Category Archives: Social Science

Summer Days

The lull of summer has me reading a lot but writing little. This blog has become a pictorial daybook with a few quotes tossed in for spice. Well, I blame the summer, but evidence shows that this is the trend my life has taken for the past year. Somewhere along the way I feel I’ve lost my mind. Not in a mental-illness sense, but more in a “I’m a thinking person who has thoughts about what’s happening in the world and am capable of articulating them.” Yet unfortunately, I feel increasingly removed from it all, and apathetic; I rarely read news or listen to NPR anymore. It didn’t help the other day when I read an article about Sheryl Sandberg in the New Yorker. I’m so utterly unaccomplished, my ego tells me. I’m just a mother. Just a housewife (and not an exceptionally good one at that). Just nothing.

But aren’t we all nothing? Everything changes. Human endeavor fades and is forgotten. Eventually we all end up the same place. And there is freedom in knowing and accepting this. Freedom to pay attention to what matters right now, and to enjoy this moment. That’s my bit of insight for today, because it’s late, and I’ve just finished sweeping, mopping, folding, washing, changing sheets, and pilling the cat. Meanwhile, take a peek at what’s been happening.

Claire earned her princess bike because she graduated to being a big girl and uses the potty. Pedaling and steering take concentration!

She also had her first session of swim lessons and loved it, especially her teacher. She’ll have one more week, and then we’ll see.

I did a lot of cutting, gluing, and tying, but Claire decorated with glitter glue and stickers. It moves beautifully in the slightest breeze.

We did this craft awhile back, right after 4th of July!

Claire had me draw the rainbow and face, and she colored the rainbow and decided to use beads for flowers.

Raising A Momma

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Mine, all mine!

At preschool, Claire had a tendency to hurtle into tears if a small thing didn’t go her way, or if she perceived some other child’s behavior as a slight. My response typically had been to croon, hug, and comfort. For instance, one day she brought a stuffed animal with her. In circle time we sing hello to everybody. When we sang hello to her and went on to the next child, she wanted us to sing hello to her animal. When we didn’t, she was more than crestfallen; she was crushed. She burst into sobs, got up, and came running to me.

Claire worried a lot about the other kids not liking her. She thought they might laugh at or make fun of her. (At this age, the kids are only just starting to play together, and she was worried about that?) She was moody. She wanted to control and direct the story of all the pretend play with other kids (and Mommy and Daddy). On the days I was working at the school, she wanted all of my attention. Especially when it came time for me to be in parent discussion.

I began to feel less like a mother and more like her pawn. The neediness in her was insatiable, and her behavior more like a tyrant. I talked with her teacher about it, and she suggested I back off a little. As an example, she talked about the day we didn’t sing hello to her animal. The teacher said, “Your response was to cuddle and reinforce the sadness. But another way to respond is to say, ‘That’s just not what we do here! We sing hello to the students, not all their toys!’ And to help her to lighten up and see it isn’t a big deal.”

And that’s when I realized something. I was teetering on the brink of overcompensating for my own childhood. Not every occasion of disappointment requires deep empathy. Part of my duty as a mother is to prepare Claire to ride with changes, to be flexible. I also had not realized how frightening it must be for Claire to have as much power over me as she did. When she was a baby, she needed all of me, and I gave it. What she needs now, as she moves into the world, is to need less of me. So I began to set more boundaries on what she could have of me. One day she forgot a toy in the car that she wanted for show and tell; it had been her task to remember. When I would not take her back to the car to retrieve it — since we’d gotten to class — Claire gave a world-class demonstration of temper. But I held firm, and she survived and learned a lesson about responsibility.

I continued to heed the teacher’s words that “what you pay attention to grows” and gave more attention to joy than sorrow. Remarkably, within a couple of weeks I, the teacher, and other parents noticed a significant change. Claire began to play with the kids more and less by herself. She participated more in circle time, singing and dancing. She didn’t intrude on me during discussion and instead after snack said, “Bye Mom!” and went outside to play for the last hour. She didn’t attempt to check on me, to get my attention or tell me “something important.”

