Showing posts with label stress. Show all posts
Showing posts with label stress. Show all posts

Thursday, November 12, 2009

Guide to the August, September, and October Posts

How the August, September and October Posts Might be Helpful To Parents, Youth, Counselors, and Others

Note: The posts are longer than most people will read on line. Download any sections you want to spend more time with.
Untangling vicious cycles, and better coping with stress can help reduce anger, fear, and other emotions in these times of unemployment, loss of housing, and other problems.

Summary of August, September and October Posts
  • October Apply the insights from the previous post (What Keeps You Stuck in a Vicious Cycle?) Use those ideas to get unstuck from these patterns:
  • Arguing and Temper Problems
    Inconsistency Cycles
    The Whine-Give in Cycle
    Triangulated: "Caught in the Middle"
    Child Abuse Feeding Anger and Rebellion
    Scapegoating
    Scapegoating Combined with Other Cycles

    Plus discussions of these topics:
    What if Everyone Your Know Beats Their Kids?
    What if You Stop, But Someone Else in the Family Keeps on Nagging, Blaming, etc.?
    And Several Other "What-if" Discussions

    Find out here what keeps people stuck in a vicious cycle. You've identified a cycle, but you keep slipping back into it. Why?
    Whose fault is a vicious cycle? Usually it's no ones fault! Remember Blame the Cycle, not the Other Person, not Yourself.

    Learn what I mean by a cycle and how to recognize cycles in your family or classroom. Some of the most painful problems in families reflect vicious cycles. We aim to replace those with cycles of love and support. (We also recognize that sometimes the feeling of love might not be there, but you can still have a policy of love: supporting the other person's healthy goals.)

    This section features links to one of the most popular sites on the Internet, where award-winning writer Vanessa Van Petten and her teen bloggers give adults a unique view into the way things look to teens.
  • September Of course I don't mean throw them into the trashcan. I mean to help you find vicious cycles--for example, where one person nags ("reminds") and the other avoids chores. I want you to understand the misery they create for families or classrooms. (Or dormitory roommates for that matter.)
    In the next few posts on cycles, I hope to show you some ways to get unstuck

    What a Resilient Child Ought to be Able to Say (Continued)
    Here is the last group of abilities of a resilient youth (or adult.) They are in the form of statements a resilient youth or adult ought to be able to make.
    Use these three sections on resilience to find out what your kids or pupils need in order to cope better with stress.
    As in Part 1 and Part 2 in August, I've included Do and Don't suggestions of ways an adult can support stress-coping or resilience.
  • August This posting offers suggestions for Internet safety for youth. And just for a change of scene, I've included a brief description of Ordinary Wolves, a fascinating account of a boy growing up in the wilds of the far north. He and his family show resilience and then some.

    Here is the second group of abilities of a resilient youth (or adult.) They are in the form of statements a resilient youth or adult ought to be able to make.
    Use these three sections on resilience to find out what your kids or pupils need in order to cope better with stress.
    As in Part 1 and Part 3, I've included Do and Don't suggestions of ways an adult can support stress-coping or resilience.

    Here is the first group of abilities of a resilient youth (or adult.) They are in the form of statements a resilient youth or adult ought to be able to make.
    Use these three sections on resilience to find out what your kids or pupils need in order to cope better with stress.
    As in Part 2 and Part 3, I've included Do and Don't suggestions of ways an adult can support stress-coping or resilience.
    These ideas come from a Civitan-sponsored study of coping by youth in some fourteen countries around the globe.
  • Better coping with stress can help reduce anger, fear, and other emotions in these times of unemployment, loss of housing, and other problems.

Friday, October 16, 2009

What Keeps You Stuck in a Vicious Cycle? Remember: The Cycle is no One's Fault: It Causes Itself!

