Helping Children Learn from Their Mistakes

By LEN LANTZ, MD

There are some situations that no parent wants to deal with. It can be very embarrassing for you and your child when they are in trouble. I consider breaking a big rule to mean that your child: • Shoplifted/stole • Started a physical fight that didn’t involve protecting themselves or someone else • Did drugs or sold drugs • Got suspended from school • Bullied someone relentlessly • Attacked you or a member of your family or engaged in very serious physical threats • Missed curfew or ran away for days or weeks • Skipped school routinely • Engaged in high-risk behavior When you learned about their behavior, what started running through your mind? Like many parents, you might have thought: • “Is this how I raised them?” • “Is this what our family stands for?” • “Do they believe this is right?” • “Is this what their music, video games and friends are teaching them? In your heart, you hope that the answer to every one of the above questions is no. If the answer to any of the above questions is yes or if you don’t know all the answers, then you might have a lot of work to do in finding answers and hopefully stopping repeated rule-breaking behavior.

I think it’s reasonable to point out that if your child breaks a big rule, it does not necessarily mean that they are doomed to repeat the same mistake. Most parents understand this by instinct. There are many ways to handle a child’s first-time big rule violation. It can be hard to know how to handle it because it is outside your previous parenting experience. Some parents lead with the mother-of-all groundings, which backfires as often as it is effective. Other parents go the route of humiliating their kids.

One of the worst strategies used by parents is shaming and ridiculing their children, often by reciting rules, which is the equivalent of saying, “You’re stupid.”

One of the most effective parenting strategies to use when dealing with your child’s big first-time offense is to get more information. Listen to every one of the excuses they have to offer. I’m not kidding. Ask questions designed to get more specific details without shaming or blaming. Expect some lies at the start, so take written notes and let them know that you are willing to contact every person who knows about the situation to confirm their version of events. Learn as much as you can about their experience, because for a substantial number of kids, getting caught is the greatest punishment. What did they go through, especially when they were caught? What was it like for them?

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Ask them if there is anything else they want you to know. Are there any more details they want to share? In everything they say, make sure to listen for the apology. “I’m sorry” actually counts as an apology in Kid World. Read back to them what happened and what their experience was. Ask them if there are any details that they want to change or that they think they didn’t get quite right. When they are completely done and have let it all out, tell them, “I hear you.”

Then, ask them if they are ready to hear about what you experienced regarding their big mistake. If they say yes, then start immediately. If they say no, then let them know you will share your experience with them tomorrow. Share with your child: “When I heard about (or experienced) your mistake…

My biggest fear was _________.

My most powerful emotion was _________.

My strongest thought was _________.

My initial reaction was to _________ (big consequence), but I don’t believe I should base my decisions only on my initial reaction.

That was a big mistake. I believe in you and that you can learn from this mistake.

We’ll talk about your consequence tomorrow (or let’s talk about your consequence now).”

We teach our values to our children in several ways. The things I’ve listed below, individually or in combination, are some of the most common ways kids see what we believe in. Our children are watching and studying us as often as we are them. If you have a pattern of saying one thing and doing the opposite, expect and accept your child someday calling you out on it. Values are communicated in:

• “In our family, we stand up for each other.” • “We take care of each other.” • “We can disagree and still love and respect each other.” • “Everyone makes mistakes. The best thing we can do is learn from them.”

• Eating meals together. • As a family, serving a meal at a homeless shelter. • Donating goods to a charity. • Saying grace at a meal.

• “We donate money to this cause because it is one way for us to stand up for what we think is just and right.” • “I don’t make much money at this job, but it is meaningful to me.” • “This job is not what I would like to be doing, but it allows me to provide better for our family.”

• “I didn’t see that going to college would help me get the job I wanted to do.” • “I believe spending huge amounts of money at Christmas is not the best way to say, ‘I love you.’”

• Pursuing advanced educational degrees. • Serving in the Peace Corps. • Serving in the military. • Doing public service.

• What do you do that you don’t get paid for? • What or whom do you stand up for?

• With whom do you surround yourself? • Do you want your children to be like your friends?

• Attending religious services. • Practicing meditation. • Praying together. Your children, especially as they get older, start to fill in the above categories on their own. Do you know how your child would fill in the value categories above? Teenagers especially are frequently trying out different ideas and figuring out what they like and what they reject. They are forming their own individual identities and while most have no desire to be a clone of their parents, parents are the first and usually the most powerful influence on kids as they develop their own values.

