Choosing Connections to Meet our Needs



In a previous post, I wrote that behavior is communication. Whatever behaviors we choose, it seems to us to be the best way to get our needs met. Psychologist William Glasser came up with a list of 6 basic needs that every human seeks to have met. I know every philosopher and psychologist has their own list, so bear with me, you may have your own list, this is the one I like.

These basic needs are:








If you are not getting your basic physical needs met, then your need for survival will surpass all the other needs and they will not matter until your need for survival is met.


So, assuming the need for survival is met, then each person has varying degrees of how much of the other needs they require to have a fulfilled life. The amount of each need we require will fluctuate according to our age and circumstances and personality. You may find at some point in your life you have a high need for power, and at other times you may find that you need freedom more than power.


Look at that list and think about which of those needs are most important to you. You should be able to recognize that one or two of those needs are very important to you, and you may even be willing to give up some of one need in order to get more of another need.


Look again at that list and think about your child. What needs do you think are important to him?


Think about your relationship with your child through the lens of your needs and his needs. Each one of you is trying to get your own needs met. Your behaviors are a way to meet those needs. Most likely when there is friction in the relationship, one or both of you are trying to meet those needs through external control. External control means you are using controlling behaviors like criticizing, blaming, complaining and nagging to try to get the other person to meet your needs. The friction happens when that controlling behavior contradicts what the other person needs.


It is so important as parents to pause and look past the behaviors and see what your child needs right now. When we understand that we are making choices to meet a need, we can understand that the other person in a relationship is also trying to meet a need. To get along in a relationship, whether it is parent/child or any other close relationship, the external control has to stop, and you must find a way to negotiate your needs. That may sound rational in an adult relationship, but hard to conceive in a parent/child relationship. But it can be done when a parent keeps in mind that what he wants out of his relationship with the child is ultimately a connection and he can negotiate his own power when possible to help the child meet his own needs of power, or freedom or fun. When we are able to stop controlling someone else, the amazing thing is that we gain control and we have a stronger connection with that person.


Practically speaking, negotiating your needs and your child’s needs could look like this:


Parent of teen: “You want to go to this party (fun, belonging, freedom), and I want to make sure you are safe (love and power). How can we both get our needs met here?”


Only bring to the discussion things that you are willing to negotiate, don’t say anything that the child should do. This brings the child to your side to help you solve the problem together without any judgement from either of you.


Parent of younger child: “You want to watch TV (fun) and I want these chores done (power), what can we do to solve this so that we are both happy?”


It will take a lot of creativity and negotiation on both sides, but ultimately, you are bonding with your child, keeping communication open and you are also teaching him great self-honoring decision-making skills that will benefit him throughout his life.


References: Glasser, William (1998). Choice Theory. Harper Collins, New York, NY.

The Gottman Institute:

5 Ways to Build Resiliency as a Family



Over the holiday weekend, you may have experienced some big behaviors from your children as you step out of routine and do some fun activities with your family. This might be a good time to talk about building resiliency as a family.


My family more or less has a routine every night before bedtime. I read a story out loud to the kids, we try some sort of relaxation or mindfulness exercise together and then we pray and hand out hugs and kisses and the kids go to bed. I found that we weren’t getting very far asking each kid to try some coping skills on their own when they were upset, so we do them all together now. We can all try them and find out which ones we like, and we don’t like. The goal is to build resiliency, togetherness as a family and to get comfortable with a few coping skills that we will be able to use in times of stress. Try some and find out which ones work for you.


Deep breathing. This is the most basic and most essential coping skill. It helps your body physically calm, relaxes your muscles and helps your thinking brain come back online. Just take a big breath in and inflate your belly, hold for 3 seconds and then breath out through your nose. Do this for at least 5 times and think about relaxing your muscles as you exhale.


Mindfulness exercise: You can find podcasts, cds, books and online mindfulness exercises that you can listen to or read out loud to your kids that walks you through deep breathing and relaxation exercises to again help you relax your body and slow down your runaway thoughts that lead to stress.


Family back rubs: This is fun right? Most of my kids love it and it’s the one they most often ask for. It physically relaxes your muscles, helps regulate children with sensory issues and it is bonding and connecting by safe touches. Now I do have a child that is very uncomfortable with being touched at all, so we do what she is comfortable with, sometimes just my still hand on her head. Know your child’s comfort zone.


What went well today? I can’t remember where I got this idea from or I would give them credit. At the dinner table or at bedtime, we all take turns and name three things that went well today. This helps reframe what may seem like a bad day and focus on positivity. This builds resilience and happiness to help us and our children look for the good even in what seems to be a bad day. By asking what went well and not what was good, the bar is set low to build positivity. It doesn’t have to be something good, just something that went well, like doing routine things.  Sometimes my kids say, “I got dressed” or “I didn’t die,” and we all celebrate that that went well.