Continuing the excerpts from my e-book, Stressed Family, Strong Family, available at http://StressedFamily.com

Today I'll present three excerpts:
1. One More Thought About Arguing (continued from the previous excerpt)
And these two new excerpts
2. WHAT KEEPS PEOPLE STUCK IN A CYCLE?
3. WHOSE FAULT IS A VICIOUS CYCLE?

(In future posts we'll look at more examples of vicious cycles: whining/giving in; blaming; arguing; and the worst of all: scapegoating. The September posts described coping strengths found in fourteen countries across the globe.)

Here's an advanced look at the summary of today's post. If you're pressed for time, this might help to decide whether to save this for reading at leisure.

Summary of Today's Post
We've looked at vicious cycles, such as nagging/procrastinating. We've considered what keeps people stuck, and emphasized that a cycle is usually no one's fault.

We've looked at some "What to do" ideas for getting untangled.

The key point to keep in mind: After a cycle get started and runs for a few days, or weeks, either person might start it. We usually blame the one who "started it"; we think it's his or her fault. But if either person can set it off, either they both cause it, or no one does.

I prefer to say that the cycle causes itself. Then we can get to work on ideas for untangling, rather than blaming someone for starting it. After all, blaming is yet another cycle. See how cycles can hitch onto one another.

Hitch together enough vicious cycles, and your wagon will take you straight to the divorce court.

That's the end of today's summary. Now on to the post!

15. One more thought about arguing (continued from last post)
Realize that the two of you get stuck in an arguing cycle. If the other person hasn’t read the description of positive and negative cycles in the previous post, ask them if they are willing to do so. After they understand what we mean by cycles, say that you feel like the two of you get stuck in an arguing cycle. That is, arguing just leads to more arguing. If the argument is with the other parent, don’t drag the kids into it. Don’t complain to the kids about the other parent. Don’t tell them how wrong the other parent is.

What to do:
Tell the other person you can each have a different opinion. A different “take” on something. Neither has to prove they are right. Neither has to prove the other one is wrong.
Suggest this: When you start arguing, either one can say, “Wait, we’re going to get stuck in an argument. Let’s just say we disagree. You see it one way, I see it another. Let’s step back, stop trying to prove we’re right. Relax and do something else. Get untangled.” (You’ll find your own words for these ideas.)
Agree that either person can say something like: “Here we go again.” They say this when they see an argument starting. Agree to take ten minutes to cool down. Think over the situation. Make a new start.

That takes care of the loose end from last post. Now on to the new post for today.

WHAT KEEPS PEOPLE STUCK IN A CYCLE?
How you get out of an arguing habit depends on what keeps it going. You or the other person many be caught in one or more of the following traps. If you can get out of the trap, you can settle arguments more easily. Here are some of the reasons people get trapped in arguing.

Note: Some of the “What to do” suggestions here can help with other vicious cycles.

A. Not being able to admit when you’re wrong
Let me ask you: are you one of those people who have a very hard time admitting they are wrong?
Yes? Then read on.

What to do:
Take a look at your reasons.
1. Do you fear losing respect if you admit that you are wrong in an argument with a child? Do you fear that the child will quit obeying entirely? This will not usually happen.

2. Try admitting your mistakes and see if this relaxes you and the youth.

3. Do you feel stupid if you admit you’re wrong? No need to feel that way. Give yourself credit for facing up to a mistake. That’s not stupid at all.

4. Did people call you stupid or make fun of you growing up? They may have made you feel as though you should hide mistakes.
Put those feelings aside and focus on the present. Those scenes from the past don’t belong in your present-day mind.

5. Do you hate for the other person to “win?” Is that because they make fun of you? Do they act superior? Show them in a polite way how they look and act when you feel they are acting superior.
Can you two each admit when you’re wrong? Ask them if they are willing to try.

B. Not being able to learn from another person
Do you feel like you have to know all the answers? Hate to admit you don’t know something? This feeling can drive arguments about who’s right.

