Intergenerational Connections: The Ties that Bind

Ah, the holidays! I hope the commencement of this season brings you joy and anticipation of sharing, caring and connection—rather than thoughts of gift lists, over-commitment and stress. The choice is yours. As long as you are intentional about what you truly want for the holidays, you can make that magic happen.

For me, I make sure the holidays are a time of intergenerational connection, not only with my younger and older family members, but also with those in my congregation, my neighborhood, my city. One strong Christmas memory is drinking sweet tea with my Grammy while we roll out her thick, delicious shortbread cookies . . . a feeling there is no where else I would rather be. Unconditional love, stories of about raising her family in Alaska, funny things my dad did as a boy. And I am reminded that such intergenerational connection does not just have to happen over the holidays. We should be pro-active about spending time with people of other ages throughout the year and throughout our lives.

Grand-parenting is a natural relationship for connecting old and young. I so admire my friends who are grandparents. One has a magical forest where the grandkids search for fairies. Another created “Grandma Camp,” with morning walks and learning babysitting with a baby cousin. A new friend I met at the Indianapolis School Counselors Conference set up a very intentional, respectful relationship with her grandsons. They call her Ancient, as in “wise elder.” Ancient and Grandpa create contracts detailing the projects their grandsons will do during their annual summer visits. The boys love these contracts. One time they explored a profession they were interested in–with the corresponding salary, and what housing and lifestyle they could afford with it. Another time, after taking a cooking class, the boys played “food critics,” writing up reviews of every restaurant they visited.

But the call to blend young and old goes beyond the joys of grand-parenting to the very wellbeing of each of us. Consider the Search Institute’s Developmental Assets. Among the 40 assets this venerable institution has identified as instrumental in helping young people grow up to be healthy, caring and responsible is having support from 1) three or more non-parent adults and 2) caring neighbors. The point is that connection with the older generation—whether adult neighbors, aunts, uncles, scout leaders, pastors, rabbis, teachers, grandparents or great-grandparents–significantly enhances the lives of the young.

Both age groups, however, benefit. In our featured book, The 100 Simple Secrets of Happy Families, David Niven warns, “Never lose sight of the fact that time spent with children does you as much good as it does the child.” He supports his comments with a 2003 study by J. Williamson showing that “more than eight out of ten relatives who have close contact with a child have strongly positive feeling about the experience.” In another chapter of his book, a retirement home resident had this to say about a visit from young people: “It was like a jolt of energy for everyone here.”

Today, youth under 15 still outnumber elders over 65 by about 1.5 to 1, but that is expected to change for the first time in history. Before 2050 in the United States, elders will outnumber youth. In a society that worships youth and institutionalizes age-segregation (schools and retirement homes), distrust and suspicion can brew between the different ages. Niven notes that, despite generational differences in ideas, views and perceptions, everyone, regardless of age, “has a desire to share a connection with people.” Making that connection happen and preventing barriers from brewing begins with us. We must be pro-active about intergenerational connection.

Mary Pipher, author of Another Country: Navigating the Emotional Terrain of Our Elders, says: “The more we love and respect our elders, the more we teach our children to love and respect us.” In her book, Mary shares insights into getting old, going to a place none of us has ever been (thus “Another Country”). Mary “maps out strategies that help bridge the gaps that separate us from our elders. She offers us new ways of supporting each other–new ways of sharing our time, our energy, and our love.” This can be very helpful for today’s parents taking care of their own parents, too.

It is ironic that the people with the most time on their hands, the elderly and youth, both want more time from us in-betweens who have the least time to spare. Very little is being put in place to bring these two groups together, to not only understand each other, but to support each other.

A place that close relationships among all generations can happen is at places of worship. For example, every year at my congregation we have an Un-birthday party for everyone. We divide up by birthday months. It is incredibly exciting to meet someone who has my same birthday. We work on an art project, talk about what we love about our May birthday, and eat cake together. Simple and fun.

Another touching example of bringing the generations together happens at All Seasons Pre-School in Inver Grove Heights, MN. This preschool has taken a bold step toward combining young and old. Their 3-5 year olds spend their days in a senior living community. All Seasons says, “The research to support intergenerational programming is strong and consistent. Young children need the wisdom and patience of the older generation, and old people need the innocence and vitality that only a young child can offer. Long-term studies show lasting benefits to young and old living and working together. Children who spend a significant amount of time with senior adults demonstrate improved vocabulary and advanced social skills, particularly in the areas of inclusiveness and empathy. In the older population, boredom, loneliness, and helplessness are alleviated.” The best evidence of the success of this unique model is in the joyful faces of All Seasons’ young and old.

