1 »Your competent child«jesper Juul CHAPTER ONE: FAMILY VALUES We are at a unique historical crossroads. Across many different societies, the basic values that secured the foundation of family life for more than two centuries are undergoing a period of disintegration and transformation. In Scandinavia, women have been in the vanguard of these changes, abetted by advanced social legislation and the comforts of the welfare state. In other countries, civil war or economic hardship has sparked this development. The pace at which change is occurring varies, but the cause is the same: the hierarchical, authoritarian family, headed by either a matriarch or patriarch, is becoming extinct. As a result, the map of the world is teeming with many different types of families. Some make a desperate attempt to maintain the standards of "the good old days, while others experiment with new and more fruitful ways of living together. From a mental health vantage point, there is every reason to welcome this change. The traditional family structure and many of its values were destructive for both children and adults, as these scenarios will illustrate. A café in Spain: A father, mother and two sons, ages three and five, have just finished eating their ice cream and cake. The mother takes a napkin, spits on it, grasps firmly the youngest son's chin and begins to wipe his mouth. The boy protests and turns his face away. She grabs hold of a handful of his hair and tells him in an angry whisper how naughty he is. His big brother looks on, grimacing but only for a moment. Then his face settles into a neutral mask. The father also has a pained look, but then he turns with irritation toward his wife why can t she make the boy behave himself! Why does he always cause such a fuss? By the time they leave the café, the boy has recovered. Window shopping, he notices a new toy in a store window and points to it enthusiastically. He wants his mother to look. But she is ahead of him, and when she walks back to him, she grabs his arm and him away without even glancing at the toy in the window. He begins to cry, begging her to look at it, but she is unrelenting in her determination to win. "Pontela cara bien!" ("Make your face beautiful!"), she repeats, over and over again. A café in Vienna: Two young married couples, one with a son about five, sit down outdoors to have a cup of coffee after shopping. When the waitress appears, the boy's mother says to her son, "We're having coffee, what do you want?" The boy hesitates a little and says, "I don't know." Irritated, the mother says to the waitress, "Give him some apple juice." The coffee and juice arrive, and after a while the boy says, politely and cautiously, "Mommy, I would rather have Coke with lemon, if that's possible." "Why didn't you say that to start with! the mother replies. Drink your juice!" But in the same breath, she says to the waitress, "The boy's changed his mind. Give him a Coke with lemon, so we can have some peace!" For about ten minutes, the boy sits quietly while the adults chat. Suddenly the mother looks at
2 2 her watch and says angrily to the boy, "Drink your soda!" Are we going? the boy asks, visibly excited. "Yes, we've got to hurry home. Now drink up! The boy swallows his Coke in large gulps. "I'm finished now, Mommy, he says happily. Wasn't I quick?" The mother ignores him, and begins talking to the other adults. Once again, the boy sits quietly. After half an hour has passed, he asks cautiously, "Mommy, are we going home soon?" "Shut your mouth, you little brat! she explodes. Another word from you, and you ll go straight to bed when we get home. Do you understand!? The boy withers and resigns himself. The other adults look at the mother with approval and the boy's father lays an affirmative hand on his wife's arm. A bus stop in Copenhagen: A grandmother and two grandchildren a four-year-old boy and a six-year-old girl are waiting for a bus. The boy tugs at his grandmother's coat and says, "Granny, I have to go to the toilet." You can t go now, she replies. We've got to get home!" But I need to go, badly! the boys says. Look at your big sister, how big and sensible she is, the grandmother says. "Yes, but I need to...really bad! "Didn't you hear me? You can go to the toilet when you get home. If you don t behave yourself, I ll have to tell your Mommy. And then you won't come into town with me again!" The adults in these scenarios are not bad people. They love their children and grandchildren, are delighted when the children behave themselves, and appreciate their funny and cute comments. But they behave in unloving ways because they have learned to regard unloving acts as loving, and loving acts as irresponsible. For several hundred years, what we really taught children was to respect power, authority and violence - but not other human beings. * THE FAMILY AS A POWER STRUCTURE For centuries the family has existed as a power structure in which men have absolute power over women, and adults have power over children in terms of all social, political, and psychological aspects of life. The hierarchy was unquestioned: the man was on the first rung, the woman below him -- if there were no adolescent sons - followed by sons and then daughters. A successful marriage depended on the woman's ability and willingness to submit herself to her husband; the clear purpose of childrearing was to make children adapt to and obey those in power. As in all other totalitarian power structures, the ideal was a situation in which no open conflicts occurred. Those who didn t cooperate met with physical violence, or found their already restricted individual freedom further limited. For those who understood how to adapt themselves, the family provided a secure foundation, but for those whose individuality was more robust, the family and its pattern of interaction could be alarmingly destructive. Those who suffered and developed symptoms were treated by