What to do:
1. Ease up and allow someone to teach you. Admit you could be wrong. Tell the other person you’re willing to learn to do something different. You want kids to have a good attitude about learning. Show them you can learn.

2. Do you feel like the kid is too young to have a good idea? Give them a chance. Listen to their thoughts. Kids can come up with good ideas if they feel respected. That’s how they learn to think for themselves. Believe it or not, some kids can even help their parents make peace. You can ask that type of youth what they think will work best. Then both parents should give this a good try. But be careful not to put that kid in the middle. Don’t expect him or her to decide who’s right or wrong.

3. Of course, some kids are just trying to get what they want. They may want to make you feel you’re in the wrong for making them do their work. Stick to the fair rules and limits you have agreed on. Work done earns rewards or privileges. Work not done gets no reward.

4. Suppose you find that you can accept ideas from people outside the family. Listen to your spouse, son, or daughter the way you would listen to an outsider.

C. Being unable to argue with the person you’d like to (boss, teacher, spouse, in-law)
Maybe you are angry with someone else, such as a boss. You can’t get mad at work. Instead, you argue with your family,
Your son or daughter may feel angry with a teacher or a friend. They can’t get mad at this person, so they take it out on you.

What to do:
1. Realize when you’re not the real target, or when you’re taking out your anger on someone else. Don’t argue back if it’s another person taking out anger on you. Let them blow off steam for a while. Look for a chance to ask how things went today in school, or on the job. Wherever you think their anger may be coming from.
When you catch yourself taking out anger on the wrong person, or when they point out that you are, apologize. (Hard to do, I know!)

2. Don’t try to solve the problem right away. The other person may come to see that they were dumping some anger on you. Then maybe the two of you can figure out how to deal with that teacher, boss, or other kid. Talk about whoever has made them angry.

3. Don’t take out your anger on the kids. If you do, then admit you were in the wrong. Apologize.


D. Being “naturally” short tempered
Some people have a short temper by nature and jump into an argument too fast.

What to do:
1. You can learn self-control. Get a book on controlling your temper. Your library probably has several. If you can’t find one, ask a librarian. You don’t have to go through life with your temper on edge.

2. You can enroll in anger-management courses. Check with the school or a local group like the “Y’ or the “4H.”

E. All you ever knew was arguing
Maybe you grew up in a family that argued all the time. You may not have learned any other way to get along. Use the suggestions in A, B, and C above to find ways to stay out of arguments. Find a way to exit if you get into one. Anger management classes can help you, also.

An Aside About Anger Management Classes
Arguments or other conflicts between partners can lead to hitting, beating, strangling or other abuse. Sexual abuse of partners also occurs. Some courts will require an abusive spouse to go to anger management classes. These can be helpful if the person admits they have a problem. It doesn’t help as much if they go just because a judge forced them to, though sometimes that’s the only way to get them to try anger management.
“Road rage” (trying to cut off, chase, hurt, crash into a driver who has made you angry) also can lead to referral by police to anger management classes.
A member of the clergy can sometimes convince a spouse to go for anger management help, if you can’t get the message across.
In addition to anger management classes, a therapist and psychiatrist can work together if the temper problem comes from mental illness, drug or alcohol abuse, etc.

F. The arguer has a mental illness or an addiction to drugs or alcohol
Some kids or adults suffer from severe depression or other emotional problems that make it hard to control their temper. If they use drugs or alcohol, this can also make them lose control easily. We speak of “dual diagnosis” when a person struggles with both mental illness and an addiction.

What to do:
1. The mental problem, or the drug or alcohol problem, needs treatment. That treatment should help control temper outbursts.

2. The same is true for temper problems due to brain damage. Kids or adults get brain damage from a head injury, lead poisoning, infections, or other causes. The cause needs treatment. Then medication can help with temper outbursts and arguing.

3. Also, anyone who has been through a frightening or life-threatening situation may develop post traumatic stress disorder (PTSD). The youth or adult may have trouble with temper control, among other problems. They may need special help if the condition has lasted for months or years.