Relationships across generations make us feel connected–not only to each other but also to something bigger: to the flow of life, to the past and to the future. In this hectic, high-tech world, we need this sense of connection. In fact, we crave it. It helps us to understand where we’ve come from, who we are, where we’re going, and why we’re going there

Take advantage of the natural flow of the holiday season and have fun engaging with people of all ages.

Happy holidays to you and yours,

Dr. Kathy

P.S. You can start your intergenerational journey with the help of Vital Aging Network which offers programs and ideas to engage young and old. Across Generations has kits and free activities for families, schools, senior centers and community groups. One example is the Grandparents Day Kit, inspired by the children’s book, Something to Remember Me By: A Story about Love and Legacies.

Believe it Parents: You Are the Expert!

You Are the Expert When It Comes to Parenting Your Kid

I wondered what would Family Empowerment Network meets Oprah look like? Oprah asked people to share their dream, their passion and turn it into a TV show that would be on her network. What would it be like to have millions of empowered parents around the whole country, all focusing their support beyond their own family, to others families too. So I created a little video for the Oprah contest which you can all get a glimpse of.

CHECK OUT: Believe It Parents: You Are the Expert. Have fun watching. You can even VOTE for or COMMENT on my show to actually be an Oprah show. Contest ends July 3.

Discussion:
Here is the show:
Believe it Parents: You Are the Expert!
The dream behind our show is to empower parents to believe in themselves so they can build a community where our kids can thrive. We believe that parents know what works best for their kids. They don’t need experts, they need inspiration, insights, and each other. With just a little encouragement to pay attention to what is working or not, to take care of themselves and to discuss parenting issues in safe spaces, parents learn from and support each other. Every show we will model authentic, open discussion with a group of real parents on topics you can take to your community. Every week, we’ll have a tip for change, explore the values behind behavior in our communication challenges, and even have a chance for you to share your best parenting idea. On this show- we believe it. Now you need to on Believe it Parents: You Are the Expert. Tell your friends about us and start building your community right now!

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If I knew then what I know now,
I would have done video blogs before now to spread the word about how parents can support each other to prevent problems.
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What was your biggest take-away?
What action step do you plan to take?
What additional questions do you have about this topic?

Part 11 of 12—Raising Our Sons and Daughters Takes a Village

Greater Community Village: Actions are more powerful than words when caring about kids

“Julie was looking for meaningful summer opportunities for her two middle school kids who felt they had outgrown summer camps and were too young for jobs. She was grateful to find opportunities at the Youth Volunteer Corp they were excited about doing. “

Discussion:

What does a city that shows it cares about kids look like, a place where kids feel valued? The county commission could take on a social marketing project sharing the 40 Developmental Assets message, like “Take the Time” in Portland. The local newspaper could dedicate a weekly column to spreading the word. Local businesses could get connected with schools and develop assets in a variety of ways from encouraging employees to volunteer in the school, to developing school-to-work programs, to hosting “Take Your Kid To Work Day” events. Any organizations that work with kids and families could have teen advisory boards, where kids tell adults what is REALLY going on and how adults can be helpful. There would be an advocacy organization, like Stand for Children that advocates for family-friendly legislation.

In this city, there would be a myriad of volunteer opportunities. Volunteering is one of the most powerful ways to empower your child. Just look at the many Developmental Assets you can build with this one activity:

  • Learning the community values them
  • Developing relationships with adults
  • Developing a sense of purpose
  • Allowing them to be valuable resources
  • Service to others
  • Bringing adult role models into their lives
  • Positive peer influence—having friends who set good examples
  • Developing a sense of caring, empathy, and sensitivity

A couple ways to help your kid have fun volunteering is to have them do it with a friend and pick an activity that is a good fit, like washing cats at the Humane Society if you are an animal lover. Talk to them about how they will gain skills and perhaps a letter of recommendation that will help them to get a better job than flipping burgers when they are older. Now is a good time to start checking out opportunities in your community. In Portland, we have Hands on Portland. Other communities have a Youth Volunteer Corp. What volunteer opportunities do you have going in your community?