3 3 educators and psychiatrists so that they would quickly readapt to the power structure. When those in power (spouses and parents) tried to resocialize women or children who acted out, they were encouraged to show understanding, love and firmness -- but never to surrender their power. As a result, many women and children were admitted and often re-admitted to institutions, and forced to take medication. Of course, this description is both incomplete and unfair. Admittedly, there were aspects of traditional family life that were pleasurable and happy. People loved each other. On another level, those who submitted successfully enjoyed a special form of security similar to that experienced by well-adjusted citizens in totalitarian societies. Some of us may even feel nostalgic for "the good old traditional family," but only rarely did it exert a positive influence on the well-being and development of the individual. In other words, from a social point of view, traditional families often looked successful, but the pathology it caused lurked just below the surface. Only towards the end of the last century did we begin to take an interest in children as individual beings. That s when we realized that meeting children s intellectual and psychological needs was important for their wellbeing and development. Recognition of women s rights came even later -- in the 1920's when women began to demand to be taken seriously as human, social and political beings. Thus, in the first half of this century, the family gradually became less totalitarian although the actual power structure, which served as a basis for family life, remained unaltered. One of the legacies of the traditional family exists in our language, which originated during a time in which successful families were defined as conflict-free, and when our ideas about what constituted a healthy family were vastly different than they are today. I d now like to update the definitions of many of the terms and concepts that we use when we speak about families and children. Methods of Upbringing In Scandinavia we discussed methods of childrearing with great confidence right up to the middle of the 1970s. We believed that children were asocial and potentially animal-like; therefore, adults had to associate with them and use methods that would ensure their individual and social development. The methods varied along ideological lines, but the notion that it was necessary to use a method went unchallenged until very recently. Now that we know that children are real people from birth, it is absurd to speak of methods. Think for a moment how we would sound if we applied this concept to adult relationships. Imagine, for example, a man saying to a friend, or to his therapist, "I m in love with a tall, blackhaired woman from Portugal, but I have many problems with her. Can you give me a method so that she will be less difficult to live with?" Clearly, no adult would think of approaching another adult with this idea in mind. But this is how we have approached our relationships with children since the beginning of the 18th century. When children are born, they are fully human that is, they are social, responsive, and empathic. These qualities are not taught, but are inborn. Yet for these qualities to develop, children need be with adults who behave in ways that respect and model social, human behavior. To use a method any method -- is not just superfluous but also destructive because it reduces children to objects in relation to those who are nearest and dearest to them. It s time, according to both clinicians and researchers, to change how we relate to children to move from a subjectobject relationship to a subject-subject relationship. The Age of Defiance Around the age of two, children gradually begin to free themselves from their total dependence on their parents. They want to be able to think, feel and act on their own. There s never any doubt as to when this independent age begins. One morning, as you dress your two-year-old
4 4 daughter, she tugs at your arm and says, "Me can!" or "Me do it!" And how do most parents respond? They say, "Stop it! You can t do it, I have to. We haven't got time to play games!" In other words, when children become independent, many parents become defiant! Yet this brief anecdote also illustrates how clever children are at cooperating! If a parent meets his two-year-old s burgeoning independence with reluctance and defiance, the child will, in the space of a few months, become either defiant herself - meeting defiance with defiance - or lose her initiative entirely and become even more dependent. Young children necessarily become increasingly independent and self-reliant it s part of their development. Only a totalitarian system would view the natural and progressive development of a child s unique, inner-determined personality as a problem. Describing children as defiant is a typical ploy of those in power; it s intended to keep the children subordinate. Puberty Puberty is a neutral clinical concept that has, over the course of this century, acquired an extremely negative connotation. Conflict, argument and trouble these are the qualities associated with adolescence. After the World War II, the equally-negative concept of prepuberty emerged alerting parents of younger children to the fact that trouble is just around the corner. Viewed objectively, puberty is an intrapsychic (that is, it takes place within the individual), psychosexual period of development which causes many year olds to experience internal uncertainty and turbulence. The idea that this development should in itself cause interpersonal conflicts with adults is rubbish. The number of conflicts and their intensity depend, among other things, on the ability of adults to acknowledge their changing parental roles, and on the way in which they approached the development of their child s integrity during the first 3-4 years of the child's life. Teenage rebellion Similarly, the teenage years are described in militaristic, political terms: rebellion, independence, revolution, lack of discipline, for example. This is not surprising. In a power structure in which adults represent stability and are invested with maintaining a conflict-free environment, every progressive development must necessarily be defined as an attack on the establishment. The same dynamic exists with women in midlife. When they begin menopause, their every action and mood is attributed to hormones. This excuses those in power (men) from shouldering any responsibility for disruptions that arise. In the same way, teenagers are blamed for being teenagers. What adults need to do instead is face up to their overriding responsibility in terms of structuring the interaction within the family. Now, let s consider a number of concepts we traditionally use in connection with child-rearing that reflect how those in power view reality. Embedded within these concepts is the belief that maintaining the power structure is best for all concerned. Limits Within a power structure it is necessary to have law and order; therefore, limits were set to govern children's physical, mental and emotional pursuits. These limits - what children could and couldn t, and should and shouldn t do -- were enforced as if the family was a policing unit. This led adults to assert that certain limits were healthy and good for children a proposition many accepted although there is no evidence to support it. Let me elaborate: It is true that children develop in harmonious and healthy ways when the adults of the family set some limits. But, as I will explain later, it is important that both children and adults set their own limits. The question of setting limits for others is first and foremost an expression of power.