To sleep, perchance…

When Claire turned three she attempted to stop napping. Her doctor expressed concern about this, because, she said, three-year-olds still really do need a nap. It was true. Claire only slept 9-10 hours at night, and I could see she benefitted from her naps. After a week of refusing to nap, Claire was falling over with exhaustion and emotionally explosive. She also got really sick with a high fever the day before we took a big trip.

Doctor suggested I offer incentives, e.g., “If you nap, you can watch a show after.” (Or whatever special treat might work for Claire.) The bribe of extra t.v. worked until it didn’t — about one week. I tried quiet time, during which she wouldn’t fall asleep but would rock and listen to music for an hour, but this still didn’t provide her the rest she needed. So I returned to the way we handled naps for the first seven months of her life. I rocked her, sang to her, and held her for the duration of the nap, dozing with her.

This worked well. We had preschool two afternoons a week and it was clear those took a toll, but over the school year her stamina increased. And with the steady increase of stamina came the resistance to nap again. I was able to override her refusal most of the time, sometimes by cajoling, other times by threatening (I’ll leave the room and close the door).

When I went away for my getaway weekend, Claire didn’t nap, of course. And when I returned, I allowed this to remain. She is adjusting. She is slightly more tired during the day than she used to be, but it seems a steady state. Her night sleep has increased somewhat, and the quiet hour rejuvenates us both. Best of all, a new world is opening up, the one where we can be unconcerned about “getting home in time” for the nap window. And rather than a two-hour semi-nap sitting up with a crick in my neck, I get one blessed hour to meditate and read while she rocks and listens to music.

So skinny she hula hoops with a cheerio

In April we took our cat to the vet for a blood test, and Claire happened to step on the huge dog scale for fun. The scale read her weight as 28 pounds. I was shocked. It couldn’t be right! She weighed 29 pounds at her annual visit last September!

I’d always fretted about Claire’s nutrition and eating habits. Except for bologna and hot dogs, she eschewed meat. She refuses all forms of milk: cow, soy, almond, flavored, regular, etc. She doesn’t eat much yogurt or cheese. She eats veggies, but only mostly raw. She eats fruit, but only a certain few. Meals involved me asking her what she wanted to eat and trying to please her. Dinners meant cooking something I knew she’d eat, but her whims changed. For awhile I even fed her separately.

Yet here she was weighing less. So we went to her doctor. I learned she had grown taller — 2.5 inches since last September, and since she hadn’t been gaining her growth curve was a little skewed. Her BMI is 13 (what I wouldn’t give for that). Overall, the doctor wasn’t worried because growth occurred. She suggested I take the PAMF Feeding Your Preschooler class for ideas I might use. I came away with a huge list of food Claire does eat and saw that for the most part she is eating well. I learned that my concept of portion sizes for kids was distorted. I learned that we’d be better served if I quit offering her snacks (even salad veggies) to eat while she watched PBS before dinner.

So I relaxed. We have all meals and snacks at table now. I established a firmer schedule and held to it; if she doesn’t eat snack when it’s snack time and decides she’s hungry before lunch/dinner, she just has to wait. I decide what to offer and she either eats or not. I sit with her for all meals (it’s no fun to eat by yourself). I’ve cooked more foods I like despite knowing she won’t probably eat them. Every meal now has bread on the table along with salad, so she’ll get something in her. And guess what has happened? Claire is trying more foods! She has decided she likes pepperoni pizza (previously only cheese would do), cherries, and breakfast sausage.

This combination of releasing the worry and desire to control and establishing parent-driven meal times and menus has freed us. I do my job: offer healthy foods at appropriate times. She does her job deciding whether and what to eat. Talk at mealtimes now focuses on topics other than food, and “encouragement” to eat more. I don’t think she’s gained weight so far, but I see now that I can relax and accept my little petite “Eclaire” and enjoy her. We enjoy each other and our meals more now.

