most of which they "rule" themselves. But often they need help that needs to be provided correctly. It is important for a parent not to take sides in the conflict, or to punish everyone at once without analyzing the situation.
It is also important to abstract somewhat from the attitude "to act with justice", and try to focus on the "OGA" scheme - reflection-boundaries-alternative. This model is relevant both for your children (siblings) and for the children of your child with someone from another family.
First step: physically stop the disassembly by standing between the children, if possible
The second step: fix the moment, voicing what is happening and reflect the emotions that you observe (so, stop! I see you will tear each other now! Wow, A., how angry you are !!! wow, I see how you are offended by M.! Yes, of course, it hurts!)
The third step: voicing the boundaries of each participant can be generalized. For example, if there is a quarrel over a toy, then you can say this: "my friends, this toy is not for fighting over it / breaking it / throwing it, but to play with it!"
Fourth step: alternative - what can be done to minimize the damage caused by the quarrel. An example about a toy, if it is, for example, one: "you can play with this toy in turn. Let's make a schedule of who plays with it when, or play in time - each for 10-15 minutes, and then change."
Fifth step: reaching an agreement. It is desirable that each child voiced that he understood whether he agrees with the alternative, if he does not agree, then what he is proposing. This step should be clarified as much as possible by each child, so that there is complete clarity that the conflict has been settled and the parties have agreed.
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