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The How To: Continued

What about discipline? How can parents effectively handle unacceptable and even perilous behaviors that children sometimes demonstrate? For example, when parents forbid a toddler to run out in the street, play with knives, or turn the knob on the stove, Mom and Dad shout or they physically remove the child from imminent disaster. The child feels shame. But wait. Aren’t we supposed to keep children from feeling shame?

Surprisingly enough, research suggests that the disciplining experience when properly handled helps the frontal lobe of the brain develop an internal adaptation to negativity. Just as the child can call on a positive memory to self-soothe, he can bring to mind the memory of Mom’s reaction to forbidden behaviors. He can then curb his impulsive behaviors by anticipating his caregivers’ reactions to them. This is a necessary move toward social adaptation–it’s time for the toddler to learn the world is not always his oyster. Not only are there dangers out there, other people have needs and feelings as well.

But this is only half of the story. When researchers speak about the proper handling of shaming experiences, they have something very specific in mind. Stretching of the brain into an adaptive pattern means that soon after feeling shame the child has a reconnecting experience with his caretaker. Here’s how it works: the caretaker reinitiates eye contact and engaging behaviors after a misattunement, temper tantrum, or other disrupting event. These repeated “reunion experiences” of talking, hugging, and soothing ease the overwhelming isolation surrounding shame and allow reconnection. In other words, the child learns that while risky activities and emotional fracases, may result in disconnection, the disconnection is not permanent. The links he had with others are supple, allowing for the humanness of emotion and frailties of behavior.

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