The last step of toddlerhood

I want to keep potty-training stories to a minimum in consideration of Claire’s privacy. Suffice it to say that she’s been ready and resistant for some time, but in part her resistance reflected my own. There have been attempts to use the potty since she was two, but I didn’t push because I feared a power struggle. But last week Claire declared she wanted to wear panties (for the second month in a row, the first being April but she quit after a weekend). And I said okay, and that it meant the changing pad, diaper pail, and all Pull-ups were going away forever. (She hugged her changing pad good-bye.)

The first few days were rocky, and I despaired. But we have persisted, and I’ve devised a way to encourage and reward her daily for her effort and increasing competence. She knows she will be enrolled in swimming lessons now, and that after our trip east she’ll get a “princess bike” she yearns for. For shorter-term rewards, she’s getting smaller things. She wanted pink “tap shoes” (Mary Janes), and so this was her gift for completing one week of using the potty. She also lately pines for “princess bubble bath” and, of all things, an American flag, so her gift for the end of the second week will likely be those. They are small, tangible reinforcements of her success. Not too far in the future I see the sticker chart, small candies, and weekly prizes will fade as this function just becomes a routine in her life.

Momma is all grown up! At least for now, for this age and stage and minute. And Claire? Well, she jumps for joy!

The Test of Twelve

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I’m not a parent who buys into the “stranger danger” propaganda. By this, I mean that I’m not worried that a kidnapping or molestation of my child is just around every corner. I’m a big supporter of the Free-Range Kid movement. Occasionally strangers attempt to harm people, but the majority of harm done to children is usually by someone they know.

Claire has a collection of Pooh stories (not written by A.A. Milne) that she loves; one is called “Don’t Talk to Strangers, Pooh.” I dread when she asks it to be read to her, and I always re-word it as I read. I don’t want to instill a fear of strangers into my daughter. How is she to make friends in this world, or find her way, or ask for help when she needs it? I simply want her to understand never to go off anywhere with a stranger. I want her to learn this until she is of age — that is, a confident adult who can assess risks and listen to her intuitive signals.

When I was a child, my disposition and personality attracted bullies. I was a sentimental child with zero self-confidence. (I grew up into a depressed adult with zero self-confidence, but with enough gumption and drive to heal and overcome this.) I have vivid memories of being taunted:

a bully yanking a play necklace off me in kindergarten, watching the beads scatter everywhere, hearing him tell me I could not stand on the school porch and he would kill me if I did (thank you Mark S.);
an older child riding his bike around me in ever tighter circles as I walked to piano lessons a few blocks from home, threatening to run into me;
being choked (hands tight around the neck) by a boy in third grade when I would not give him a book that I had brought to school (thank you Tony F.) — fortunately the teacher was nearby and pried his hands from my throat;
being tormented throughout fourth and fifth grade by a “friend” who happened to be the local Presbyterian minister’s kid — she hid my belongings, said terrible things to and about me, ganged up with another girl against me (thanks Suzanne H.). I was so relieved when our fifth grade teacher told me she was moving away to Massachusetts that summer;
being punched in the stomach by a class bully (a girl no less) in fifth grade (thank you Colleen F.);
being exiled from my four friends with whom I shared a table (and locker) in sixth grade — all girls, who are great at emotional bullying.

That last incident was the first — and only — time I ever fought back. It began on a Wednesday, escalated into Thursday; that night, after being physically ill with fear and worry about what they would do next, I vowed the first one to harass me the next day would get kicked in the stomach. One of them approached me with a taunt, and I kicked. Then I fled, hysterical and sobbing, to the principal’s office. I asked to call my mother, and I begged her to come take me home. The principal intervened and said they’d figure out what was going on. I was terrified that I’d hurt the girl, that I was in big trouble, that I was hated by the entire sixth grade. I spent the day with the school counselor processing all this. He came with me when I went to apologize to the girl. This was a Friday. The principal called the other girls’ parents to tell them about the ostracism. The following Monday (I agonized all weekend about what might happen next), the girls came to apologize to me and make up, and I was accepted again. That was the day of the class picnic. Life was wonderful again, for the moment.

