General Communication Principles for Parents and Children
Having a target for communication, trying to understand others throughout the interaction, and a clear follow-up to ensure the goal is met are general communication principles. Both of these factors influence both verbal and nonverbal communication. They're crucial for cultivating trust among all parties involved and ensuring that everybody gets something out of the process. The parties, in this case, are parents and their children.
Targeted Communication with Children
When parents communicate with their children, there is often a reason for the conversation, whether assigning a task or correcting something. Knowing the target before beginning a discussion is critical because it defines the intensity of the process and allows it to go on smoothly. Entering a conversation blindly without a clear understanding of the other party’s thoughts minimizes the chances of success in communication. Therefore, it is critical that parents understand their children’s perception before communicating. By doing this, they can develop particular ways of passing their messages without altering child’s attitude. Finally, the communication must have a consistent follow through. This can be achieved by getting vivid responses from the other parties, or by fulfilling the agreements made during the conversation (Lillywhite 1963).
Sensitivity and Respect in Communication
When communicating with a large group, for instance, class or congregation, not everyone present might be pleased by the message because of the diversity of cultures. Thus the language used on such occasions should be sensitive, polite and not intended for a particular group. In addition, the parties involved should be aware of each other’s culture, and respect their views in the conversation. Sensitivity in communication involves using the appropriate wording that cannot offend those engaged in the conversation. For example, if there is a bisexual individual involved in a discussion, the people around should be aware, and refrain from using any words or phrases that can annoy the individual. The content of the communication should also be general and intended for everyone equally so that a particular section of participants do not feel left out in the conversation. Another critical aspect in accommodating diverse cultures while communicating is respect. The opinions of everyone must be treated equally and in a polite manner. Whenever someone is sharing his/ her ideas, they should be given ample time to talk or respond without interrupting. For instance, interrupting someone in a conversation because he is gay is wrong, and the communication might end up not being successful.
Systematic Training for Effective Parenting (STEP)
Systematic Training for Effective Parenting (STEP) gives a practical way to parent-child relations by offering skills training for parents dealing with regularly encountered challenges with their children. It is rooted in improving communication between parents and their children, fostering competence and responsibility in children. It also helps children to learn from the natural consequences of their own choices (Dinkmeyer & McKay 1989). There are various categories of STEP: Early Childhood STEP for the parent of young children up to the age of 6, STEP for parents of children from 6 years to 12 years, STEP for parents of teens, and STEP for Spanish. All these versions teach specific ways of dealing with the parent-child challenges that might ruin their relationship if not taken care of appropriately. The program is conferred in a group format; a typical group has six to fourteen parents. The schedule involves one and a half hour study groups controlled by a social worker, a counselor, or anyone who has attended STEP workshop and is conversant with the program. The whole program is taught in eight or nine weeks. The leader shows the parents how to practice positive listening, explore various parenting behaviors, and how to understand child misbehavior. The parents get involved in playing different roles, exercising, discussing their parenting situations and sharing personal experiences (Larson 2000).
Correcting Unwanted Child Behavior
Children always love to misbehave, maybe because they do not know whether whatever they are doing is right or wrong. The first step in correcting unwanted behavior is letting children know what is wrong. If they behave well, it is essential to appreciate and acknowledge their deeds. If they misbehave, it is appropriate to find and understand the trigger so that it is easier to stop the behavior. If the trigger is done away with, the chances of repeating the unwanted behavior are minimal. Efficient parenting models involve showing love and affection, stress management, and appropriate relationship skills. Love can be displayed by accepting the child and spending quality time together and being physically affectionate. As a parent, it is imperative to take necessary steps to reduce stress for yourself and the child. Finally, creating a healthy relationship between the parent and the children is helpful to the child’s development and the parent’s wellbeing. Therefore, parents should strive to maintain a good rapport with the children (Hamner & Turner 1985).
Fostering Forgiveness and Happiness within Families
Families often encounter challenges that ruin their well-being. In such situations, forgiveness offers an opportunity to restore the condition of the family and foster happiness among members. Parents should be sincere to speak grace in every corner of family life, and encourage the use of polite words such as "I'm sorry," "pardon me," and "thank you." Forgiveness also creates a joyful environment for everyone in the family.
References
Dinkmeyer, D., & McKay, G. D. (1989). The parent’s handbook: Systematic training for effective parenting. American Guidance Service, 4201 Woodland Road, Circle Pines, MN 55014.
Hamner, T. J., & Turner, P. H. (1985). Parenting in contemporary society. Prentice-Hall.
Larson, B. J. (2000). Systematic training for effective parenting of teens (step/teen): Parental authority, adolescent externalizing behavior, and parent-child relationships (Doctoral dissertation, California School of Professional Psychology, Alameda).
Lillywhite, H. (1963). General concepts of communication. The Journal of Pediatrics,62(1), 5-10. doi:10.1016/s0022-3476(63)80062-1