5 5 The question of limits inevitably arises whenever parents discuss children s upbringing. We tend to think that only our generation has difficulty setting limits, that our parents accomplished this with more ease. In fact, limit-setting has always been difficult. Parents have always asked experts for advice about how to get children to "respond" or "obey," as they used to call it. For as long as families sought to uphold the power structure, parents were advised to think about limit-setting in terms of four elements: unity, firmness, consequences and fairness. Let s explore each of these in turn. Unity "Unity is strength, as the saying goes, and that was precisely the reasoning behind one of the family's most important credos: "It is important that parents agree about how to bring up children." I have met countless couples who sacrificed their marriages in order to live up to this ideal, and who suffered from overwhelming guilt because they did not succeed. They believed, as many parents do, that children feel the most secure when their parents agree, and that they were harming their children when they failed to agree. A certain amount of disunity was tolerated but only if expressed after the children had gone to bed. When children were present, nothing less than unconditional unity was demanded. However, this article of faith is only true if we insist on thinking of the family as a political unit. When those in power have to enforce law and order, it is to their advantage to agree, so that they can face their children as a united front. Parents also perceived that disunity would allow children to play one parent off against the other - to drive a wedge in the family s leadership. Yet in practice, parents seldom agree. For example, in many families, dads dole out discipline only to have moms intervene for more leniency. In this situation, mom is viewed not as a disloyal soldier but rather as a the family s first-aid dispenser whose job it is to tend to the wounded. Yet even as they performed this role, many women never questioned the necessity of limits, or thought to examine the reins under which they themselves lived. To me, it is not important whether parents agree about upbringing or not. In principle, they need only to agree about one thing, namely, that it is acceptable to disagree. Only when they experience each other s differences as wrong and undesirable do children become insecure. Firmness The concept of firmness, which is related to "unity," is also necessary to keep the power structure intact. When members of a family voice different opinions, it is experienced as hostile opposition, and creates conflict. What does it mean for adults to be firm? They have to be able to say, in unison, NO! when children disobey. The healthy alternative to this power play is open, personal dialogue that takes into account the desires, dreams and needs of children as well as those of adults. To act in this way is to display true leadership. Consequences Suppose children still did not obey, even after we spoke with a united and firm voice. What next? Regardless of the particular conflict, parents usually select one of two consequences: either they resort to physical violence, or they limit children s personal freedom. Neither of these is easy to carry out. Most of us cannot physically hurt our children or restrict their personal or social freedom with a clear conscience. That s why we resort to these familiar justifications: - "It's for your own good!" - "You'll understand when you grow up!" - "You must learn to adapt yourself!" - "It hurts me more than it hurts you!" - "If you won't listen, we'll have to knock it into you!"
6 6 And what did children learn as a result? When a parent said, "I make the decisions here!" children learned that they had no personal freedom. When a parent said, "Children should be seen and not heard!" children learned that they had no freedom of speech, and that they needed to censor themselves. Interestingly, after punishing their children, many parents begin to worry that they have harmed their relationship with them. Typically, they then express this fear as a demand -- "Give your Dad a hug now, and let's forget all about it" or, more indirectly, as a question -"Are we friends again?" Ironically, this is what adults often say to each other breaking off a loving relationship: "Can't we still be friends?" These feelings of awkwardness and doubt are justified. By dealing in consequences and punishment, parents gradually destroy their relationship with their children. These adults decline all responsibility for the conflict that has arisen, and turn the child into the guilty party. This not only erodes the child s confidence in his parents, but also in his own self-esteem. Fairness For many parents, a large part of childrearing was concerned with criticizing and correcting children when they acted incorrectly. Children, then, needed to admit to having done something wrong, or demonstrate genuine remorse. According to this model, adults are responsible for making children recognize that they were truly and seriously in the wrong. Only after this admission can children begin to improve themselves. This way of thinking gave rise to such well-known expressions as: - "Shame on you!" - "You should be ashamed of yourself!" - "Aren't you ashamed of yourself?" In this system, in which any conflict between parents and children can be explained by the lack or failure of a child s upbringing, the concept of fairness was introduced as a guideline for those in power. Practically, it allowed adults to ascertain that the child was truly guilty before the punishment was carried out. Thus, parents didn t focus as much on the initial act of violence, but on the unfairness that would ensue if they punished a child who was in fact innocent. Paradoxically, this often meant that children only remembered (and protested against) those episodes for which they had been punished for something they had not actually done. The more general - and deeply unjust - experience of being "wrong" was repressed, because it was normal that is, it was the normal state of mind for children raised under a system in which criticism was considered the cornerstone of their education and upbringing. The concept of fairness also surfaced in those families in which parents made a great effort not to treat their children "differently. According to this way of thinking, children regardless of how different they were -- should receive the same gifts at holiday time, the same rewards, same punishment and the same upbringing. As a result, some children received what they really needed and some didn t it was a toss-up. But parents could rest assured in the knowledge that they had been fair. The set of values described above, emanating from an antiquated understanding of the nature of children, is still widely practiced in many parts of the world. Regardless of what one may think of them, we have to admit that the methods are highly correlated with success, or at least they used to be. Yet their goal to raise children who behave -- is insidious. It s summed up in a warning my friends and I heard innumerable times when we were growing up: "Now remember to behave yourself so that other people can see that you've been brought up properly!" Our parents priorities were based upon this external value -- that children learned how to "get on," "behave nicely," "fit in," "speak properly"; and that they say "Thank you," "How do you *
