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Failure: An Important Part of a Psychologically Healthy Childhood

Jun 22, 11 8:38 AM

Recently I was on a sports field and overheard heard this conversation between a mom and a coach:

Mom: “Coach Jim didn’t make the all star team. Did they tend to pick older boys?”

Coach: “Ahhh, not really. Older boys are often more skilled, and so more of them were chosen, but some younger talented boys were picked too.”

Mom: “What do I say to him? I don’t want him to be crushed. I think I’ll just say that they were choosing older boys this year”

Coach: “Whatever you think is best.”

On this same ball field, as is the case all across America, children are routinely praised for poor outcomes. A kid grounds out weakly without advancing a runner and hears “good hit Colin!” A girl pitches ball four to load the bases and is told: “good pitch Sarah!” Moreover, kids receive positive feedback on a very high proportion of plays (in my neighborhood, well over 90%).

Is it easy to understand why this happens. No engaged parent is more happy than her least happy child. When one of our kids hurts we hurt worse, so it’s natural to try to avoid the pain that failure brings. Moreover, we are very interested in making sure that our kids have a solid self-esteem and are concerned that failures, or an absence of consistent positive feedback, may leave our child falling short of developing well.

However, what we sometimes fail to realize two things: (1) failure is a critically important part of a psychologically healthy childhood and (2) too much praise dulls it. I once asked a panel of child mental health experts on a TV program I host. “If it were possible to raise a child into adulthood and make sure that she never failed at anything would you want to do it?” Everyone on the panel instantly declared “no” as such an adult would be handicapped when inevitable failures come along. Moreover, praise that is vague, inaccurate, overdone or overstated loses its impact and can actually have detrimental effects.

Let me focus a little bit on failure and review some of the benefits it offers:

√ Failure helps a kid to understand what her true talents are (i.e., if one is praised for every outcome, even the bad ones, it is more complicated to discern one’s true capacities).

√ Failure provides the opportunity to learn how to think adaptively about failing and how to respond effectively to it. Sure, I might be able to protect my child from the notion that he has failed (e.g., by stating falsehoods) for much of his childhood, but at some point the world will visit failure upon him. Better for him to learn how to think about it and respond to it early on, before dysfunctional attitudes and coping styles might develop, and when I can have a greater impact on how he responds to failure. Moreover, I certainly don’t want to condition my child to believe that she is owed a good outcome simply because she is a good person who means well and tries hard.

√ Failing offers the opportunity to learn a very important psychological formula: crisis = pain + opportunity. None of us likes pain, of course. But is it not woven into the fabric of all of our lives? Part of being resilient is to recognize that pain, to paraphrase a poet, is like a dragon guarding treasure; and, the fiercer the dragon the more valuable the treasure. However, the dragon must have its way before the treasure can be accessed. Time after time I’ve seen examples of resilient kids and families taking the hit and, because of the hit, coming out on the other side stronger, wiser, more effective and happier.

A few suggestions for those moments when your child produces a poor outcome:

√ Sometimes no comment is the best comment. For some kids striking out can be as upsetting as having a fly land on their nose. It may not need to be remarked upon.

√ If a comment is needed, sometimes waiting is advisable (e.g., for my child to become more responsive, so that it is less public)

√ Don’t lie or exaggerate. This is not the same thing as saying everything on my mind. But, when I do speak I want it to be truthful. This strengthens my long-term credibility and models virtuous behavior.

√ Provide empathy when your child is hurting without qualification. “That hurts doesn’t it.” “I could see why you’d be upset over that happening.” “It hurts to not be able to come through for your team.” Keep the butts off it initially (e.g., “…but you’ll get ‘em next time”). This can be especially difficult for we lunatic-parents to endure (i.e., we love our kids so much it makes us crazy), especially when our empathy leads to more opening up about the pain. But, tolerating this is a gift we give our children.

√ After feelings and thoughts have been vetted consider whether a plan of action is warranted: drilling, studying, problem solving, etc. If the failing represents a painful pattern think of it as a problem to be solved.

√ Value things like effort (e.g., your child hustles even when a losing outcome seems inevitable) and character (e.g., you child congratulates an opponent for a good play, lifts up a team mate who was feeling down) making sure that such comments are tied to specific examples.

√ Keep praise for effective performance proportionate, especially when around others from outside of the family.