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If I knew then what I know now,
I would have advocated for encouraging kids to volunteer through high school.
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What was your biggest take-away?
What action step do you plan to take?
What additional questions do you have about this topic?

Part 10 of 12—Raising Our Sons and Daughters Takes a Village

Extracurricular activities can be fun and connecting for your kids.

“There are so many activities to get involved in: sports, art, music, dance, and language. With busy jobs, Julie and Hank wanted to know the benefits of each activity to help them choose the best fit for each of their four kids.”

Discussion:
Almost all parents can relate to the “carpool years” driving our kids from one activity to another after school and on the weekends. Much of our communication with our kids is about logistics: “When is your next game? When can we go shopping for new ballet shoes? Did you practice today? Mom, I can’t find my …..? Are you ready? LET’S GO NOW OR WE’LL BE LATE.

The question on all of our minds as we race around is what are the key ingredients to consider while choosing which activities will best fit your kid. Here are some ideas:

  • Find places where your child can be himself or herself. All of us long to be with people who accept us for who we are, to have a comfortable place where we can be authentic, where we can learn to love ourselves unconditionally. In my opinion, finding a “sense of belonging” and connection are the most important ingredients of any activity your child gets involved in.
  • Explore passion with your kid. Nothing is sweeter for anyone than getting lost in an activity that you just love. When you see enthusiasm in your child, support him by finding our how important that interest is to him. Ask if she is interested in joining a class.
  • Support groups with same age peers where everyone discusses real, everyday issues with an experienced facilitator can be incredible. It helps kids with understanding oneself and others, discovering self-acceptance and self-love, learning new strategies for conflict resolution, and providing a way to explore topics that might not come up otherwise. Girls Circle, , Girls Inc., Boys Council, and BAM all have excellent curriculum to guide facilitators.
  • Exercise and sports activities are vital for a life-long, life-saving habits of a healthy body. Some research shows that for girls anyway, getting exposed to exercise before the age of ten markedly increases the chance of becoming a life-long exerciser. We give so much attention in the US to traditional sports, and forget that running, yoga, dance, kick-boxing, or Tae Kwon Do can all be of equal, if not more, value for sustainability than many traditional sports. It is critical that coaches are trained and encouraged to value fun, fairness, learning, and good sportsmanship over winning, Kids number one reason for quitting sports: “It is not fun anymore.”
  • Creative activities, such as art and music, extend into more creative, right- brained thinking that is becoming more and more valued in our workplaces today. Art is a unique, personal, and important form of self-expression. It can teach kids that there are many solutions to any problem and that practicing and diligence pays off.
  • Remember adult-child activities too like mother-daughter groups, book or movie clubs, or parent-child “this is what I like to do” club. The big advantage of this safe haven is that you get to be there, doing what you like to do too.
  • A parent can start and run these groups. Coaching, Scouts , Y-Indian Guides and Campfire are set up this way. Parent-led after-school clubs are especially helpful in middle and high-school where it is important for parents to stay connected to the school but find it hard to do meaningful volunteering. In my kids’ middle- school, I started a girls’ science club, girls’ sport club, and a pottery club and in high- school, a teen advisory board. The advantage to me was that I got to see first-hand, how other kids acted. I got connected to them at a deep level that was wonderful as they got older. Plus I felt so alive just seeing them loving doing fun things together.

Important for all of us to remember is expand our communication beyond logistics. Be curious about our child’s experience and interpretation of these activities groups. Discussions over how it felt to miss that key basketball shot, if they felt nervous at the piano performance, or what they thought about a new dance move they were asked to learn, can be an incredible way to deepen your connection with your child.

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If I knew then what I know now,
I would have encouraged my kids to do more creative activities rather than have such a focus on sports.
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What passions or activities did you do growing up that made a difference?
What activities are most meaningful for your children?

Part 9 of 12—Raising Our Sons and Daughters Takes a Village

Congregations have inter-generational opportunities built in.

“When seven-year–old Kate asked her mom if the family could join a congregation, like all her friends, her mom knew it was time to find a spiritual home. She is glad she did, as the power of deep connections her kids found in the youth group, family camp, and intergenerational activities were life-changing for the whole family.”