7 7 do? and "Thank you for having me." Children were not supposed to be themselves. They were expected to "act," precisely as one acts in a play. And just like actors, they were expected to learn their lines. Years later, knowing so much more about children than our parents did, it is easy for us to be wise. We need to remind ourselves that those parents who still cling to the notion of the family as a power structure do so because they honestly believe that it is best for their children. They do not experience it primarily as an expression of power. THE DEMOCRATIC INTERLUDE About 25 years ago, when my generation reached reproductive age, we began thinking of families in new ways. It was the dawn of a circumscribed period of time during which families tried to restructure themselves according to democratic ideals. Much of this was spurred on by the women s movement. After centuries of suppression, women wanted real equality. The ensuing struggle was about changing sex roles and re-apportioning responsibility within the family, and about the inequality that existed in society with regard to employment and education. Although many of us had grown up in families whose power structure was more or less totalitarian, we felt that families needed to become more democratic. We believed that children should have the right to an explanation about the norms and limits imposed upon them by adults. We also believed that children had rights to contribute to and influence family decision-making. These concepts caused men and women, and adults and children to interact in new ways. For example, parents demanded fewer methods of upbringing. Instead, they wanted to understand children and young people. At the same time, sexual relationships between men and women were enriched because women were making decisions about their own bodies. This was abetted by the drug industry, which made effective contraception widely available. During this time, the rhetoric was highly politicized. This noble experiment, though valid, proved insufficient; that is, it had only a limited impact on reshaping traditional family values. Why did it come up short? During this period, families turned to political definitions to describe the problems that existed between the sexes and between adults and children. This was a logical and necessary intermediate step. However, this political vocabulary cannot adequately describe internal family relationships. In fact, when used in this way, ideology tends to prevent rather than promise feelings of family closeness. Both ideology and totalitarianism provide a sense of security and meaningfulness for the initiated. However, this security never trickles down to those at the bottom of the hierarchy, or those who have a different perception of reality. The Process of Family Interaction That s why democratic values, while undoubtedly a healthy supplement to basic family values, are not, in themselves, sufficient. Believing that everyone has a right to participate in decisionmaking is helpful when we relate it to the content and structure of family life such as deciding where to spend Christmas vacation this year, and who will be responsible for which chores. But this method does not affect the actual process of interaction, which is vital with regard to how the members of the family feel and how they get along during the Christmas holiday. This factor, which we sometimes refer to as tone, spirit, or atmosphere (the Greeks philosophers called it ethos ), refers to the quality of the interactions between the people in a family: how they relate to each other and how they feel. It is the decisive element for the physical and emotional health and development of both children and adults, and is influenced by many varied factors: the personality and life experience of the parents; their mutual relations; their individual ups and downs; their overview, perspective and philosophy; their awareness of conflicts and ability to handle them; their ability to be resourceful during times of stress and crises, etc. It is a psychological fact that the adults in a family are solely responsible for establishing the quality of this ethos or tone. They can neither delegate this responsibility to their children nor share it with them. Children simply cannot handle this particular responsibility. They need adult leadership.
8 8 This does not mean that children do not influence this process in the family. Quite the opposite. They exert great influence by virtue of their lack of life experience; their logic; their handicaps, if any; and their sensitivity regarding conflicts combined with their lack of experience in resolving conflicts. They also influence it through their desire to cooperate, their vitality and creativity, and because they often function as lightning rods for conflicts between adults, However, children cannot be responsible for the quality of the interaction. In families in which the parents, for various reasons, cannot cope with the responsibility, and in which the children end up "making the decisions," the result is always destructive: for the adults, the children, and their relationship. Tasks, duties and practical areas of responsibility can be delegated to children and young people, but not responsibility for the family s well-being: that belongs to the adults. This does not mean that children should be denied the right to influence decisions in a democratic sense -- but only if the overriding purpose is to initiate them into the rules of democracy. In situations where children and adults have to function together, it is better for children if the adults take the wishes and needs of children seriously. In the family and in society as a whole, there is often an enormous and crucial difference between getting one's way and getting what one needs. A family is only a judicial unit when it is launched and when it is broken up. Between these events, it is primarily an existential and emotional unit. We all do well when we respect each other s rights, but this respect is not sufficient for children s well-being and development. Healthy children demand more than equality in a political and judicial sense they demand to be treated with personal dignity as well. The above-described transition from totalitarian to democratic families resulted in a series of clashes that left many people wounded on the battlefield. However, this transition took place during optimistic times: we believed that the future would prove our efforts worthwhile. We were more concerned to dispense with the old without any clear idea of how the new should be characterized. To this day, many parents of our generation still regret that the "modern family" has not yet evolved to the point where it can solve its own problems. Overall, however, democratic principles were soon shown to be of limited value when applied to real life. Too abstract to act as guidelines in everyday affairs, they proved more difficult to enact than to conceive, as I will now explain. Conflict To traditional families, the absence of conflict was an ideal. Consequently, when conflicts between adults and children arose, the parents were blamed for failing to bring up their children correctly, or children were blamed for their lack of good manners. As a result, the first generation of democratic parents was simply without role models and did not now how to constructively negotiate and resolve conflicts. Naturally enough, they turned first to a political model -- that is, to the struggle for power. But this model is unsuitable for families because it unavoidably ends with a loser and a winner. In families based on this model, family unity emerges as the loser. It s no wonder that divorce and one-parent-families became more common than ever before in history. Equality In democratic families, the concept of equality manifested itself first as an attempt to abolish the old sex roles and remold them in a more equal fashion. These families wanted to erase the assumption that men were providers and women housewives. However, many families -- especially those which effectively equalized the roles of the sexes -- needed to face up to an unpleasant reality: although "equality" was perhaps a noble goal both practically and organizationally, it did not create a healthier balance between men and women in other areas. As old stereotypes fell, others took root. Sharing the practical chores related to home and children did not solve the problem of how to divide emotional responsibilities and other issues related to family management.
