I always chuckle at Norman Mailer’s pithy depiction of masculine rivalry: “When two men stop in the street to say hello … one of them loses.” But it would not be difficult to extrapolate a bit and substitute “parents” for “men.”
We are all familiar with the adage, “Ask a silly question, you’ll get a silly answer.” The questions that parents ask children are worth considering because the depth of the questions that we present to them correspond closely with the depth of self-awareness and understanding that will be engendered by those questions.
Since my last few weeks have been spent listening, sympathizing, educating, and mostly reassuring parents whose first (or second or third) child has left for college, this column …
As a clinical child psychologist interested in youth sports, I’ve seen a huge cultural shift in the meaning and culture of youth sports. Parents have noticed it, schools have noticed it, and psychology researchers have noticed it.
The most important piece of advice my oldest daughter and I heard when she was packing for college was: Don’t forget to bring a doorstop.
When some parents and students refer to March Madness, they aren’t necessarily talking about basketball. They are referring to this particularly stressful time of year when college admission decisions arrive via email and snail mail.
Colonial Day at my 4th grader’s school required a period character costume, researched and selected by the students four weeks in advance and was specifically billed as “student-driven, parent-enabled.” Fortunately for this working mom, our school emphasizes the “student-driven” aspect of such projects.
In our confusing and competitive world, it is not easy to discern what responsibilities parents have toward our children. We are often uncertain about when and whether to hold them close or encourage them to explore.
As a clinical psychologist who works with athletes, I’m often asked to give talks to groups of parents, teachers, and coaches about healthy youth sport participation.
The Stanford student approached me after the second session of our “Exploring Happiness” course. “I’m sorry but I have to drop your class. The course conflicts with my family values.” Perplexed, I inquired further.
Several administrators at a recent conference asked my opinion on year-end student awards and assemblies. At their schools, they typically rewarded students who had straight A’s or who had GPA’s above a certain cut-off point.
Well-meaning parents want their children to succeed. For ten frustrating years, my colleagues and I have been telling parents what a monumental pile of studies consistently show to be the keys to a child’s later academic, emotional, psychological, and financial success.