I realize I’m hitting only some high points here. A much more complete accounting of these issues, together with stories that illustrate the points, can be found in my parenting book Working Parents, Thriving Families. I’ve also written a blog entry titled Five Questions for Effectively Parenting Kids in Sports. Finally, if your child has a pattern of responding to failure that is consistently impairing (e.g., public displays of anger, inconsolable and persistent sadness) consider seeking out the services of a qualified mental health professional.

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Seven Tips for When Your Child Refuses to Do a Chore

May 18, 11 9:15 AM

What’s a parent to do when a child resists doing a chore? In this post I offer seven tips for dealing with such a situation. These tips are premised on three assumptions:

  1. The chore is age appropriate and skill appropriate for your child. Said another way, the task is within your child’s reach to complete.
  2. Your child is not suffering from an untreated psychiatric problem. If a child suffers from depression, anxiety, bipolar disorder, or another diagnosable mental health disorder he or she may need interventions that are more sophisticated than what’s indicated below.
  3. Your child’s resistance to the chore is not in response to someone else’s psychiatric problem (e.g., someone acting in an abusive fashion, someone abusing alcohol, etc.).

Tip #1: Make it clear what you expect. Your idea of a clean room and your child’s idea of a clean room may be very different. One way to avoid this problem is to write down on an index card what effective task completion looks like. For instance, a clean room = bed made, all clothes put in their place and all food particles/dishes out of the room and either in the trash or the dishwasher (for pre-readers this can be indicated with pictures). It’s also a good idea to put down how long you expect it to take for your child to complete the task.

Tip #2: Don’t make it sound like you’re asking for a favor. “Colin would you Puhleezzee take out the trash just once this week without a hassle?! Puhleezzee!” sounds like I’m asking for a favor, and we all get to say no to favors.

Tip #3: When giving a command make eye contact and use as few words as possible. If my child is watching TV, or I’m issuing a command from another room, the odds of compliance go down. Moreover I facilitate the escalation of anger and resistance if I start lecturing in these moments.

Tip #3: Establish a reward.  In the mildest cases of non-compliance your praise for a job well done may be sufficient. If that doesn’t work you can make your child’s access to a privilege contingent upon having done the chore properly. “Jaden from now on you earn the privilege of watching TV by doing kitchen duty.” After having done the chore multiple times in a row a bonus can be offered (e.g., a game rental, a trip to an ice cream shop, etc.).

Tip #4: Give your child the opportunity to control aspects of the task. “Peter which day of the week would you like to pick up the dog’s poop off the lawn?” “Brooke do you want to take your shower right after dinner or right before bed?” “Claire do you want to rub my shoulders before or after you rub my feet?” (Just kidding on that last one…or am I?)

Tip #5: Give a warning that the task is about to be due. “DJ I know you’re into your video game but in 15 minutes I’m going to need you to stop and pick up your toys and put them in their place.”

Tip #6: Use time out if the reward is not sufficient. If your child resists doing the chore after you’ve given three commands to do it (issue the threat of time out when giving the command the second time), have her sit in a hard chair for a minimum sentence of one minute for each year she has lived outside the womb (don’t let your child know what the minimum sentence is). After the minimum sentence has elapsed your child can get out if she is sitting there quietly and she agrees to do the chore. If either or both conditions haven’t been met, and without announcing that you are doing so, cylce through new periods of minimum sentences until your child is sitting there quietly and agrees to go do the chore.

Tip #7:, Seek out help if your child has a persistent patter of non-compliance, that is not responding to your best efforts. For a referral for a provider near you click here.

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Five Questions for Effectively Parenting Kids in Sports

Mar 3, 11 1:55 PM

This past weekend I watched an episode of ESPN’s Outside the lines regarding the suicide of 25-year-old LPGA golfer Erica Blasberg. Certainly this episode resonated with me as a psychologist, as I often deal with these kinds of issues in my practice. But, this piece touched me more as a dad of three kids who play sports (one heavily so). So, I thought I’d devote a blog entry for sharing five questions for a parent to consider when his or her child plays a sport.

1.     As a parent do I insist upon outcomes, effort or both?

I would argue that it is effort that we should encourage and allow the outcomes to fall where they may. The capacity to give effort when one doesn’t feel like it is a very important psychological muscle for promoting success. Thus, common messages relayed in sports along these lines generalize well to other areas in life (e.g., practice well when no one is watching, try your hardest even if your opponent is dominating you and try to improve no matter where you stand relative to other kids). Alternatively, emphasizing the win, the hit, the points, or other outcomes, especially without regard to other important considerations, can promote unwise philosophies, practices and outcomes.