G. Other problems that may need treatment: A need for excitement can trigger an argument. People don’t know how to relax or enjoy a calm talk. Combat makes them feel alive.
Hiding feelings of inferiority can lead people to argue, in order to keep their self-respect. A counselor can help with this.
Getting sexually turned on by fighting can lead people into arguments. Spouses may end an argument by having sex. This means that arguments bring a powerful reward--if the sex is good for both. No wonder they fight!

WHOSE FAULT IS A VICIOUS CYCLE?
If you are not much interested in background information about cycles,, you can skip down to the section titled Vicious Cycles in More Detail. You will find suggestions there for help with several more types of cycles. If you want to know what I think about the key ideas, read on,
The key to getting out of a cycle: you first need to realize that

NO ONE CAUSES A CYCLE.
THE CYCLE “CAUSES” ITSELF!

That’s another way to say “blame the cycle.” Don’t blame the other person, don’t blame yourself. As I said above, by the time the cycle has been running for weeks, months, or years, either person might "start it" on one day, and the other person may start it the next time. Neither one is at fault, but both share equal responsibility for recognizing and changing the pattern.

The cycle causes itself! That might seem like a wacky idea. We usually think that the trouble between people comes from something inside one or the other. (And sometimes it does; for example, a grandparent might have Alzheimer’s Disease, the confusion and loss of memory of some aging brains. This condition can lead to enormous stress in a family, especially if that family gets into blaming or arguments about caring for the person.)

But I’m interested here in those cycles that cause themselves, clashes between people that don’t have a disease that causes the problem. How does those cycles develop?

We’ve seen that, once the cycle has been going on for a few weeks or months, either person might start it. Either the one who nags, in the example above, or the one who procrastinates might have seemed to have made the first "move" in the cycle on a particular day.
Then the other reacts. And it’s those back and forth reactions that keep he cycle going. No one person is the cause. You do your part, or no cycle exists. The other person does their part, or no cycle exists. Neither of you is more of a cause than the other.

This idea that “it takes two to tango” gives you the key. Let’s use that key to unlock cycles.
But this idea about cycles goes against our strong need to blame someone when we get stuck in a cycle. We learn to blame, to point fingers, to pin the rap. You can see this blame game taking place on any playground or ball field. You’ll hear it in many kitchens and bedrooms. Probably even in your own.

Let me repeat: the nagger blames the procrastinator: "If he only did the chore right away, without being reminded, I wouldn't have to nag him."
And the procrastinator? He says: "If she didn't get on my back all the time about chores and responsibility, I would do the stuff myself without being reminded."
Or those thoughts may remain unspoken, or even unconscious.

But usually each one sees the other as the cause of the round-and-round struggle.
They may have even hitched another cycle--a blame cycle-- onto the nag-avoid cycle.
If you convince yourself that the other person started it, that it's their fault, you have found out who to blame. And when that person feels blamed, he or she will usually blame you in return.
Try to remember, blame the cycle, not the other person, not yourself.

Enough for Today
We've looked at vicious cycles, such as nagging/procrastinating. We've considered what keeps people stuck, and emphasized that a cycle is usually no one's fault.

We've looked at some "What to do" ideas for getting untangled.

The key point to keep in mind: After a cycle get started and runs for a few days, or weeks, either person might start it. We usually blame the one who "started it"; we think it's his or her fault. But if either person can set it off, either they both cause it, or no one does.

I prefer to say that the cycle causes itself. Then we can get to work on ideas for untangling, rather than blaming someone for starting it. After all, blaming is yet another cycle. See how cycles can hitch onto one another.

Hitch together enough vicious cycles, and your wagon will take you straight to the divorce court.

Friday, August 28, 2009

Internet Protection for Youth; and Resilience in Alaska!