9 9 Because men were the direct successors of the old totalitarian rulers, the role of men in the family was subjected to massive criticism. A great number of men experienced this criticism as a kind of castration. Yet there was a paradox coiled at the heart of the criticism directed at them: Men as fathers had never played an important role within the family, neither quantitatively nor qualitatively; subsequently, they were criticized mainly for what they did not do. More or less obligingly, many men assumed more tasks and responsibility within the family at the same time that women began entering the job market. Taken together, these phenomena ended man s role as sole provider. Both men and women began demanding that men define themselves as partners, lovers, fathers and family members. For a short while, equality was defined as "equal likeness" and the virtues of the "soft man" were extolled. Soon thereafter, the pendulum swung to the other extreme, and the "macho man" was celebrated. That s when both men and women realized that giving women what they wanted would not in itself create a more democratic family The so-called feminine values, which for the main part are basic human values, could not be grafted onto men. For thousands of years, women have been denied basic human rights, yet they have managed to maintain, to varying degrees, their human qualities. Men, isolated in their provider role, have distanced themselves from their human qualities. In that sense, the lack of equality is still conspicuous. Respect Both "respect" and "acceptance" were key words in the new equality between the sexes, but both words are ambiguous. That is, they can be understood in highly distinctive ways, depending on who is speaking. For example, is respect something we human beings ought to have for each other simply because we exist, or is it something that we have to "earn"? Should I respect my partner's way of doing things (the way she brought up her children, for example), or should I wait can evaluate the results? Suppose my partner says, "You have to accept that!" Should I conceal my disagreement? Should I agree or act as if I do? Can she "demand" my acceptance? Or is it a gift I can give her because I love her? What happens if I respect her and accept her the way she is, but realize that I cannot stand living with her? Is it necessary to understand another person before you can respect and accept him - or perhaps love him? Or is such an understanding superfluous? To render these abstract concepts in concrete terms so that they can be helpful as we try to understand family life, we must first focus our attention inward. We must learn to accept ourselves as we are. This is how we acquire a degree of self-respect. Through this process, we learn how absurd it is to take it personally when other people disrespect us. Yet this brings us back to the starting point: are respect and acceptance prerequisites for love, or consequences of it? Demands Making demands is relevant when we speak of commerce, legal contracts and political power games, but not when we speak of families. It is possible for a woman to demand that her divorced spouse pay child support, but not that he take responsibility for or pay attention to their child. A loving relationship between a man and a woman or between parents and children is a gift and a privilege. It is not something we can demand from each other. When a family member demands something whether it s for responsibility, affection, regard, sex, attentiveness, duty, being together or respect it is inevitably a demand for love. It s a legitimate longing but an absurd demand. Yet family life is strewn with demands. Sometimes, we are lucky enough to get what we ask for. But all too often we achieve it at the steep price of losing contact with the person we long for.
10 10 For all these reasons, the attempt to remake families in a democratic mode is a step forward -- but not entirely successful. It omits one dimension of family life which is essential to the good health and development of its members dignity. The concept of treating people with equal dignity has existed in political manifestos for two centuries though it was rarely practiced. Similarly, it has been difficult to apply this concept to family life because we have so few role models and clear examples. A FELLOWSHIP BASED ON EQUAL DIGNITY Relationships between adults and children have been improving decisively and qualitatively in the past 25 years, as the concept of equal dignity within family life emerges. This is perhaps most clearly illustrated by the fact that children and young people are now able to function in the world with a much greater sense of naturalness and self-awareness. They are no longer automatically programmed to tolerate the infringements and violations inflicted by parents and adults which earlier generations were forced to accept. At the same time, however, both the family and society still fail to fulfill a crucial need of children and young people: to see them and encourage them to see themselves -- as valid members of a the fellowship. The emerging concept of equal dignity has also affected relationships between men and women. There are clear signs that men s and women s traditional roles have outplayed themselves. True, men and women often think, experience and act in very different ways. To what extent these differences are biological or cultural-historical in origin is not important in this context. The principle of equal dignity stresses the fact that people are different, but it does not strive to equalize or resolve this difference. That is why this principle can be applied to personal relations between men and women, adults and children, Hindus and Christians, Africans and Scandinavians, doctors and patients or employers and employees. What do I mean by equal dignity? Whereas "equality" is a static, measurable entity, equal dignity refers to a dynamic process. It is not a quality that is established and remains in place. Instead, it must constantly be adapted to new circumstances that arise. Equal dignity also differs from equality in that it is not necessarily reflected in any particular allocation of roles. For example, the fact that a wife prepares food in the kitchen on a Sunday afternoon while her husband watches football on TV - or the other way around - does not tell us anything about the degree of equal dignity that exists between them. Even though this distribution of roles may appear very traditional, it does not imply that the roles are unequal unless one partner feels coerced into assuming that role by the other. When a person assumes a new role, equality becomes relevant only if the person assuming these new responsibilities becomes more of a person as a result. In other words, when fathers devote more time to their children, their wives may feel grateful to have one less responsibility. But the partnership between parents only grows to the extent that fathers experience themselves as more complete human beings as a result of their contact with their children. Our ability to behave spontaneously with equal dignity in relation to an adult partner or a child depends, like so many other things, on the experiences we had in the family in which we grew up and the role models we encountered. It can be difficult to meet other people with equal dignity if we didn t experience it as a child. It can be especially difficult for those who have doted on because of their appearance, ability to cooperate or success at school. For most people, the ability to treat others with equal dignity requires learning and daily training. Throughout this book, I have used children and their development as a starting point for my ideas because it is a natural point of departure it will help us when we are with our children, and also to gain a better understanding of ourselves.
11 11 Psychology has as one of its cornerstones a belief in the need for people to treat each other with equal dignity; this is the only valid way of solving psychological conflicts and existential crises. Concepts such as self-esteem, dignity, being true to oneself, expressing oneself, setting limits and drawing boundaries have always been central elements in the healing process. We know, therefore, that they play an important role not simply when it comes to psychological, social and spiritual well being, but also when we want to create loving and healthy families. All children are either born with these qualities, or can develop them with encouragement. From a historical point of view, these precise qualities have lain dormant in most individuals from about the age of two until adulthood. For many people, this dormant state lasts their whole lives; for others, it results in a personal breakthrough - not uncommonly in the form of a breakdown. Many of the families courageous enough to leave the past behind and experiment with more humane ways of establishing good feeling within the family are characterized by uncertainty and irresolution. Throughout the 20th century, low self-esteem, abuse and other forms of destructive behavior (psychosomatic ailments, depression, etc.) have assumed the status of national diseases. On the threshold of a new century, we have an opportunity to make two significant changes in this picture. First, we are ready to alter our definition of what it means to be well adapted. Second, our new knowledge of human health and development has turned our way of looking at human beings on its head. Jesper Juul, for more information contact f a m i l y l a b.de die familienwerkstatt Mathias Voelchert GmbH Amalienstrasse 71 D München T F
The Common Denominator of Success by Albert E.N. Gray The common denominator of success --- the secret of success of every man who has ever been successful --- lies in the fact that he formed the habit
Change Cycle Change often involves a process. The Bible describes five significant stages of change that are important to understand. They include Rebellion, Realization, Remorse, Repentance, and Restoration.