2.     Does my child enjoy the sport?

Sure, there are rainy Mondays and valleys of weariness that all of us experience in the areas of our lives that typically produce joy. But, for at least a considerable portion of the time, is my kid having fun playing the sport? If not, there may be more downside than upside in continuing and/or my kid’s involvement in the sport may be more about my satisfaction than his or hers.

3.     Does the sporting experience support or interfere with adaptive character development?

This question may be especially important for athletically gifted kids. One father I know recently started to lightheartedly ride his athletically talented son for holding back during a rec basketball game (his son was a top player on two very competitive basketball teams but the rec team was made up of boys who played the sport only one day a week); his son explained that he could have scored more points, but not without cutting down on how much he passed the ball to open teammates, something that he thought would have been wrong to do. This is an illustration of how sports can engender and highlight character development.

Alternatively, it is possible for a sport to become a venue for consistent eruptions of anger, verbal or physical bullying, despair and cheating; in such instances, and left unchecked, the sporting life may be doing more harm than good. Relatedly, and as a parent, what is my emotional reaction to each of the following scenarios? Scenario #1: my child turns in a dominant athletic performance that leads to a win for the team, but he or she intentionally shames another child along the way. Scenario #2: my child tries hard but turns in a subpar athletic performance, which then facilitates a team loss, but along the way he or she lifts the spirits of a child who was feeling down. Understanding my emotional response to these scenarios (you know, the one we have when we’re being honest with ourselves and no one is looking) can tell me a lot about what I’m communicating to my child about priorities (either directly or indirectly) and also let me know whether an adjustment is in order.

4.     When academics and sports compete against each other, which wins?

Granted, those of us who value both academics and sports do what we can to keep them from coming into conflict. But, inevitably, when they do, what happens? Can there be any doubt that efforts spent towards becoming a good student stand to leave many more doors open in adulthood than efforts spent towards becoming a good athlete? Moreover, and for those who are playing at a level in high school where this concern is relevant, recruiters are more-and-more disinterested in students with a compromised academic record (i.e., they don’t want to deal the hassles that result when a student they recruit cannot perform academically).

5.     Does my kid realize that my bond with him or her cannot be threatened by how he or she does in sports?

As I review in chapter two of my book, self-esteem appears to be comprised of at least two core elements: of a sense of worthiness (i.e., I have inherent value and am loved) and a sense of competence (i.e., there are important things that I’m good at). Our kids benefit when they know they have a loving bond with us that can’t be severed when they stink at things, make poor choices or otherwise experience negative outcomes. Having this bond is more important than just about anything else we can provide for our child as they grow up.  So, one could argue that just as most sports require donning protective physical equipment, we do well as parents to require that our child dons protective psychological equipment, in this case a sense that his or her connection with us can’t be threatened by a score.

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Is your kid getting enough sleep?

Oct 16, 10 9:15 AM

For many of us, a typical school night resembles a circus with the clowns’ hair on fire. There is way too much to do and not enough time to do it all. Because of this it may be tempting to try to make more time by pushing our kids’ bedtime back. After all, there has to be give somewhere and, while we might not like seeing our kid tired the next day, we know he or she can always catch up later.  Right?

Well, unfortunately, research suggests that even one hour of lost sleep can have a dramatic and negative impact on a child’s or a teen’s functioning the very next day. Before summarizing some of this research, let me share the nightly doses of sleep recommended by the National Sleep Foundation:

1-3 years old:            12-14 hours

3-5 years old:            11-13 hours

5-12 years old:          10-11 hours

Teens:                       8.5-9.25 hours

One of the best parenting books I’ve ever read is Nurture Shock (read my blog entry on my top three favorite books for parents by clicking here). According to the authors, the following number among the consequences when our children do not get enough sleep:

• For every hour of lost sleep, a child loses seven IQ points the next day.

• When kids get less sleep, their bodies respond in a manner that maximizes the production of fat and minimizes its breakdown.

• Sleepy kids are more lethargic and less active the next day.

• A complete night’s sleep is needed in order to properly remember newly learned academic material.

• Children with deprived sleep are more likely to remember negative rather than positive events.

• Children who are tired have a more difficult time thinking flexibly the next day.

To review related findings from the National Sleep Foundation click here.