Your success or failure at maintaining your cool and modeling the values you hold will influence your child’s acceptance or rejection of your values – especially in the times when they are most vulnerable, such as when they make a major mistake. Helping your child through this is an opportunity to demonstrate what you believe. 1. Own it: At some point, kids need to acknowledge that they made a mistake. Period. Until kids take personal ownership of their behavior, including their mistakes, they are going to have a hard time with the subsequent steps, which are critical to their development and forming healthy relationships. 2. Fix it: Determine what needs to be done to make amends. Depending on what happened, this may involve much more than a genuine apology. Working to undo a mistake that they made can help kids feel absolved from guilt or shame they may have about their behavior. 3. Deal with the fallout: There may be additional consequences even though kids have worked to make amends for their behavior. There may be a loss of privileges at home and there may also be consequences outside of the home, such as legal, work or school consequences. 4. Learn from it: People commonly repeat mistakes unless they take the time to review the factors involved with their behavior and what changes could have resulted in a different outcome. Figuring out how not to repeat a mistake is incredibly valuable and can turn an episode that feels a bit traumatic to a child into an important learning moment in life. What can you do if you are scared about the direction your child is going? One of the best places to start when you are worried about your child’s choices and behavior is to spend more time with them. That doesn’t mean spending more time delivering sermons and lectures. It means spending more quality time with them. For more information on what that looks like, please read my article, “Special Time – the Most Fun You’ll Have as a Parent.”

Kids make mistakes – sometimes big ones. How you handle it can help your relationship with them and help you to understand why they did what they did. Many parents want their kids to adopt their values and continue their traditions. While kids vary in terms of what they accept and what they reject, especially as they move through adolescence and develop their individual identities, parents are often the greatest influence on kids’ values. You can demonstrate your values to your kids as you help them through some of the toughest times in their lives. How you handle these situations will have a tremendous impact on them and may help further instill your values in them . ■

ARTICLES AND BOOK REVIEWS AT LENLANTZ.COM: “Special Time – the Most Fun You’ll Have as a Parent.• “Creatively Stopping Your Kids’ Disrespectful Behavior” • “Changing Your Force Point by Eliminating Bad Habits in Parenting” • Raising an Emotionally Intelligent Child: The Heart of Parenting by Dr. Gottman • Between Parent and Child by Dr. Ginott • How to Talk So Kids Will Listen and Listen So Kids Will Talk by Faber and Mazlish

Please email ktate@tlc4cs.org and tell us why this individual has stood out in your crowd.

Lily Skedel NORTHEAST MIDDLE SCHOOL, 6TH GRADE Lily’s desire to be a young entrepreneur is remarkable. She loves to bake, so she started a dog treat/dog-walking service in the fourth grade. This year, she expanded her business, Eat This, to include treats for people. Lily manages all aspects of the business, including website design, baking, shopping, and orders. Lily is also an exceptional student with a strong work ethic. She takes responsibility for both her work and actions, and is kind and inclusive with her peers. She participates in cross country at Northeast and recreational basketball. In her spare time, Lily likes swimming and four-wheeling. She aspires to study business and culinary arts in college. Good luck with Eat This, Lily!

Jenna Remackle JEFFERSON MIDDLE SCHOOL, 8TH GRADE Jenna goes out of her way to ensure all members of the Jefferson Middle School community feel seen, heard, and valued. Her passion for mental health awareness is evident in the big things, like her leadership of the JMS Peer-To-Peer suicide prevention program, as well as the small things, like the way she takes time to tell staff she appreciates them and reaches out to fellow students to offer support. As anyone who’s had the pleasure of interacting with Jenna can attest, a conversation with her can turn a bad day into a good one. She won’t pretend to have all the answers to your problems, but she’s always happy to lend a listening ear.

Marissa Berghuis MIDLAND HIGH SCHOOL, 12TH GRADE Marissa is a very intelligent and kind young woman. She has been involved with The ROCK Center for Youth Development for seven years; she’s a regular after-school attendee and has participated in many of their programs and events including camping trips, STEM events, a girls mentoring program, and summer camps. Marissa is one of The ROCK’s Students of the Year for 2021. She also participates in trap shooting, taking 3rd place for Junior Varsity Female at States. Marissa likes archery and also has a 2nd degree black belt in Tae Kwon Do. At Midland High she is a part of the Electronics and Wireless Communication Club. In the fall she will study engineering at Michigan Technological University!

Monique Albright MIDLAND HIGH SCHOOL Monique’s passion for developing student leaders began when she became the MHS student council advisor in 2007, and began teaching the Chemic Student Leadership class. These two groups help create a school culture promoting positive student activities and community social justice action. She and her Chemics are leaders across the state, creating campaigns to raise awareness and resources for domestic violence, hunger, distracted driving, and vaping. Monique volunteers with the Midland Inclusion Council, the Blessed Sacrament Youth Outreach team, Hope not Handcuffs, and the Covenant Hospital neonatal unit as a baby cuddler. She enjoys camping trips and spends countless hours tending to her backyard flower pots. We thank Monique for making a difference in the lives of many youth!