What do you love? This one doesn’t take as long as “what went well today?” Ask each family member to say something small that they love. Each person says something like they love the smell of jasmine, spaghetti, sleeping in bed when it’s raining outside or cooking and listening to their favorite album. It’s like a mini show and tell that gives the family a chance to get to know something small they might not have known about each other. It builds connection and safety in the family.


There are so many other ideas for coping skills and building resiliency, you can find whole books on the subject. Find what works for you, and find a way to incorporate peace and connection into your family life. It will help your family find ways to reconnect and regulate on those hectic stressful days and help each member of your family build inner strength and resiliency skills.

Behavior is Communication

child on swing

Sometimes my kids come home from school with a story about a “bad” kid and how that kid was misbehaving in class. I try to teach them to be more open-minded and talk about scenarios that that child might be dealing with on a personal level that prompted them to act the way they do. Behavior is communication. Positive or negative behaviors are an attempt to get needs met. We all have bad days and have done things we wish we hadn’t. It doesn’t mean that we deserve a label that typifies our behavior.

Think about your own bad behavior. It usually stems from stress, lack of sleep, being hungry or feeling like you don’t have control over something that you want control of. Sometimes we act out and do and say things that affect others because of our own internal battles. What we hope for is that someone can see past our behaviors and give us what we need: reassurance, a hug, or even food! Children are not much different from us in this respect. Any kind of behavior, good or bad is communication of what they need. An angry child at school may be disregulated, triggered by a traumatic memory, hungry or scared. But what the teacher and students see is varying degrees of unacceptable behaviors.

Parents see the same behaviors at home. How much different would a parent’s reaction be if they can see past a negative behavior and see what the child is trying to communicate, possibly without  the child even understanding what he needs. I challenge you to look at your child’s behavior and see what is causing it; more often than not it is the base emotion of fear that can be triggered from emotional or physical needs that are not met or do not feel controlled. If you understand that your child is scared when she is throwing things or saying hurtful things, it is much easier to respond with empathy and love instead of escalating with your own need to gain control and be respected.

I should make the point here that parents have their own fear-based behaviors when they react to a child’s negative behaviors by being louder or stronger in an attempt to stay in control because they fear not being in control or losing respect. Brad Reedy in his book, The Journey of the Heroic Parent made a profound statement that has always stuck with me. He pointed out that parents who yell are communicating to their children that they need the child to help them calm down and get their needs met—usually this means the child’s compliance. It is hard work, but parents have to try to be okay with not having control in the midst of a child’s behaviors in order to focus on the child’s needs. Doing this will communicate to the child that they are safe with you, and you will always love them and try to meet their needs.



Forbes, H.T. (2012). Help for Billy. Beyond Consequences Institute, Boulder, CO.

Reedy, M. (2015). The Journey of the Heroic Parent. Regan Arts, New York NY


Introduction to Choosing Connections


One of my favorite Aesop Fables is the story of the contest between the sun and the wind. They challenged each other to see who could get the coat off of a traveler walking on a road. The Wind blew and blew, and the traveler held on to his coat tighter and would not let go. The Wind could not get the traveler’s coat off. Then it was the Sun’s turn. The Sun simply came out from behind the clouds and shone and radiated warmth. The warmth of the sun warmed up the man and the man willingly took his coat off by himself.

The moral of the story is that kindness and gentleness is better than force and bluster in a relationship. That is what choosing connections in parenting – and all relationships is all about.

Choosing connections is about focusing on the relationship when we make choices as a parent. Start with the basic concept that may take some time to acknowledge- we can only control ourselves and everything we do is a choice including our actions, thoughts and feelings. When we understand this, we can make better choices to have better relationships.


So much of parenting is trying to get children to obey because we know what is best for them. Granted, of course we do! We’ve lived longer, we have more experience and we’ve been in their shoes as a child. But try to remember being in those little shoes as a child when your own parent told you to do something. If it was something that you did not want to do, you were probably resentful but did it to avoid consequences. It wasn’t about relationship, it was about power. That wind probably could have eventually gotten the traveler’s coat off if it tried long enough and hard enough, but it would not have been the traveler’s choice. When we try to make others to do what we want them to do, it is called external control. We often are successful in using external control, especially when we are in a power position such as a parent, but controlling others doesn’t enhance a relationship. What if we can focus on the relationship and still have mindful children who will listen to us because we have a strong relationship with them?


William Glasser came up with a theory of choices in relationships in the 1960s. He specified behaviors that are connecting and behaviors that are focused on external control. The Gottman Institute that specializes in the science of relationships has a similar list. You will probably recognize these behaviors in all of your relationships, not just your parent/child relationships.


Connecting behaviors:









External control behaviors:









When you cut out controlling behaviors that are meant to change a person, you will find that you have a better relationship with that person. And amazingly, you will discover that each of you are going to be better listeners, more empathetic, and more willing to negotiate to get each of your needs met because you have a strong, trusting relationship. Even if you are the only one practicing connecting behaviors, it has a powerful effect on the relationship. Recognize, that you can only control your own choices, and teach your child the same. When you are at an impasse with your child, you can only offer what you are willing to do to find a solution and teach your child to do the same.