I realize that messages like this are difficult to hear as it is so challenging to fit it all in. Moreover, our children often resist our efforts to get them to bed on time, adult leaders of extracurricular activities often seem unaware of these issues when they schedule late night events and kids sometimes find it difficult to fall and stay asleep. (To review strategies for promoting a good night’s sleep in your child click here.) But, for now, I believe we all do well to realize the importance of our kids getting a good night’s sleep.

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Signs that a Kid Needs Mental Health Services.

Sep 28, 10 8:19 PM

About 14-22% of children in the United States suffer from a diagnosable psychological disorder. Add 20% to that number if you include youth who suffer at sub clinical levels. However, only about 20% of these children get effective care. And, even when they get it they’ve often had to suffer for years first. This occurs even though the research on the effectiveness of child psychotherapies is very positive. What would we conclude about our culture if this were true of our childrens’ dental health instead of their mental health?

I’m writing this blog entry to try to review key indicators of when a child might benefit from mental health services. There are four primary areas of functioning that one can consider: relationships with adults, relationships with peers, academics and mood.

Relationships with adults: The key issue is whether the youth gets along reasonably well with adults. Of course this includes parents/parent-figures and teachers. But it also includes coaches, extended family, bosses, etc. If the youth is frequently in conflict or frequently avoidant or detached from any significant type of relationship with adults, an evaluation may be warranted.

Relationships with peers: Kids need to be able to form friendships, and get along effectively, with other kids who are doing well. For example, if a teen’s close friendships are primarily with those who often get into trouble, abuse substances, or are significantly symptomatic, a significant problem may be present. Likewise, if a child or teen is avoidant, aggressive, controlling or otherwise routinely rejected or ignored by most other youth, this is of concern.

Academics: This is one of the trickier areas to describe tightly. The central issue here is not grades, though grades consistently falling in the C and lower range would generally indicate that a problem exists (assuming that the teaching and curriculum are appropriate). The central issue here is the youth applying herself or himself when she or he does not feel like it.  Developing this psychological muscle (i.e., task persistence when internal motivation is required) is one of the most important developmental tasks of childhood. So if a child is not applying herself or himself, or experiencing significant turmoil or failure in academic pursuits, an evaluation is likely warranted.

Mood: The key issue is whether or not the youth is content. Happiness is great. Contentment is the bar however. If the child is consistently sad, angry or anxious for a significant portion of his or her waking day, this is signaling a need for professional attention. It is often the case that a parent may be confused regarding what a child or teen is thinking or feeling. Thus, problems with sleep, appetite, concentration, connectedness with the world or physical activity can be signs of a problem. (There may also be absences of experiences of joy, but more for kids with depressive disorders than anxiety disorders. )

As I write this blog, there are 42 ways that youth can be diagnosed with a mental health disorder. So, this is hardly a comprehensive post. However, if a child is getting along well with others, is doing well in school and seems content, that child may be fine. The only significant area I’ve left out is experiencing success in one or more extracurricular pursuits. While a lack of positive experiences in the latter area is not, by itself, necessarily indicative of a problem, a child who lacks for such experiences may be more vulnerable to attacks on self-esteem.

I hope you will share this blog post with those who could use it. If you would like to read about common myths about mental health services, click here. For ideas on how to afford care click here. And, finally, to find a lean-mean-healing machine in your neck of the woods, click here.

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Three Key Ways Teachers Can Promote Resilience

Aug 27, 10 8:42 AM

As our nation begins transitioning back to school, and because teachers are one of our most important collaborators in raising our children, I thought I’d devote this entry to teachers.

In my years of working collaboratively with teachers I have become a big fan of the profession. Just as I find most parents love their kids more than their own lives, I find that most teachers are in the game because they wish to make an important difference in the lives of kids. Their primary motivation is not money–if so a teacher has had bad career counseling–it is mission. For this reason, I would like to offer the top three things I wish teachers would remember, or realize, when trying to teach our kids.

You have the power to make significant and life-long contributions to your students.