Discussion:
This story is actually mine. We found a wonderful home in our small congregation of 180 families. It was great because everything anyone volunteered to do made a big difference and it was easy to contribute. Congregations are one of the best place for intergenerational activities. Some of the activities we did were:

  • Secret Buddy: every kid who wanted to was paired up with an adult secret buddy for a month. They exchanged little gifts, cards over the month and then had a celebration where everyone found out who their secret buddy was.
  • Everyone Birthday Party:we all divided up in groups by month of our birthday and sometimes even met other people born on our same day of the month. The group talked about what we liked about our birthday month and common interests. Then all the groups ate cake together. It was a blast!
  • Intergenerational Dances: where the members were the band, and we rock-and-rolled with kids running around us. There was plenty of goodies and energy to last all night. We played music to appeal to all generations.
  • Pancake breakfasts and Group Soup: every month we all had a couple meals together.
  • Coming of Age program for a 13-14 year-olds, with a Wizard of Oz retreat to kick it off, values of our religious organization, and a Wilderness retreat. For the mentor program, an adult volunteer was matched with a mentee for the 6 month program and did service-learning, fun activities, and exploring insightful questions. This pair become very close.
  • Family Camp at Seabeck: this was the very best, where my children got to experience freedom like I had in my childhood. Families with kids of all ages hang out together on 20 acres for a week. The kids run free together all day. This was the best for teens who all accepted for who they are.

This truly is a place where children can say “I feel cared for and valued by my congregational village.”

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If I knew then what I know now,
I would have spread the value of coming of age programs to everyone.
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What was your biggest take-away?
Let me know if you have any questions?

Part 8 of 12—Raising Our Sons and Daughters Takes a Village

A caring neighborhood can provide community and a safety net.

“When Mary Pipher was a little girls she picked lilacs from Mr. Green’s yard. He caught her and called her dad. Her dad asked her to apologize to Mr. Green. Everywhere she went for the next few weeks, people would say, “I heard you stole lilacs from Mr. Green’s yard. Mary never stole anything again the rest of her life. Now here is story #2, kids steal flowers from Mr. Brown’s yard. He comes out and yells at the kids but he doesn’t know who they. The kids cuss back and run off laughing. Mr. Brown hates kids and the kids hate him. He never votes “yes” for a school bond from then on. em>

Discussion:
In Mary Pipher’s day people knew their neighbors and they watched out for each other. People sometimes lived their whole lives in the house they were born. They certainly didn’t move every 3-5 years, like today. Wouldn’t it be wonderful if all of us could say, “I feel safe, cared for, and connected in my neighborhood.” In Mary Pipher’s neighborhood, they had:

  • community: where people cared and helped each other in hard times.
  • zone of safety where kids could freely play and walk to the Five and Dime.
  • connection where there was always someone sitting on their front porch waiting for a chat.

There was the problem of getting one’s nose in other people’s business, but the benefits far outweighed the negatives.

The second story is a problem complicated by not knowing a name. If Mr. Brown lived in a connected neighborhood, he would have known the names of the kids and been able to tell the parents. The kids would have learned accountability and respect for other people’s property. Instead nothing was learned except maybe, “vandalism is fun.”

There are literally hundreds of ways to build community in your neighborhood: street parties and potluck meals regularly where everyone hangs out while the kids play. Having an open attitude of borrowing sugar, eggs, and the lawnmower or sharing emails with any neighborhood thefts or the latest on city policies that affect your neighborhood can be connecting.

In our neighborhood, we created a wonderful event around May Day, that really cements our commitment to each other. It involves

  • Updating the Neighborhood Roster, including current emails and cell phones for emergencies.
  • Creating a Photo Collages of all the kids in the neighborhood, with their grade and school. Then everyone can identify the kids of the neighborhood and know where they live. The elderly neighbors particularly love this information. They can reach out to the kids easier and are more comfortable with them, The kids in turn feel safer and more willing to go to these neighbors if they are afraid or need help.
  • Inviting all the neighbor kids over on May Day to eat snacks while they build May Day Baskets made of paper cones filled with of flowers. Then they deliver the baskets on each neighbor’s doorstep along with a rolled up roster/photo collage.
  • Everyone attending the annual Spring Potluck to get reunited as we are more outdoors for summer/fall.

