You’ve probably heard of the term “flow” to describe a state where actions and thoughts progress smoothly and productively. It is characterized by ”energized focus, full involvement, and enjoyment in the process of the activity.” Perhaps you’ve experienced it yourself from time to time. I believe I have, on occasion. Other times I find myself in a state I call “undertow.”
For swimmers and waders an undertow is a current below the surface of the water. It isn’t obvious when one looks at the water, and it moves in the opposite direction from the surface current. And it may move more rapidly. I experienced a physical undertow last summer while wading in the surf. Usually ocean surf comes in and goes out with about the same force, on this occasion the incoming waves were strong but the current as they went out was much stronger and almost knocked me off my feet. Undertow is also called rip-tide and can be extremely dangerous.
Metaphorical undertow won’t kill, but it is a waste of time and energy and a source of frustration. It happens when I am working on something and get sucked away from making progress on my task by minor issues. When I’m writing, it might be word choice, phrasing, formatting, checking references, etc. I had problems when I used pen and typewriter but using a word processing program exacerbates the problem ten-fold—there are so many changes that could be made so easily. Case in point: I wasn’t sure exacerbate was the term I wanted or how to spell it; tried spell check with no results and finally used a thesaurus to look up synonyms for exaggerate. Classic undertow.
But undertow happens to me at other times: cooking comes to mind. What do I want to make? Is this the best recipe or should I look for a better one? Oops, missing an ingredient or two—what can I substitute? Did I already add the baking soda?
Sometimes undertow starts because of my distractibility/perceptiveness. Noticing something outside my main focus can lead me away from a project; the further away I get the harder it is to get back just as if I was swimming against a strong current
But undertow is also a cause of distractibility/perceptiveness. It’s like being stuck in a traffic jam: when I can’t make progress in the direction I want to go in, I start to notice my surroundings and pay attention to them and not to my goal.
What does this have to do with parenting?
Our children also experience flow and undertow. And both of those states can make our job as parents more difficult. We’re usually the ones who interrupt the flow with chores, homework, meals, and bedtime. And the ones who have to deal with the frustration, delays, and tantrums which may result from undertow or from interrupted flow.
Flow and undertow in ourselves also affect our ability to cope with the demands of parenting, especially parenting while trying to accomplish other tasks.
What can help? Understanding what is going on in ourselves and in our children. We can do this by taking time to observe both our own behavior and that of our children.
What environments and activities facilitate flow for me? What about my children?
What environments and activities contribute to undertow for me? For my children?
What strategies can I devise for easing the transition when I need to interrupt flow or when it gets interrupted? What strategies will work for my children?
What techniques can help me and my children escape from undertow?
I hope these ideas can help you go with the flow and avoid the undertow.
I remember going to a mother’s group back when my firstborn child was around 2 years old and asking “What do I do with my anger?”
Because I got angry sometimes. When I did I yelled, stomped around, said bad words and/or cruel things. Even when my anger was addressed at inanimate objects, this behavior was upsetting to my daughter.
I don’t recall receiving any helpful advice to my question back in that group. Over the years I learned a few things about managing anger—and sometimes was able to put them into practice! I’m still working on it.
Managing anger is hard. Managing anger at young children or even in the presence of young children is even harder.
One thing I tried was ignoring my feelings. I forced myself to stay calm and tried to be accepting and accommodating. Bad idea. I recall an incident with my second daughter who was in the midst of a tantrum. I was trying hard not to scream at her. I said something like “You are upset about having to leave now.” I was trying to be empathetic but she yelled back at me “Why are you so happy?” All my energy had gone into trying to be calm—and that interfered with my being truly empathetic. My calmness made it appear to her that I didn’t understand her feelings at all. And I wasn’t dealing with my own legitimate feelings.
Forced calmness often led to an even stronger outburst later on my part. I call it snapback—I was like a rubber band that got stretched too far and then broke with a snap.
What helped? Awareness about the factors that contributed to my anger. One big one was neglecting my needs in my efforts to be a “good” self-sacrificing mother. Being tired, hungry, stressed, feeling put upon, not having time or opportunities for doing things I enjoyed . . . all those contributed to the likelihood I would get angry and to the force of my anger.
I did get better at taking care of myself. I learned that the self-sacrificing mother ideal is nonsense. Like athletes, mothers need to take excellent care of themselves or they won’t be able to do their jobs—and the same is true for all parents and people in helping professions. Other things can be sacrificed –not you.
An important part of self-care is paying attention to feelings. Feelings can serve as warning lights reminding us that some need we have requires attention. Anger is a secondary emotion—we feel scared or frustrated or hurt and then we get angry. Karen Young from HeySigmund.com writes that anger “exists to block other more difficult emotions from rising to the surface.” Our mind is trying to protect us from those feelings we don’t know how to handle. For many of us recognizing emotions may need to be learned and may require professional help—and that’s okay.
Even with the best self-care parents will get angry. And that anger should be acknowledged –in ways that don’t hurt or scare others. In order to do that successfully we first need to recognize the physical signs that indicate we are getting angry. If we’ve never thought about anger in this way, identifying what led up to an outburst (or to a cold simmer, or a stone-faced withdrawal) may take some reflection. Authors Susan Beekman and Jeanne Holmes [Battles, Hassles, Tantrums & Tears] recommend looking back at a recent incident and remembering where, what, and particularly when you started to lose it.