NOTE: Use the August post Archive links at the right margin to find Chapter 1 of Stressed Family, Strong Family

Here are few sites to add to your bookmarks if you don’t have time to check them out right now.
The Internet is a powerful tool for kids learning about the world. But it’s also dangerous. You can alert yourself to the dangers and ways to prevent them. Here are the first three hits on a Google search for “kids internet safety” (without the quotes “ “)
1. NetSmartz.org
... Dr. Sharon, Educational Downloads, How to Use NetSmartz, Internet Safety News ... A mom or dad who is relatively new to the Internet and refers to it as “the ... Parents and guardians, if you're embarrassing your kids online…STOP!
Internet Safety--NetSmartz

2. Internet safety & civility | SafeKids.com
Contains information about the dangers of children using the internet. Rules, advice, and tips relating to child security and the web.
Internet Safety--Safe Kids.com

3. FBI Kids K-5th Grade - About the FBI - Safety Tips - Internet Safety
Safety Tips - Internet Safety. Darrell There are some very important things that ... There is a special section just for kids. Link - Continue Field Trip ...
Internet Safety--FBI

That’s enough on Internet safety for your kids. Now here are three resources that could help you raise or teach resilient kids.

1. Living with Children by Gerald Patterson, Ph.D. is the clearest how-to book I’ve seen on reinforcing positive behavior in kids. Although the book was last revised in the late seventies, behavior hasn’t changed that much, and you can order the book from your local bookseller, or the online stores.
Living With Children from Amazon

Living With Children from Barnes and Noble

2. An article for parents, teachers, and counselors
Researcher Edith Grotberg, Ph.D. describes resilience, and how parents can help children and teens develop it. She spells out different approaches to use for kids according to their ages.

3. Another article for parents, teachers, and counselors
The more resilient a youth, the more he or she can cope with stress without becoming depressed. Dr. Grotberg highlights the anti-stress abilities that parents or other adults can help kids develop. Better coping can help reduce the risk of depression.

And now for something completely different—a way to forget about your own struggles. Would you like a book that takes you far, far away from any life you’ve ever known? Borrow or buy a copy of Ordinary Wolves. That’s right, ordinary wolves. The kind that come calling in the far north of Alaska, looking to steal the meat you’ve cached for your sled dogs. Follow the story-teller, Seth Kantner, as he grows up in a “house” miles and miles from the nearest settlement. (You’ll be fascinated by the description of this “house,” which I’ll keep secret.)
He gets home-schooled: no surprise there. But when he and his family hitch up the dog team and mush miles and miles into the village to buy the few things they don’t provide for themselves, he’s a minority white kid getting beaten up by the native Alaskans who live in the settlement. Ordinary Wolves. A lot to learn about resilience in this book.
Borrow Ordinary Wolves from your library, or buy it from your local bookstore or online.
Buy Ordinary Wolves by Seth Kantner

Monday, August 24, 2009

Part 2, Chapter 1, Stressed Family, Strong Family

Chapter 1: Part 2: What a Resilient Child Ought to be Able to Say--
This is Part 2 of the first chapter of Stressed Family, Strong Family

See the earlier post for Chapter 1, Part 1, where we saw the "I HAVE" statements a resilient individual ought to be able to make.

Here are the "I AM" statements a resilient child, teen or adult ought to be able to make.

I AM
• A person people can like and love
• Glad to do nice things for others and show my concern
• Respectful of myself and others
• Willing to be responsible for what I do
• Sure things will be all right

These items cover self-esteem, the feeling that one is OK, worthy, and lovable. The list also reflects a hopeful outlook. The items describe a bond with the family and community.

And here are the same items with some ideas you can try.

I AM (repeat I AM before each statement in bold type below)

A person people can like and love
DO: Show love and support. If not, ask yourself why you don’t. Not done in your culture? Try to do this anyway. Read blogs from parents who do show love and support.
DON’T: allow spouse, brothers, sisters to make fun of caring and love.


