My resume so far is heavily dominated with research and instruction. It is going to be hard at this point to explain my interest or commitment to any employer offering me a chance in a field that did not necessarily relate closely or loosely with the areas I just mentioned.
I’ve been through some personal indecisive moments where I wondered if I my interest in international affairs, a masters degree, and a foreign language were enough reason for me to go into international civil service or if I am indeed cut out for academia. For the most part, I would say I have made some progress trusting my life’s path, genuine interests and process, and so currently, I remain on academia’s path. Who knows? *Shrugs*
My training sessions recently have been on relationship management with young people. They have left such a strong impression on me and I would like to share some of the information I received in this post.
I am not a parent yet, however, observing young people and working with them makes me see how comparable and nearly the same adults are to young people.
Relationship Management With Adults and Kids, The How Tos –
Never Try to Negotiate through Tantrums/Arguments
Have you ever been in a conversation that is far from friendly and civil? An argument is what that is! Raised voices, overly assertive stances, egos at play and a stubborn view that the parties hold because they both think they are right. As a rule of thumb, disengage when tempers soar. Discontinue the conversation, walk away or wait until the person calms down. Same with young people, do not argue, reason with, coerce or bribe an upset young person. Let them know, ( both adults and kids ) that you will only engage in conversations once there is calm. I’ve seen young people and adults grow fiercer, nastier and act out more only because the other person tried to calm them down, I mean, fires get bigger if you try to put them out in the wrong way. To disarm, only continue when they calm down.
The Go Lower, Go Slower Rule
As a segue to the first rule, the go lower , go slower rule is where you would slow down, quieten your own emotions and speak slower to an agitated person. Remember at this point to eliminate hostile words, postures or gestures. Assume the position of the logical one because quite obviously, the upset person is moving mad.When we meet upset people with the same amount of energy, fireworks will happen. The go lower, go slower rule is how you calm down and quieten or tone down the scale of the argument. If this does not work, we move to the first recommendation which is to disengage.
Don’t Expect Behaviors You Don’t Teach
A lot of us women get upset at other women and men because they do not treat us the way we want them to or better yet, expect them to. We think they should already know what to do. Does this make any sense at all? How does a person expect a thing they do not ask for? For young people as well, you need to be explicit and teach or say what you expect, and then when the expectation is not met, you hold them accountable.
I am very interested in language, wording and positive reinforcement and so there is no way I would ever forget my elementary teacher’s comments on my report card. The comment was always along the lines of ‘Talks too much in class’ or ‘Can do better’. We can’t go through sugar coated moments all throughout life; but then we can always say constructive things to people. In retrospect my teacher could’ve said, the student has a good potential for leadership etc etc and should be offered resources and opportunities to channel that interest in self expression etc etc. because really, what does ‘talks too much in class mean? And what should anyone do with that information? I do agree that not everyone has time or the brain power to reword or constantly remember to be sensitive and offer constructive feedback, however, the key thing is to try. Coming to the word punishment, our trainer offered that we exchange the word punishment for consequence. That made sense to me. That also reminded me equally to remember to make consequences meaningful. To make consequences constructive, explain the relevance of your action ( the consequence ) and then allow the person you’re mad at a chance to rethink what they did and then discuss next steps. Sometimes kids and adults go through consequences and they have no idea the relevance of what they went through or why they need to do things differently. We miss good teaching moments when we do not offer explanations for the consequences we place on others.
Attack the Behavior and Not the Person
Often in arguments, we get distracted and go on unprofitable tangents. Whenever you need to address an issue, try as hard as possible to focus on the action and not the person. Instead of saying you always do this and I’m tired of you; ( Sounds accusatory ) – say this is what you do ( state the thing ) and this is how it makes me feel ( focus on the action ).
Thanks for reading!