A lot of times parents tell their children, “use your words,“ but words may not be adequate to manage the physical sensations of anger. (Not to mention that the words that come to mind may be ones you don’t want your children repeating.)
Taking deep breaths, briefly walking away, and counting to ten are some things that can help us calm down enough to use appropriate words. Doing something physical but safe—my son recommends hurling ice-cubes into the shower stall—is another approach.
Then simply saying “I’m angry” is a good place to start. Describing what triggered your anger in non-accusatory language can be helpful as well: “When we are late for an appointment, I get frustrated because I like to be on time.”
Nancy Samalin, author of Love and Anger (yes, I stole that title) also suggests: Avoid physical force and threats; Keep it short and to the point; Put it in writing; Focus on the essentials.
And finally, apologize for any hurtful words or actions. This can be a good time to reflect on what triggered you and make plans for handling future situations.
April 8, 2019 published on ParentingSuccessNetwork
Saying “no” is a challenging part of parenting (and grandparenting). Here are some ideas that may help
When you have to stop an action about to happen or already in progress:
- “STOP” or “Danger” “Hot” “Hold it” “It is prohibited” “Access denied” or other phrases besides “no”. With toddlers say “Not for [child’s name]”
- If at all possible, be physically present to block, catch, grab, etc.—especially with toddlers.
- Reserve yelling for when it is really needed—dangerous situations. A stern look, frown or headshake can get your point across.
- Refer to the rule or ask the child what the rule is. “The rule in our family is no hitting.”
- Tell the child what he or she CAN do. Teach and practice with your child the safe/respectful/socially acceptable way to do things.
- Acknowledge and accept the child’s feelings as you act on the “no”—often without actually saying the word. “You want your ball back. I will help you when it is safe to go get it.”
- Give information or describe the problem. This gives the reason for the “no” without needing to use the word. “Those cookies are for the party” “The problem is I don’t have any money for toys today. We’ll have to put that back on the shelf.”
When your child resists doing something that he/she has to do:
- Acknowledge and accept the child’s feelings as you act on the “no”–without actually saying the word. Example: “You’ve really liked playing at the park. We’ve had a good time (while taking the child’s hand to leave). Should we come again tomorrow?”
- Acknowledge and accept the child’s feelings and grant them in fantasy. “You’ve really liked playing at the park. You wish you could play here for another hour—for the whole day—you wish you could live at the park!” “You don’t like being in your car seat. You wish you could fly to the store.”
- State what needs to happen. Stay calm and wait quietly nearby for the child to cooperate.
When your child asks ahead of time:
- “Yes, later” or yes with a condition. Barbara Coloroso points out that if you say “Yes, later” “later” can be 10 seconds from now—it’s still more effective than saying no and then changing your mind. Examples: “Can I go to Sally’s house?” “Yes, as soon as your room is picked up.”
- Give yourself time to think—either don’t respond right away or say, “Let me think about it.”
It helps to be clear on what you really want and why—when you know that, it is easier to set a limit and stick with it.
- “Convince me.” This makes the child do all the talking and thinking.
- Let the environment say no by childproofing and avoiding tempting situations. Use the clock or a timer to signal when to stop an activity or leave a location.
- Go over the rules ahead of time.
- Nobody likes to hear No. Accept that your child will probably be mad at you. Try to stay calm and confident yourself. Remind yourself of the need to set limits and protect your child and others.
- Learning can’t take place when child is upset or in the midst of a tantrum. Later, you can explore ways to help prevent future problems.
- Notice cooperative behavior and thank your child
Originally published on ParentingSuccessNetwork May 8, 2013http://parentingsuccessnetwork.org/parenting_tips/2013/when-no-is-necessary/
What do you need?
What do you need as a parent? Probably more sleep, right?
Often as parents we get lots of information about things we ought to be doing—or not doing. We don’t get as much information about HOW we might actually be able to do or not do those things. We don’t often concentrate on what WE need.
As a parent with young children I remember thinking, “If I wasn’t so tired right now, I might be able to respond to my whining child in an empathetic and firm manner—the way I want to respond.” It took a few more years for it to dawn on me that a major part of my job as a parent was to take care of myself. Nobody else was going to make sure I got enough sleep except me. Even then, though, the prevalent philosophy I ran into was that I could only take care of myself by neglecting my child’s needs. That approach didn’t meet my needs as a person or a parent.
Finally, I began to see parenting as a form of sharing. By learning how to share I could meet my needs and those of my children in ways that would be affirming and beneficial to both of us. After all, as a biological mother to three children I had shared my body and all its abilities and resources with them during pregnancy. I nourished them then by nourishing myself. After their births I shared my breasts, my arms, my legs, my voice, and my brain as I cared for them. I had to keep nourishing myself to have something to give. I had to have something in order to share it.
Focusing on sharing helped me realize how many things I had that I could share—I had strengths that I could use to guide my children. When I viewed what I had as strengths, I could also work on getting stronger. How do you make a muscle stronger? By using it, by pushing it a little harder, and then giving it a rest.
As a children’s book explains it: when you share, you give something and then you get it back. I shared what I had. And I got something back—new skills, new insights, a better understanding of who I was and what I was capable of, and, best of all, three unique wonderful individuals who are still willing to share with me about their adult lives. I was not the world’s best parent (I am still not the world’s best parent), but I shared what I had and I got a lot back.
What do you need as a parent?
Published on ParentingSuccessNetwork 9.22.12 http://parentingsuccessnetwork.org/parenting_tips/2012/what-do-you-need/