12 Step Worksheet Questions STEP 1 We admitted we were powerless over alcohol that our lives had become unmanageable. The first time I took a drink I knew it wasn't for me. Every time I drank I got drunk
But until a person can say deeply and honestly, "I am what I am today because of the choices I made yesterday," that person cannot say, "I choose otherwise. Seek first to understand, then to be understood.
Connectedness and the Emotional Bank Account Directions This is a self-guided activity that can be completed by parents, teens or both. It contains five parts and should take about 45 minutes to complete.
Preface Alcoholism is a disease of many losses. For those of us who are the relatives and friends of alcoholics, these losses affect many aspects of our lives and remain with us over time, whether or not
Farzad Family Law Scholarship 2014 Should the right to marry for same-sex couples become a federal constitutional right by amendment to the United States Constitution or remain a State issue? The United
Pastor Spotlight Martha Fisher, CBC Women s Pastor Inspiration Martha Fisher, Women s Pastor at Community Bible Church, leads with a passion to reach, teach and help the women of our community for Jesus.
Alabama Cooperative Extension System, Alabama A&M and Auburn Universities HE-0785 PRINCIPL E S OF Communicating WithYour Teen: trust Parenting involves allowing our children to have more responsibilities
USVH Disease of the Week #1: Posttraumatic Stress Disorder (PTSD) Effects of Traumatic Experiences A National Center for PTSD Fact Sheet By: Eve B. Carlson, Ph.D. and Josef Ruzek, Ph.D. When people find
Co-dependency Fact Sheet on co-dependency from Mental Health America: Co-dependency is a learned behavior that can be passed down from one generation to another. It is an emotional and behavioral condition
RECOVERY ALTERNATIVES Contact us at: 1-800-805-0499 http://www.recoveryalternatives.com INTERVENTION PREPARATION WORKSHEET To help guide you through the process of preparing for the intervention, a series
Dear Billy, I am writing to let you know how much I am missing you. I have some good news. I am going to be an auntie. I am so excited about finding out what my sister is having. I am very proud of you,
(PLEASE PRINT) Name (first & last): Connections: Relationships and Marriage Posttest Address (street) (city) (zip) Telephone: - - Date: / / Do you plan to attend college, vocational, or trade school when
p T h e L a s t L e a f IN A SMALL PART OF THE CITY WEST OF Washington Square, the streets have gone wild. They turn in different directions. They are broken into small pieces called places. One street
[ ] [live] Copyright 1983, 2008 by Narcotics Anonymous World Services, Inc. All rights reserved. World Service Office PO Box 9999 Van Nuys, CA 91409 USA TEL (818) 773-9999 FAX (818) 700-0700 WEB www.na.org
10 Signs That He Is Serious About Marrying You Emily McKay 10 Signs That He Is Serious About Marrying You "He loves me... He loves me not... For most of us, reaching an affirmative conclusion to that old
Overcoming Food Abuse Session #1 Admitting Food Addiction Introductory statements: 1. You are safe with me: I am one of you 2. You are loved by me: I accept you as you are 3. You will hear truth from me:
Page 1 Table of Content The Psychic Lotto Formula Jackpot to Success System... 4 Part 1 Channeling the Power of Your Mind to Success... 6 Part 2 Visualization... 12 Part 3 Integrating Luck and Making it
I had come to the United States dreaming of finding my mother but I ended up discovering so much more about myself. My name is Ana Maria Alvarez and I am 20 years old. I am from Guatemala I came to Mary
IT'S ALL THOUGHT! Make Your Life Better Thinking Differently INTRO: This message is for you. It's a timeless message, and it could change your life forever. This message, in its various forms and iterations,
Table of Contents Introduction 5 Chapter One It s Not Your Fault 7 Chapter Two Experiencing Anorexia 27 Chapter Three The Impact 47 Chapter Four Alone 69 Chapter Five Uncelebrated 85 Chapter Six Sex 95
A story of Nick Vujicic -- no arms, no legs 沒手沒腳的 Nick Vujicic 之故事 My name is Nick Vujicic and I give God the Glory for how He has used my testimony to touch thousands of hearts around the world! I was
When a Parent Has Mental Illness Helping Children Cope World Fellowship for Schizophrenia and Allied Disorders 124 Merton Street, Suite 507 Toronto, Ontario, M4S 2Z2, Canada Email: email@example.com
Are you feeling... Tired, Sad, Angry, Irritable, Hopeless? I feel tired and achy all the time. I can t concentrate and my body just doesn t feel right. Ray B. I don t want to get out of bed in the morning
CYF043 April 2005 approaching your birth parents issues and options to consider INTRODUCTION 01 COMMON ISSUES 02 THE IMPORTANCE OF RESPECTING YOUR BIRTH PARENTS PRIVACY 09 MAKING CONTACT 10 WAYS OF MAKING
apter 1 1 Am I experiencing I didn t see myself as an abused woman. The only images I had came from television. I thought of abused women as weak, quiet and less educated women who were battered and bruised.