The ROCK C4YD COMMUNITY PARTNER The ROCK Center for Youth Development has supported middle and high school students in our community for 20 years. Their after-school programs are offered at three locations: Jefferson and Northeast Middle Schools, grades 6-8, and The ROCK Underground at the Greater Midland Community Center, grades 6-12. Their virtual, after-school program serves grades 6-12. The ROCK’s Discover You™ is a strengths-based developmental educational program that is provided across the Great Lakes Bay Region. Your student likely has had Discover You coaches lead workshops in their class! The ROCK also provides special events and programs, such as summer camps and volunteer opportunities. The ROCK’s vision is that all youth have the opportunity to live their potential.

40 Developmental Assets are essential qualities of life that help young people thrive, do well in school, and avoid risky behavior.

Youth Connections utilizes the 40 Developmental Assets Framework to guide the work we do in promoting positive youth development. The 40 Assets model was developed by the Minneapolis-based Search Institute based on extensive research. Just as we are coached to diversify our financial assets so that all our eggs are not in one basket, the strength that the 40 Assets model can build in our youth comes through diversity. In a nutshell, the more of the 40 Assets youth possess, the more likely they are to exhibit positive behaviors and attitudes (such as good health and school success) and the less likely they are to exhibit risky behaviors (such as drug use and promiscuity). It’s that simple: if we want to empower and protect our children, building the 40 Assets in our youth is a great way to start.

Look over the list of Assets on the following page and think about what Assets may be lacking in our community and what Assets you can help build in our young people. Do what you can do with the knowledge that even through helping build one asset in one child, you are increasing the chances that child will grow up safe and successful. Through our combined efforts, we will continue to be a place where Great Kids Make Great Communities.

The 40 Developmental Assets® may be reproduced for educational, noncommercial uses only. Copyright © 1997 Search Institute® , 615 First Avenue NE, Suite 125, Minneapolis, MN 55413; 800-888-7828; www.search-institute.org. All rights reserved.

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Scoutmaster awards Eagle Scout Badge outside grandmother’s nursing home

Students create coding robot tracks at ROCK’s Underground program

1. Family support: Family life provides high levels of love and support. 2. Positive family communication: Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s). 3. Other adult relationships: Young person receives support from three or more nonparent adults. 4. Caring neighborhood: Young person experiences caring neighbors. 5. Caring school climate: School provides a caring, encouraging environment. 6. Parent involvement in school: Parent(s) are actively involved in helping young person succeed in school.

7. Community values youth: Young person perceives that adults in the community value youth. 8. Youth as resources: Young people are given useful roles in the community. 9. Service to others: Young person serves in the community one hour or more per week. 10. Safety: Young person feels safe at home, at school, and in the neighborhood.

11. Family boundaries: Family has clear rules and consequences and monitors the young person’s whereabouts. 12. School boundaries: School provides clear rules and consequences. 13. Neighborhood boundaries: Neighbors take responsibility for monitoring young people’s behavior. 14. Adult role models: Parent(s) and other adults model positive, responsible behavior. 15. Positive peer influence: Young person’s best friends model responsible behavior. 16. High expectations: Both parent(s) and teachers encourage the young person to do well.

17. Creative activities: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. 18. Youth programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. 19. Religious community: Young person spends one or more hours per week in activities in a religious institution. 20. Time at home: Young person is out with friends “with nothing special to do” two or fewer nights per week.

If you or your child would like to submit a picture that represents one of the 40 Developmental Assets, please email ktate@tlc4cs.org with a picture and the number of the asset the picture represents.

Not all pictures are guaranteed publication.

21. Achievement motivation: Young person is motivated to do well in school. 22. School engagement: Young person is actively engaged in learning. 23. Homework: Young person reports doing at least one hour of homework every school day. 24. Bonding to school: Young person cares about her or his school. 25. Reading for pleasure: Young person reads for pleasure three or more hours per week.

26. Caring: Young person places high value on helping other people. 27. Equality and social justice: Young person places high value on promoting equality and reducing hunger and poverty. 28. Integrity: Young person acts on convictions and stands up for her or his beliefs. 29. Honesty: Young person “tells the truth even when it is not easy.” 30. Responsibility: Young person accepts and takes personal responsibility. 31. Restraint: Young person believes it is important not to be sexually active or to use alcohol or other drugs.

32. Planning and decision making: Young person knows how to plan ahead and make choices. 33. Interpersonal competence: Young person has empathy, sensitivity, and friendship skills. 34. Cultural competence: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. 35. Resistance skills: Young person can resist negative peer pressure and dangerous situations. 36. Peaceful conflict resolution: Young person seeks to resolve conflict nonviolently.

37. Personal power: Young person feels he or she has control over “things that happen to me.” 38. Self-esteem: Young person reports having a high self-esteem. 39. Sense of purpose: Young person reports that “my life has a purpose.” 40. Positive view of personal future: Young person is optimistic about her or his personal future.

Hockey team delivers food for Midland County Emergency Food Pantry

Students learn about Native American culture at CNC

Student gives presentation on Coleman Agriscience broiler chicken project

Midland County Youth Action Council meets to plan activities