In case studies of children who have faced adversity, but who came out on the other side of it well adjusted, a teacher is often sited as having made a critically important contribution. Those benefited by the teachers’ gifts don’t necessarily recall the academic content that was covered, but they recall the human investment. “Mr. Roberts was the first one who ever believed in me.” “Mrs. Johnson reached out to me when I was at my lowest.” “Ms. Jackson never gave up on me even though I was a real pain.” As someone who both named his only son after a teacher, and who also teaches, I can tell you that it need not take much time and energy to have a tremendous impact. Sharing a lunch, writing a note, arranging for a little tutoring, etc. can make a mighty difference, though it may not be obvious. For instance, I once discovered that I student of mine had laminated a complimentary sticky note I attached to a report she wrote; I learned about this months later when she told me that she read it whenever she needed a boost.

You can serve a pivotal role in helping students to identify their strengths.

Their are at least two reasons why knowing one’s strengths is important: such is pivotal to the formation of a positive self-esteem and knowing one’s strengths aides in effective educational and vocational planning. That said, many kids (and adults) do not know their top strengths and may even find the concept foreign. Teachers have many opportunities to either mirror kids strengths back to them or to assist kids in identifying their top strengths. The former can happen simply by expressing thoughts you have about any special abilities a student is showing. It can also happen by putting a kid on display for a positive contribution. The teacher I mentioned I named my son after, upon having seen me perform in a school play, wrote my name on the board the next Monday morning; he noted it was there in order to recognize an outstanding performance. Though I probably sat their without much of an expression on my face, that simple gesture made my month.

Teachers can help identify top strengths by encouraging exploration of uncharted interests in a student’s life. Unimpeded, and assuming basic conditions for growth are in place, trees grow their branches around obstacles towards the light. Unimpeded, and assuming basic conditions for growth are in place, children grow their interests and behaviors towards their competencies. Teachers might also encourage students to fill out instruments which can aide in developing theories about their top strengths (e.g., the VIA Signature Strengths Survey for Children, StrengthsExplorer, etc.).

You can teach students that how we think has a much greater influence over how we feel than what actually happens.

As any case study of a famous, popular and wealthy person who committed suicide can illustrate, more determinative of mood is what we make of what happens in our lives, not what actually happens. As just one example, consider the script: crisis = pain + opportunity. A crisis is like a siamese twin. Resilient minds are not in denial about the pain that is attached to unfortunate twists of fate. However, they then go on to look for the opportunity that is always attached. Teachers can encourage their students to learn this truth by providing examples. This agenda could be incorporated into many lesson plans (e.g., in English students could read stories with this lesson; in history students could hear examples of this formula; in many academic classes satisfaction and new skill sets are borne out of the pain involved in certain mental pursuits, etc.). And, when bad things happen in students’ lives advisers can encourage, after the pain has been given its due, the search for the opportunity imbued within, perhaps while also providing personal illustrations.

In closing I salute you for your mission, especially when you execute it well on those days when no adults are watching and dialing it in would be all so easy to do. And, remember, if you have children who are not responding to your efforts, an army of qualified mental health professionals is dispersed across our country. To find such a person in your vicinity, click here.

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Coping with School Anxiety

Aug 9, 10 11:49 AM

The start of the school year often brings worry and anxiety for both kids and parents. The following tips are designed to help parents ease the transition for a child who may be prone to separation anxiety.

Avoid reassurances at the point of separation as such often has the opposite intended effect

A reassurance suggests, to an anxious child, that there is something threatening about to happen. Imagine I said to my clients  “Please don’t worry about the ceiling crashing down on us. I’ve made sure that we are in a safe environment.” Would their anxiety not be heightened as their eyes darted upwards and they wondered why the heck would I say that?

Try to calm any of your own anxiety as our kids often take their cues from us.

If I’m anxious about my son going to school–which is certainly an understandable thing to feel for that first-time departure–he is more likely to feel anxious as well. I do well to try to try to calm myself first and then imply that his going to school is as dramatic as a trip to the grocery store.

If your child is vulnerable to anxious reactions, try to familiarize her with the new setting as much as you can.

Familiarity can soften anxiety. Hence, see if you can arrange for a trip to your child’s classroom in advance. (Actually, the school may have already initiated an invitation along these lines.) It is difficult to imagine that competent school personnel would experience this as an intrusion or an odd request. Should you be unable to reach them take your child for a few dry runs up to the point of the hand off. Moreover, the Scaredy Squirrel books by Melanie Watt can be very helpful to read together.

Teach your child muscle relaxation and belly breathing.

Muscle relaxation and anxiety mix about as well as oil and water. Suggest to your child, if she is vulnerable to separation anxiety, that she is less likely to be afraid if her muscles are like a cooked piece of pasta instead of the uncooked variety. Moreover, she is less likely to experience fear if she breathes into her belly instead of her chest.