What do you do in your neighborhood to build connection and closeness?

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If I knew then what I know now,
I would have had been friendlier to the neighbor kids to be sure they felt safe to come to me if they needed to.
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Part 7 of 11—Raising Our Sons and Daughters Takes a Village

Fostering safe havens at school

“Mary volunteered regularly in the classroom all through grade school where she was able to be helpful and connected to the teachers, classmates and school climate. Now that both her kids are in middle school, the teachers don’t have activities for her to be helpful in classroom so she feels disconnected and can’t assess how her kids are doing as well.”

It was so fun to hang out in the school when my kids were there. For me there is no group of people living more fully than children. They live in the present moment and are so alive it is infectious. Plus of course, I got to see my kids in their school environment and get to know the other kids in the classroom and the school staff to boot. So figuring out ways to expand kids learning and have fun too was always a priority. I was always on the look-out for ideas to bring in. Here are some after-school activities I did in my kids school, even when my kids weren’t in them.

  • Baseball club in grade school: I was so discouraged by the amount of time a family gives up to baseball and I wanted to bring back the ease and love of the game I had growing up playing pick-up football every fall and pick-up baseball every spring and summer. Parents bought hats and snacks. We meet weekly and played a round robin game with 8-9 kids.
  • Girls Science Club: In middle school, I felt so useless in the classroom. When I found the AWSEM curriculum at the Saturday Academy in Portland, it was a way to share my love of science with girls. We met weekly doing science experiments, like collecting germs in the boy’s bathroom and drinking fountain and growing them on a culture, making GAK and Oobleck, and building and firing rocket ships. We also visited businesses where women mentored the girls and shared a hands-on-activity with them. This was so fun I did it over the four years my two kids were in middle school.
  • Girls Sports Club: I was discouraged by the drop out in physical activity by many kids, especially girls, by age 10. Why? Parental involvement in sports has brought in seriousness, fierceness, and winning at all cost. Kids just want to have fun. So I wanted to bring in fun, life-long, physical activity back. We choose: self-defense, yoga, kick-boxing, and Tai Chi. The girls had a blast.
  • Pottery Club: I wanted to involve the boys, so I came up with the idea of a pottery club. It worked. A few boys came to the first session and created some fantastic little sculptures. But they didn’t come back. I realize now I needed to make it more boy friendly by calling it Mud Club and having each session end by throwing a wad of clay at a target on the wall. That would have kept the boys there.

There are an infinite variety of things you could do with kids. Just think about what you and your kids like to do. Think of what would provide a safe, inclusive feeling for kids and talk to the school about it. Other “safe havens” ideas for school

  • Lunch fun room: help create a safe space for kids who don’t feel comfortable on the playground or in the library. It could have a foosball table, board games, puzzles …
  • Girls and Boys Night Out: great for breaking down cliques and building new friendships, like all the girls in 6th grade spend the night at the school, with teen mentors, friendship discussions, and FUN. Dads run the boys’ event.
  • Girls/ Boys Support Groups: kids who are marginalized or frequently in conflict with others can benefit tremendously with facilitated discussions with their peers. An excellent source is www.girlscircle.com and www.boyscouncil.com for resource guides and for training. School counselors are excellent at running these and selecting the kids. PTA can pay for it. It can markedly reduce bullying, as well as empowering each kid.
  • Running Club: a PE teacher offered this during recess at school. The kids had a big graph hung conspicuously that they posted their progress on. It ended by running together in the Starlight Parade Run in June.

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If I knew then what I know now,
I would have encouraged the formation of clubs during lunch recess, a tough time for excluded kids.
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Part 6 of 11—It Does Take a Village to Raise Our Sons and Daughters

Finding a caring school environment.

“Mary volunteered regularly in the classroom all through grade school where she was able to be helpful and connected to the teachers, classmates and school climate. Now that both her kids are in middle school, the teachers don’t have activities for her to be helpful in classroom so she feels disconnected and can’t assess how her kids are doing as well.”

Discussion:
When you think about your school experience growing up, what would you say were the most important take-aways? Having a teacher that really believed in you, getting involved in an extra-curricular activity that made your heart sing, a time you really had good friends, and eventually when you developed a love of learning? Now think about what your parents focused on: homework, homework and homework and were you “good” (as in obedient; not hearing from the principal).