Adjusting to Spinal Cord Injury After a spinal cord injury, everyone copes differently with the journey toward psychological healing and adjustment. The topics below will explore common issues and concerns
New Beginnings: Managing the Emotional Impact of Diabetes Module 1 ALEXIS (AW): Welcome to New Beginnings: Managing the Emotional Impact of Diabetes. MICHELLE (MOG): And I m Dr. Michelle Owens-Gary. AW:
Running head: MOVIE REVIEW: MY LEFT FOOT 1 Alexis Naugle 2-15-13 Intro to Special Education Dr. Macy 2 The movie I chose to review was called My Left Foot, The story of Christy Brown filmed in 1989. The
LOVE AND PASSION- THE ULTIMATE RELATIONSHIP PROGRAM COMPANION WORKBOOK No matter how much we love our children, no matter how close we are to our Creator, no matter how important our work is, ultimately,
It s All My Fault Feelings When a Family Member Has an Accident and Loses a Limb Easy Read Volume # 18 Issue # 4 May/June 2008 Translated into plain language by Helen Osborne of Health Literacy Consulting
Divorce Mediation Myths Debunking divorce mediation myths: Facts about the mediation process. Myth: Mediation allows one spouse to dominate another. Fact: A good mediator pays close attention to the power
What people who attend Linton Sellen s Leadership Training have to say: Excellent course, couldn t have been better. Training content and knowledge and delivery are exceptional. I've been to many management
I M NOT AN ADDICT How could I be an addict? My life is great. I live in a very good area of Los Angeles, drive a nice sports car, have a good job, pay all my bills, and have a wonderful family. This is
Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW RP Activities 1. Framework of Resourcefulness 2. Identifying the Broken Contract Articles 3. The Process of
21 Day Devotional and Prayer Guide Day 1 Scripture: Psalm 4 Often when we look at our prayer life we wish it were better. Like a boat that has not been tied to the dock we have begun to drift little by
ABRAHAM DALLAS, TX May 8, 2010 When a desire launches, often you stand in a place of discomfort because you don t know how. It doesn t feel good when desire is surrounded with belief and expectations and
1 101 Ways to Build Self-Esteem in Your Child Introduction What could you give your child that would be more valuable than a strong sense of themselves and their value in the world? If we feel good about
CENTER FOR EFFECTIVE PARENTING CHILDREN'S SELF-ESTEEM Self-esteem can be defined as how people feel about themselves. Children's levels of self-esteem are evident in their behavior and attitudes. If children
Inner Child Meditation from Healing Your relationship Indra Torsten Preiss Inner Child Meditation Inner Child Meditation is the perfect way for delving into your unfulfilled emotional aspects. A problematic
Family Caregiver Guide The First Step in Care: Becoming a Family Caregiver The United Hospital Fund s Next Step in Care guides (www.nextstepincare.org) are designed to help family caregivers and health
Heartbreak, hope and healing: Birth mother tells her adoption story Kavita Varma-White, TODAY contributor March 2, 2013 at 10:42 PM ET Every now and then, you hear a story that s equal parts pain and joy,
Open Adoption: It s Your Choice If you re pregnant and thinking about placing your child for adoption (making an adoption plan for your child), you may want to consider open adoption. Ask yourself Read
Today, we re going to talk about conflict resolution. As you know, conflict is a normal part of life. Whether it s at work, at home, with friends or neighbors, disagreements between people happen. When
Medical Malpractice VOIR DIRE QUESTIONS INTRODUCTION: Tell the jurors that this is a very big and a very important case. Do a SHORT summary of the case and the damages we are seeking. This summary should
Teenage Pregnancy in Inuit Communities: Issues and Perspectives Introduction The paper explores the many complex issues surrounding teenage pregnancy in Inuit communities. Fifty-three individuals participated
T h e G i f t o f t h e M a g i p T h e G i f t o f t h e M a g i ONE DOLLAR AND EIGHTY-SEVEN CENTS. That was all. She had put it aside, one cent and then another and then another, in her careful buying
April 2012 ~SHARING MY PERSONAL PERSPECTIVE~ Dear Friends, It is a certainty that shared values encourage cooperative relationships. I don t know who first said this, but I certainly believe it to be true.
Table of Contents Introduction...4 Meeting and Setting Goals...6 Week 1: The Great Human Questions...9 Week 2: Examining the Ways We Know...15 Week 3: The Christian Worldview...24 Appendix A: The Divine
COMMON TERMS: Denial: The "hallmark" of the disease. All family members and close friends are affected by the actions of the Chemically Dependent Person. The refusal to admit the truth is a part of the
Devotion NT298 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Paul s First Missionary Journey THEME: God has a calling on the lives of every one of His children! SCRIPTURE: Acts 12:25 13:52 Dear Parents
Alabama Cooperative Extension System, Alabama A&M and Auburn Universities HE-687 PRINCIPL E S OF Something Better Than Punishment When we think of discipline, we may think of threats and punishment. They
I've got a quick question for you If you've been trying to learn to read Tarot, does any of the following sound familiar? "I can't seem to commit the Tarot card meanings to memory. I try, but memorising
COUNSELING AFFILIATES SEXUAL ADDICTION TREATMENT PROGRAM GUIDELINES FOR WRITING A DISCLOSURE TO RELATIONSHIP PARTNERS 1. Start with the text of the First Step if available. Only do disclosure after completing
The following document is a rough copy of Father Caleb Christian s sermon notes used in his message preached September 29, 2013 AM Services 2012 Smythe Street Cathedral - Do Not Copy Without Permission
PARENTS GET TOGETHER TO SUPPORT EACH OTHER: Group helps parents of teens cope By Dawn Frasieur The Berkeley Voice, April 2, 1992, p. 3 and 12. The conversation moved from subject to subject: the crisis
A Sample Radio Interview By Erik R, 7/5/00 The following is a sample interview that has been put together to help show how to provide a positive approach to answering questions about Narcotics Anonymous.
