| Sometimes children seem to intentionally, and often | | | | appropriate, respectful boundaries in relationships. The |
| very cleverly, contrive to take our power. As if they | | | | child's capacity to reason becomes either stifled or |
| are addicted to our energy or view us as a mere | | | | confused (making the child more susceptible to |
| instrument or extension of their will to get what they | | | | dangerous denial, which lies at the root of addiction |
| want just because they want it, they draw upon our | | | | later in life). The child may fail to develop the inner |
| energy with incessant, nagging demands and | | | | resourcefulness for healthy and independent |
| unreasonable non-cooperation (particularly when we | | | | self-reliance. Albeit unintentionally, we set the child up to |
| already feel utterly taxed, as if they can sense our | | | | suffer the painful consequences of weak self-control |
| weakness and vulnerability). They seem, in these | | | | and a false feeling of need to dominate others. This |
| instances, to unconsciously believe they are still in the | | | | means more self-centered demands made by the |
| womb subsisting on mother's substance when it is time | | | | child upon you and more assaults on your energy. |
| to be more self-reliant and independent. | | | | When children incessantly demand your attention, |
| What we parents need to understand when this | | | | deliberately behave in ways that they expect will |
| occurs is that the child is moving through a normal, | | | | bother you, make unreasonable or impossible |
| necessary and natural developmental stage that | | | | demands, argue irrationally, appear to intentionally treat |
| usually peeks around the age of 6 years old, when the | | | | another child in a cruel manner when they know your |
| child is transitioning out of babyhood and learning to | | | | watchin, fall into emotional breakdowns "at the drop of |
| express her power through reasoning (including | | | | a hat", behave outrageously in public, leave their mess |
| negotiating). If handled properly by the parent, the child | | | | behind and blame it on someone else, or relate with |
| learns how to reason more realistically. The child also | | | | you as a lowly lackey rather than as one worthy of |
| learns how to relate with his own power and its | | | | their utmost respect, the challenge can feel utterly |
| limitations in a healthy and constructive way. In the | | | | overwhelming, particularly after a long day of giving |
| process, the child learns how to respectfully consider | | | | your professional job or your relationship with your child |
| the needs, interests and limitations of others, including | | | | everything you have. |
| you. | | | | These sorts of behavior express the child's call for |
| We blow the opportunity that this challenge presents | | | | your support in helping him deal with the limits of his |
| to us when we take it too personally, from a lack of | | | | power and with the needs and limitations of others. |
| understanding of inner child development. We then | | | | The parent's job here is to gradually teach the child |
| permit our frustration and resentment to drive us into | | | | that we are not mere appendages of the child to be |
| blind reactions that hinder rather than help the child | | | | used, but rather individual human beings to be related |
| develop healthy self-empowerment and the sense of | | | | with considerately and respectfully. |