Glad to do nice things for others and show my concern

DO: Thank child for what he/she does for you and others.
DO: Get your community to value helping others. Example: form a support group for children in need; celebration and praise for helpers


Respectful of myself and others

DO: Help peers to respect each other’s abilities, wishes.
DO: Respect others in your adult life
DON’T: Allow peers to bully, or to force kids into doing bad things.


Willing to be responsible for what I do

DO: Set adult example of responsibility. (Admit mistakes, don’t steal, cheat or lie--unless you need to in order to survive. Even then, make sure your need is real.)
DO ask: Does community reward responsibility? Punish illegal behavior like drug dealing, etc.


Sure things will be all right

DO: Teach and support hopeful view of future.
DO ask self: If no hope, why not? Too many past family problems? Or caught in crisis involving village, ethnic group or region?
DO ask self: How do others keep up hope? Through faith in higher power? By seeking help?
DO ask self: How can I do the same?
DON’T: Give up hope and learning to cope.

That's the end of Part 2 of the Chapter 1 from Stressed Family, Strong Family.
The complete e-book, Stressed Family, Strong Family is available at www.ebookmall.com ebookmall.com
or www.amazon.com/b?ie=UTF8&node=133141011 Kindle

Sunday, August 16, 2009

Stressed Family, Strong Family: Chapter 1, Part 1

I'll copy here the first part of the first chapter of Stressed Family, Strong Family.
In about a week I'll post the second part of chapter 1.
The third part will appear about a week after that.
Hope to see you back.

The list of abilities of a resilient child, teen or adult starts below at "What a Resilient Child Ought to be Able to Say."

When the tide comes in, these kids will use
their resilience to cope with the loss of a project!

CHAPTER 1: THE CIVITAN RESILIENCE IDEAS: “I HAVE, I AM, I CAN”

Use this chapter on the Civitan List
· For a fast look at what we mean by resilience (to cope with stresses and crises in a resilient way, kids should have most of the traits described in the list)
· To learn what people in many countries say their kids need in order to be resilient
· To help kids to handle stress better by developing those resilient traits, abilities, and supports

Background of the Civitan List
The Civitan International Research Center at the University of Alabama asked parents and older kids in thirty countries:
What do kids need in order to cope with stress and hardship?
The group then put together the answers they got from fourteen of those countries: Lithuania, Russia, Costa Rica, Czech Republic, Brazil, Thailand, Vietnam, Hungary, Taiwan, Namibia, Sudan, Canada, South Africa, and Japan.
What’s useful in this study? The list is short, the ideas are clear. The concepts come from a wide range of counties.
The group reports their ideas this way. A child or teen who’s coping well should be able to say the things in the lists below (I’ve adapted some items and added a few):

What a Resilient Child Ought to be Able to Say
(See discussion below for ideas you can try if you want to help increase resilience)

I HAVE (repeat the words I HAVE at the start of each item)
· People around me I trust. They love me, no matter what.
I HAVE
· People who set limits (make rules) for me so I know when to stop before there is danger or trouble
I HAVE
· People who show me how to do things right, by the way they do things
I HAVE
· People who want me to learn to do things on my own
I HAVE
· People who help me when I am sick, in danger or need to learn. (Kids need to be protected by health, education, welfare, and legal services.)
I added these next items. Professor Edith Grotberg, leader of the study, mentions similar additional items to these:
I HAVE
· Been lucky and not had many bad things happen to me, or
I HAVE
. Gotten stronger by going through bad times
And
I HAVE
. A faith that helps me go through bad times and still feel OK

Scroll down for a repeat of this list with suggestions for helping youth when they need it. Or take a minute to read these comments on the items:

Grotberg writes: “The child feels a sense of right and wrong, believes right will win, and wants to contribute to this. The child has confidence and faith in morality and goodness, and may express this as a belief in God or higher spiritual being.”