Now let’s look at what the research shows about school and long-term, well-being of our kids. First the JAMA study from the blog on February 5 shows that a “caring school climate” is number two in importance for our teens avoiding risky behaviors (after being connected to your parents). Another resource is what Developmental Assets are important. I was impressed with the variety and sheer number of ways school is important.

…………………………..DEVELOPMENTAL ASSETS…………………………

SUPPORT

  • Caring school climate – School provides a caring, encouraging environment.
  • Parent involvement in schooling – Parent(s) are actively involved in helping young person succeed in school.

EMPOWERMENT

  • Community values youth – Young person perceives that adults in the community value youth.
  • Youth as resources – Young people are given useful roles in the community.
  • Safety – Young person feels safe at home, school, and in the neighborhood.

CLEAR BOUNDARIES AND EXPECTATIONS

  • School boundaries – School provides clear rules and consequences.
  • Adult role models – Parent(s) and other adults model positive, responsible behavior.
  • Positive peer influence – Young person’s best friends model responsible behavior.
  • High expectations – Both parent(s) and teachers encourage the young person to do well.

CONSTRUCTIVE USE OF TIME

  • Creative activities – Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.

COMMITMENT TO LEARNING

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

Finding a nurturing environment is clearly important. When a kid feels accepted, appreciated, and engaged with school activities, it makes sense that it is easier for them to then find learning fun and be committed to it. I know when I was growing up; the focus on homework and grades over my experience of learning and connection at school was backward in my opinion.

Most of these assets are present in a “school village” that cares about the whole kid and makes it fun to learn. What can we do to promote these qualities? In addition to the list below, is my 5 part blog series in November, 2009 on “Supporting School Success.”

Value learning and show it

  • Know the teachers and communicate regularly. Let your kids know you talked.
  • Support their child to be ready for school each day (sleep, meals, homework).
  • Model learning in everyday life by reading, taking classes, going to seminars …
  • Encourage a Parent-Resource Committee on the PTA whose function is to bring educational materials to parent by buying parent books for the parent section of the library and bringing speakers for an evening seminar or staff training.

Be involved: There are many ways parents can be involved with school activities

  • Volunteer in the classroom.
  • Be involved with PTA, even if you do activities from home, like baking or phone calls.
  • Start an after-school club as an alternative to classroom volunteering.

Evaluate the goodness of fit of your child in their school: A caring school climate is so important; it is worth ongoing monitoring and adjusting,

  • If a program you kid loves is cut, find a way to replace it or substitute it elsewhere.
  • If there is fighting and bullying on the playground, work with the school on developing a program that addresses that.
  • Stay connected with the teacher, counselor, principal, PTA and others involved in the school.
  • Catch problems early.

Create Safe Havens: Creating safe spaces at school where our kids can be themselves is so important we are elaborating on it next week.

What are the “safe spaces” at school that you had growing up? Send them to us and we will include them on our list.

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If I knew then what I know now,
I would have sought learning environments that fit my kids rather than push my kids to fit in.
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Part 5 of 11—Raising Our Sons and Raising Our Daughters Takes a Village

Don’t forget about the “peer” village

“For the most part, Caroline used to be pleased with Sofie’s choice of friends. Now there is this girl, Molly, who she worried about. Molly dresses in all black, smells like cigarette smoke, and swears a lot when she doesn’t think adults are around. Sofie spends most of her free time with Molly. Caroline is worried some of Molly’s bad habits might be rubbing off on Sofie. “

Discussion:

Before we talk about the “peer” village, what do you think are the potential villages/communities that influence a family’s life? Some ideas we contemplated are:

  • School Village
  • Activities Village: sports, scouts, drama, music, arts
  • Neighborhood Village
  • Congregational Village
  • Greater Community Village: city and government
  • Peer Village

We will be talking about each of these, one at a time, for the next few weeks, starting with the “peer” village. Let us know about other influential groups you thought of.

Whether we like it or not, we all know the “peer village” is powerful. This is especially true for kids not connected at home. When kids don’t have a “family village” to unconditionally accept and love them, they will turn to peers to find it, even dangerous ones. Longing for a place to belong and be respected, these kids are easily brought into “unhealthy” groups, even gangs. Here they may receive kindness and special attention upon initiation, but soon find out that it was a false front. Even kids connected at home but who long to be cool and popular, may lose themselves to groups that lead to trouble.