This was all exacerbated by the fact that from age 8 through 12, life at home was not placid and secure. In fact, throughout my teen years this was the case, but by the time I reached high school I had primarily withdrawn from school life and was mostly left alone. Oh, except for the nasty rumor that I was having an affair in 11th grade with my social studies teacher; I had a crush on him, but more importantly, he listened to me pour out my troubles and referred me to the school psychologist, whom I began to see and whom I credit with keeping me intact through graduation. I’m not at liberty to describe why my home life was as it was; it’s only important to know that the milieu, combined with my personality, combined in such a way as to make me a target.

I know that it’s an animal instinct to go for the jugular, to attack the weak one. I know that fearfulness, simpering, flinching, and crying triggers the meanness in others. I have felt that meanness in myself, been tempted by it, and have occasionally indulged it. When I grew up, I realized that if I had a daughter, I want to help her to know that it is perfectly all right to defend herself. Now, my daughter is not me — she has a differently personality and home life — and I’m careful not to project my past onto her. Still, there are things worth knowing.

When I was twelve, there was a carnival down the road at Taunton Corners. Every year it came for the Firemen’s Field Days. At that age, I was allowed to walk down there myself, about a mile away. The man running the duck game flirted with me. I was taken by the attention. I flirted back in the innocent way a 12-year-old does. Then he made a suggestion to me, that I should come back that evening when the carnival was closed to spend time with him. I was intrigued, and tempted, and scared, and unnerved. Something felt icky about the way he looked at me, about the suggestion. I felt uncomfortable, and I never went; I also never back to that game. That was a good decision. I listened to my intuition, and it did not guide me poorly.

I ignored my intuition when I was 31. I ended up sexually assaulted. Not that it was my fault. It’s just that, looking back, I see the signals that I ignored because I was trying to be “a nice person,” (such a strong cultural expectation for women). I remember my reluctance to fight back, to scream; my desperate attempt to reject what was happening.

So, how does one raise a child to be secure but not naive, savvy but not paranoid? There are two books filled good guidance to answer this question, both written by Gavin DeBecker. I am pulling an excerpt from one of his books below. It is a “test” of sorts, one which he suspects many adults would not “pass” if they asked themselves these questions.

I’m not advocating raising children to be violent, to be bullies, to be snots and brats. Yet in certain circumstances, it is vitally important to be able to know and do the following. The questions pertain to interactions children have with adults, but in some cases it may be useful to think of them in context with kids who are bigger and older than the child in question.

Do your children know…

How to honor their feelings – if someone makes them uncomfortable, that’s an important signal;

You (the parents) are strong enough to hear about any experience they’ve had, no matter how unpleasant;

It’s okay to rebuff and defy adults;

It’s okay to be assertive;

How to ask for assistance or help;

How to choose whom to ask;

How to describe their peril;

It’s okay to strike, even to injure, someone if they believe they are in danger, and that you’ll support any action they take as a result of feeling uncomfortable or afraid;

It’s okay to make noise, to scream, to yell, to run;

If someone even tries to force them to go somewhere, what they scream should include, “This is not my father” (because onlookers seeing a child scream or even struggle are likely to assume the adult is a parent);

If someone says, “Don’t yell,” the thing to do is yell (and the corollary: If someone says, “Don’t tell,” the thing to do is tell);

To fully resist ever going anywhere out of public view with someone they don’t know, and particularly to resist going anywhere with someone who tries to persuade them.

–Gavin DeBecker, Protecting the Gift: Keeping Children and Teenagers Safe (and Parents Sane)