Why Do These Things Matter?
These I HAVE items describe kids who live with caring, firm, adults. The adults teach independence but don’t leave kids too much on their own. The adults teach kids right from wrong. They praise and thank them for doing the right thing. When kids break a rule, the punishment is fair and not harmful. Parents or teachers don’t beat the kids, call them bad names, or swear at them. No one else is allowed to harm the child. (Studies in many cultures show that praise works better for most kids than punishment.)

The caring you show as an adult
is a beacon your son or daughter can
follow for a lifetime.

How Can You Support These Qualities

NOTE: You may need to keep trying some of these ideas for weeks or months. Don’t give up if you don’t see change right away! You don’t need to work on all these items. Pick one or two that seem most important to you.

For the "I HAVE" Items

DOs, DON’Ts, and QUESTIONS
(Write down the answers so you can review them later.)
The resilience items are printed in bold type.

I HAVE People around me I trust. They love me, no matter what

DO: Ask reasons for mistrust. (Did the youth not get help in a past crisis? Did someone betray a child’s secret after promising to keep it?) DO: Encourage asking for help. DO: Use words the child can understand.
DON’T: Lie to a child. Tell them as much of the truth about any situation or crisis as they can grasp.

I HAVE People who set limits (make rules) for me so I know when to stop before there is danger or trouble

DO: Discuss family or classroom rules with kids. Are any unclear or unfair? Are parents or teachers too lax? Do they reward fairly?
DON’T: Argue with the other parent about rules. Find common ground you can agree on. DON’T: Say you will reward and not follow through.
DON’T: Hit, beat, swear, or make fun of kids when they do something wrong.

I HAVE People who show me how to do things right, by the way they do things

DO: Disclose your adult feelings, thoughts, and plans in a crisis. You will help kids learn how to cope. DO: Share feelings, thoughts, and plans when not in crisis. (Some cultures oppose this.) DO: Explain why adults decided on the path they chose. DO: Discuss right and wrong things to do.
DON’T: lie and cheat as adults; you won’t be teaching honesty to kids. (However, in some dire emergencies you may need to lie to save your life. You will need to decide when.)

I HAVE People who want me to learn to do things on my own

DO: give child chance to do things on his or her own. DO discuss: Family too strict? Not allow enough freedom? Rules of society too strict? (Especially a problem for girls in some countries) DON’T: Make fun of a child’s failures when they try to cope.

I HAVE People who help me when I am sick, in danger or need to learn (Kids need to be protected by health, education, welfare, and legal services.)

DO ask: Does this family fail to care for one another? When? Why? DO ask: Does the family have too many problems at once? Are they too exhausted, oppressed or frightened about future? DO ask about: Lack of school, clinic, health worker? Not available to poor people? DO ask self: Does community need to organize to improve services? Can you help with this effort?

I HAVE Been lucky and not had many bad things happen to me. OR: (see next item)

DO ask: Did “luck” actually come from family’s skill in protecting own health, preventing accidents, etc.? DO ask: Does “luck” mean having enough money to protect health, prevent accidents? DO ask: Can you rely on community’s health and safety services?

I HAVE Gotten stronger by going through bad times.

DO: Discuss who helped in the bad time. DO ask: Who taught you how to cope? DO ask: Who or what will help in future? Better plans? Saving money? Stopping arguments? DO ask: Which relatives, neighbors, others can help?

I HAVE A faith that helps me get through bad times and still feel OK.

ADULTS ASK YOURSELVES: Have you given up hope? Why? How can you regain it? DO locate leaders, teachers and others who show hope and confidence. DO: Find sayings, stories, poems, songs to inspire hope. Examples: a saying, “When the going gets tough, the tough get going” [to solve problems.] A song, “We Shall Overcome”

That's the end of this first excerpt from Chapter 1 of Stressed Family, Strong Family.
The second set of resilience items will appear in about a week.

I hope to see you back!