Challenge: Before you speak, think, “how will what I am about to say affect our relationship?” Focus on connection. Try to go a whole day without any of the external control behaviors. If it is too much to remember, chose one or two to start with. Start small, the first stage of changing a habit is to first recognize how often it is happening in your life. You may not know you are doing it. Trying to go one day without using external control will help bring awareness about how often you may be using one or several of these behaviors. Maybe put a rubber band on your wrist and switch it from one wrist to another every time you catch yourself choosing one of these behaviors. If you make it one day, set a new goal of two days, three days, a week.


This is just an introduction to a much deeper concept, and probably brings up a lot of “what if” questions. I am happy to help you develop a plan to connect while raising a child with rules and respect in the household if you would like to book a coaching session. Also, I will be offering a parenting class soon that goes deeper into this concept. Please email me if you would like to be notified when the class is available.





Glasser, William (1998). Choice Theory. Harper Collins, New York, NY.


The Gottman Institute:

What to Do When Children Lie

Canva - Mother with son in street

Do you feel like your child has a problem with lying? Are you worried that this may become a habit and there may be long term consequences if the child continues to make a habit of lying? You feel angry and disappointed in your child? What should you do?


Understand first of all that all children experiment with lying at some point. It is a part of normal development to understand fact from fiction and how to develop words and a story to persuade people. Also, in a way, we’ve taught children that is it socially acceptable to lie. Have you ever made your child thank someone or apologize for something, so they go through the motions without the sincerity behind the words? Have you ever demonstrated to your child that it is ok to lie to someone to protect their feelings?


“Oh, your hair looks really nice!”


“That is such a nice drawing, I love it!”


“No, those jeans don’t make you look fat.”


“I’m fine, thanks.”



By telling “nice” lies we teach our children that there may be legitimate reasons to lie- to stay connected to someone. I’m not here to judge you for sparing people’s feelings with socially acceptable lies, but be aware from a young child’s perspective how they may be trying to figure out the rules of when it is ok to lie and when it is not. If you think about it, both adults and children lie because they are afraid that the truth will affect the relationship. Lying is an attempt to stay connected.


Also understand that children with traumatic pasts, who maybe have been adopted or fostered, often had to lie to survive. The lies are motivated by fear and an unsafe environment. They did what they had to do to survive, when they desperately needed to stay connected to someone with power over them, but understandably, these survival skills are not always helpful in a trusting family environment. Children who have come out of an unsafe environment and are moved into a safe and nurturing environment may take a while to feel safe enough to change their survival behaviors. Parents may feel that children lie to protect themselves or they may lie to get attention. Try to reframe your thinking about the lies so the child can be connected to the person they are lying too- although they probably will not be able to voice that or even understand where the lies are coming from. The underlying issues are a need for security and love.


So how should parents handle children who seem to be lying often? Do not threaten punishment for lying. Most likely the child will react by getting better at lying to escape punishment as this keeps their fear on a high level. The child needs to know that they will be safe and loved even when they tell the truth about something that they feel is wrong. Encourage the child to tell the truth by expressing what you would like to hear- the truth, by saying something like, “You make me happy when you tell the truth,” if you suspect a child is about to lie.

Sometimes a child lies, because they think it is what the adult wants to hear, so saying this helps the child understand exactly what you want to hear. Also let the child know that you will love them no matter what they say. You may not have to say this in words, but in building consistency when they see that your love is still there when they trust you with the truth. In creating safety and consistency to reduce fear and mistrust, set rules and be open to negotiation. If a child knows there are rules, but a parent is open to hearing the child’s point of view, it increases communication, builds relationships and reduces fear. After a child tells you the truth maybe about how they broke the rules, keep your own disappointment and frustration from turning into anger and blaming the child. Take a deep breath to calm yourself and try thanking him for telling the truth. You can tell them you are disappointed if you need to give information about how you feel, but clarify that is your emotion and you will handle it, they do not need to regulate your emotions. Try not to tell them that you are disappointed if your goal in telling the child that is to shame him.  Remember, you want to foster connection and let them know they can always tell you the truth. Keep to the set consequences of breaking rules and tell them you know he can do better next time to let the child know you are on his side.

If you feel that your child is lying about silly things that don’t seem to matter, try approaching it with playfulness, “did that really happen or is that a silly story? Ah, I thought so, that’s a pretty silly story!” They may just be exploring that normal development discussed earlier, and your playful reaction helps them know you are connected with them and helps establish truth from fiction in an unthreatening way.

Connect, empathize and let them know they can trust you with whatever truth they need to tell you.



Resource: Bronson, P & Merryman, A. (2009). NurtureShock. Twelve, New York, NY.

Ockwell-Smith, S. (2017). Gentle Discipline. Penguin Random House, New York, NY