So what is really important to see in our kids relationships? We can look to the Social Competencies list from 40 Developmental Assets for ideas:

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

Parents sometimes have a strong, negative opinion about a certain friend. They may ask or even demand that their kid stop hanging out with that friend. We all know that not only is it hard to enforce this rule when your kid is out of your sight most of the day, it might become a case of “moth to a flame” where your kid is even MORE attracted to this friend. Yikes!

So what can a parent do to foster the skills listed about in this village we probably have the least influence over, especially as our kids get older. Here is a list of ideas that you can control

  • Let your child choose their friends- they will anyway.
  • Get to know his/her friends. You might find out positive qualities that explain why your kid likes them. Or you might influence that friend in a powerfully, positive way.
  • Consider a rule that any kid can come over to your house for an evening, but your kids are not allowed to go over to a home where you don’t know the family.
  • Be the home where kids hang out, even if it means having junk food around.
  • Find groups or safe havens for healthy, accepting friends where your kid can be their authentic selves. Nurture these groups early, when they are easier to find and your kid can grow into them. You might even start up a group- like a book, art, or an ultimate frisbee club. For me, one place I felt unconditionally accepted was in my youth group at church.
  • Model being a good friend. When your kid sees you resolve conflicts peacefully and show empathy and kindness, they soak it up.

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If I knew then what I know now,
I would have invested more energy in being the home where kids liked to hang out, so I could get to know my kids’ friends well.
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Part 4 of 11—Raising Our Sons and Raising Our Daughters Takes a Village

The most important village is the family village.

“Jill and Pete love being with their 3rd and 6th grade boys, but find there is little time left after dual careers, homework, soccer, chores, meal prep, and home upkeep. Then on weekends there are sleepovers and shopping. Most of their conversations are focused on planning for the next activity.”

Discussion:
The family is the buffer that surrounds children. It both protects them from and introduces them to the outside world. This critical support helps children understand and fit into the outside world. The family can protect children most effectively when they are younger and can buffer the rough interface as they grow into lives of their own.

As we mentioned in the blog one week ago, the most important ingredient families can have to protect their kids, even through the teen years, is healthy connections. If you are finding you would like some more tools in your toolbox for family connection, here are some ideas:

  • Connection is everything. The feeling your kids long for is, “I feel cared for and connected.” Make it a priority in your family over grades, homework, sport practice, chores and clean rooms.
  • Pause: Screen yourself by asking, “Am I too upset to deal with this now?” If yes, disengage until you cool down. Ask, “Am I about to lecture?” If yes, reframe it with the tools below. You can come back to the information you wanted to share but only AFTER you have connected and showed you care by understanding your child’s perspective.
  • Respect your kids for who they are, independent of their actions and behavior. What are the qualities you respect in your child, even when she gets a “D” or he doesn’t try in a soccer game?
  • Listen well: “Good parenting is much more about what you hear than what you say,” says Kirshenbaum, author of one of our favorites, Parent Teen Breakthrough. You can be most helpful, protective, supportive, and effective when you know what is going on inside your child’s mind.
  • Curiosity can help with listening well. When you absolutely do not understand why your kid did something, get curious. Ask questions for compassionate understanding; not probing investigation. (You know the difference)
  • Remember connection. Ask, “Is what I am about to say or do going to strengthen or weaken my connection with my child?”

Pay attention to what places or activities you connect with each of your kids. It may be rubbing feet, tucking in a night, driving in the car, hitting golf balls, having dinner out together, or going for a walk. What is connecting will change as your kids grow. Pay attention and adapt.

Even with strong parent-child connections, parents cannot do it alone. Parents are overwhelmed with the challenges of family life and long for the help and support of others ensure the success and healthy development of their children. Early on, families reach out to families with same-age children. Over time, families introduce their children to new and different communities. Each one of these communities, these “villages” has the potential to be a significant influence on our child’s life.

For the next blog, brainstorm what “villages support your family now? What are other potential villages? What is getting in your way to reach out and connect to these villages? What can parents do within each of those villages to build the authentic relationships and meaningful connections?

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If I knew then what I know now,
I would have practiced more patience and pausing, especially when I was drained or triggered.
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