Consider arranging for someone less engaged with your child’s anxiety to manage the first few days.

If you anticipate that your child will do a white-knuckled clutch of your leg at the bus stop or at school, try to arrange for another caring and responsible adult to take him from your home to the separation point. By itself, this can reduce your child’s distress as (1) he has accomplished separation from you in a familiar setting (i.e., your home) and (2) he will be accomplishing the separation from someone less engaged with his anxiety.

Make the separation clean and quick.

If there is a significant chance that your child will be distressed at the point of separation arrange for a particular adult to take her hand from yours (or whoever else might be bringing her). Then, make this exchange efficiently. Try to avoid offering reassurances or waiting until your child seems calm. Actually, you might do well to expect some crying/screaming and to steel yourself to leave anyway. You could always call the school later to see how she’s doing; if your experience is typical, you’ll likely be told that she cried for a few minutes after you left and then was fine.

Please also see my post “My Child Gets Afraid A Lot. What Can I Do?”

If the above strategies fail, or are otherwise not indicated, please consider consulting with an experienced child psychologist or like professional.

For a referral in your area, click here.

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Using Our Screw Ups to Help Our Kids

Aug 6, 10 1:03 PM

With this entry I hope to illustrate the truth of two psychological formulas: crisis = pain + opportunity and comedy = pain + time.

Our children, as they negotiate awkward developmental challenges, often feel as if they are the first human to go through the turmoil and awkwardness that is at hand. For this reason it can be very comforting to them to hear our related stories of failings and difficulties, assuming they see us as being generally competent. To demonstrate what I mean I offer the story below. I’ve used it with not only my own children, but with many teen clients, to help quell the terror that is often associated with first dating experiences.

At this point in the story I was 16 years old. Having never dated before, and being tormented by my father’s repeated choruses of “16 and never been kissed,” I felt desperate to put the experience of “the first date” in the rear view mirror. So desperate was I that I asked my next youngest sister–with whom I was generally at war–for help. Probably sensing that teasing me about this would be too easy, Sharon took pity on me and put forward a candidate for a first date: Molly (her name has been changed to hide the fact that I cannot remember her name).

As many males who are learning about female creatures have discovered, movies make for good first dates because they reduce the need to come up with things to talk about. So, I asked Molly to Romeo and Juliet and she said yes. Before the movie I considered what rules might apply in such situations. Where I got this from I don’t know, but I decided that a “rule” for such dates was that the guy should put his arm around the girl. Now, I knew Molly about as well as the woman who punched our tickets. However, being a first-born Irish Catholic, I thought it important to follow the rules, so I put my arm around her. Of course, it didn’t take long for my arm to grow as numb and lifeless as a piece of decaying meat…and, then it started to hurt. So, I had no choice but to retract it. But as it was numb and I could not control it well, I bashed the right side of Molly’s head as I withdrew it. A few moments later, as I was feeling badly both about having hit her and for violating the dating rule, I decided to put my arm back. However, as it was still partially numb, I smacked the left side of her head on the return flight. Of course, a few moments later, the pain returned. This time, though, I was determined to gut it out. Finally I could bear the pain no longer and knew that I had to retract it again. This time, however, I resolved, with as deep and as sweaty of a conviction as any 16 year old could muster, that I would clear her head. But, as my arm had become deaf to signals from my brain, I hit her the fullest this second time coming back…trying to salvage some aspect of this date I consulted my mental rule book and remembered that guys should buy snacks, which I offered to do and which Molly quickly accepted (probably just to enhance her safety). With all that had been doing on with my right arm, I didn’t notice that my left leg had gone completely asleep. So, as I got up, I collapsed into the isle. Getting up somehow, I then galumphed my way up to the lobby like some actor playing a hyperbolic version of Igor. Such was my spectacle that when I returned to my seat a couple of people behind me started throwing popcorn at the back of my head.,..needless to say, Molly and I did not have a second date.

As mortifying as that experience was at the time, I have helped so many teenagers feel less alone and consider that maybe he or she is not as big of a screw up as he or she sometimes imagines. Indeed, the pain from that night–in a theater that was subsequently and thankfully torn down– has yielded more opportunities than I can count.

So, think of your mistakes and consider whether sharing them with your child might help you to discover hidden treasures. I would certainly enjoy hearing about any success you have, or have had, along these lines.

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