monitor track manage A TRUEinsight Guide manage Diabetes and Emotions Understanding and Coping With the Emotional Aspects of Diabetes The importance of understanding your emotions A TRUEinsight Guide about
THE BASICS Getting a Divorce in New York State Either the wife or the husband can ask a Court for a divorce. In this booklet, we say that the wife is the person who will go to Court to request a divorce
lean in DISCUSSION GUIDE FOR ALL AUDIENCES Introduction We are grateful for what we have. What did past generations have to deal with that we don t have to deal with? What are you most grateful for? Men
What do you think the attraction is for young women to travel to Syria? > We believe that for some of the young women and girls who travel abroard in the hope of marrying fighters, or to join the fighting,
Preventing Substance Abuse & How to Deal with Chemical Dependency For every ten people who consume alcohol or drugs in this country, at least one becomes chemically dependent. Addiction has an exponential
Royal Manchester Children s Hospital Supporting your child after a burn injury Information for Parents and Carers of Young Children 2 Contents Page Introduction 4 Trauma and children 4 Normal reactions
It s Not Right! Neighbours, Friends and Families for Older Adults What You Can Do to Keep Yourself Safe From Abuse Everyone has the right to be safe and free from abuse. No one should experience abuse.
Chapter 3: The Discipline Master/Mistress: roles and duties Roles of the discipline master/mistress 3.1 The discipline master/mistress is the leader of the school discipline team. He/She is in charge of
1 Lesson 9 (Extension or Alternative): Healthy Relationships OBJECTIVES 1. Students will identify characteristics of healthy and unhealthy relationships. 2. Students will review characteristics of abuse
How Can I Know God? What Does It Mean to Know God? What is Christianity? Some say it is a philosophy, others say it is an ethical stance, while still others claim it is an actual experience. None of these
TM Understanding Depression The Road to Feeling Better Helping Yourself Your Treatment Options A Note for Family Members Understanding Depression Depression is a biological illness. It affects more than
If Your Child Rebels Against Time-Out Time-out Common Time-Out is not expected Mistakes And to work Problems if parents make more than 2 or 3 time-out mistakes. - Lynn Clark 99 Chapter 12 Common Time-Out
for England 21 January 2009 2 NHS Constitution The NHS belongs to the people. It is there to improve our health and well-being, supporting us to keep mentally and physically well, to get better when we
Devotion NT249 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Jesus Visits Mary and Martha THEME: Jesus wants us to spend time with \ Him. SCRIPTURE: Luke 10:38-42 Dear Parents Welcome to Bible Time
Suicide Ethan felt like there was no point going on with life. Things had been tough since his mom died. His dad was working two jobs and seemed frazzled and angry most of the time. Whenever he and Ethan
About Postpartum Depression and other Perinatal Mood Disorders The entire period of pregnancy up to one year after delivery is described as the perinatal period. Many physical and emotional changes occur
Helping Children Understand Mental Illness: A Resource For Parents And Guardians Mental illness can be frightening -- not only to the person who has it but also to people around them. If you are a child
Lesson 6 Duties of a Husband A happy young man hurried home to his parents to share with them the good news that his girl friend had promised to marry him. But the father, rather than responding as his
Why Islam I think Islam is the most misunderstood religion in the world. Not just by non-muslims, but by Muslims as well. Mainly, non-muslims information on Islam is based on what they see on television
Anger Worksheet The Incident What is your relationship with the person you are accused of arguing with? (Partner, relative, friend, colleague) In your opinion, how do you think the person you fought with
Handout for Victim Advocates Common Questions and Brain based Answers Jim Hopper, Ph.D. October 2015 Part 1: How to Use the Neurobiology of Trauma Responses and Resources Note: To effectively use the answers
Ninon Yale Clinical Nurse Specialist Trauma Program McGill University Health Centre Sept. 27, 2012 Suicide in Québec Québec is the Canadian province with the highest suicide rate Affects all age groups
My WRAP Plan 1995-2005 Mary Ellen Copeland, MS, MA All Rights Reserved P.O. Box 301, West Dummerston, VT 05357 www.mentalhealthrecovery.com Copeland Center for Wellness & Recovery P.O. Box 6464, Chandler,
Self-Defense and Predominant Aggressor Training Materials Self Defense and Defense of Self; There is a Difference The following materials provide an outline of topics to cover by someone in your community
Self-Esteem & How It Develops If a person does not have parents that have bolstered his/her self-esteem, how does one build selfesteem? Self-Esteem: In principle self-esteem is generally stable, but can
BUILDING YOUR RELATIONSHIP ON A FALSE FOUNDATION Sylvester Onyemalechi Every relationship if it is to be successful must be built on a strong and solid foundation. The foundation of every building determines
Who Is an Addict? Most of us do not have to think twice about this question. We know! Our whole life and thinking was centered in drugs in one form or another the getting and using and finding ways and
TABLE OF CONTENT 3 The Need for Inpatient Rehab 3 Success with Inpatient Treatment 4 Numbers Rarely Lie 4 An Overview of Inpatient Substance Abuse Treatment 7 Participating in the Program 9 Get the Most
Wiederman 1 Sexual Attitudes, Values, and Beliefs Most people are too focused on sexual activity they think it is more important than it really is. Do you agree or disagree with this statement? What is
Run-on Sentences (See Rules for Writers 188-195) A run-on sentence is not just any long sentence. A run-on occurs when two complete sentences (independent clauses) are stuck together without the appropriate
Whiplash 1 Matthew 16:21-28 (NRSV) From that time on, Jesus began to show his disciples that he must go to Jerusalem and undergo great suffering at the hands of the elders and chief priests and scribes,