| Children are quite random and hard to figure out. For | | | | characteristics and practices aren't caused by the |
| parents it's a struggle to discipline children who are | | | | faults that the parent has but are actually what the |
| unpredictable in terms of thinking and response to | | | | child has. Children put the blame on their parents in |
| situations, but even harder when the kid shows bad, | | | | the attempt to mislead or fool them. But parents |
| obnoxious and abusive behavior. That's why most | | | | should not take it as their fault. Children with bad, |
| parents would agree that it would make a parent's | | | | obnoxious and abusive behavior take delight in putting |
| role much easier if only they would know how their | | | | the blame on others which is one of their common |
| child behaves. | | | | bad characteristics and practices. |
| Dr. James Lehman's Total Transformation Program | | | | For parents to get a clear picture of how to deal |
| advises parents to observe their obnoxious and | | | | with their children they need to make fair |
| abusive child's characteristics and practices. Parents | | | | assessments on their children's behaviors. But parents |
| spend a great deal of time in raising their children but | | | | should be reminded that assessing the child's |
| the nitty gritty part is on how they actually deal with | | | | temperaments is only half of the solution to proper |
| their kids. Thus, in order for parents to know how to | | | | disciplining. The other half is how to properly handle |
| deal a situation properly with their children properly | | | | the child's characteristics and practices in a manner |
| they should have an idea of what characteristics and | | | | that doesn't harm the relationship between parent |
| practices the child shows especially when their kid | | | | and child. |
| shows bad, obnoxious and abusive behavior. | | | | According to author Dan Roam, "whoever best |
| As a parent, it is your responsibility to identify and | | | | describes the problem is the one most likely to solve |
| understand characteristic by characteristic and | | | | it." If a parent is able to correctly define the problem |
| practice by practice that your child shows. You should | | | | it won't be long that a proper solution will also be |
| also be the one to distinguish these characteristics | | | | defined. The problem drives the solution as what |
| and practices separately and accordingly. Researches | | | | they say. |
| in cognitive learning show that we also learn by | | | | Truth be told, it's not an easy task to identify the |
| observing others. So by observing how children | | | | characteristics and practices a child can display. |
| behave and respond to situations, parents can learn a | | | | Parents need to break down the big task so that |
| lot about their children. Focusing on the good | | | | they can be able to understand how these kids think |
| characteristics is not really crucial; it's the bad | | | | and respond. Parents can be rest assured though |
| characteristics and practices that parents should keep | | | | that the problem is treatable and solvable. And as |
| tabs on. | | | | parents, it is important that we do as much as we |
| Sadly, parents fail to recognize that these bad | | | | can to solve these problems. |