180
The
Explosive Child
Child: No. I just don’t want to.
Parent: Well, I can think of a few reasons why
someone wouldn’t want to take their medicine.
Should I guess? Then we can try to solve the
problem.
Child: OK.
Parent: I’ve noticed that
it seems to make you tired
sometimes. Is that it?
Child: Well, it does make me a little tired, but I don’t
mind that so much.
Parent: OK, I guess that’s not it. Is it that you’re having
trouble swallowing the pill? I’ve noticed that you
don’t seem to have an easy time with that.
Child: How could you tell?
Parent: Because it looks like you’re about to choke
before you finally swallow the pill.
Child: That’s it.
Parent: That’s it? You’re
having trouble swallowing
the pill? That’s why you don’t want to take it?
Child: Yes.
Now that the child’s concern has been identified and
is on the table, the Plan B discussion can continue with
the Define the
Problem and Invitation steps, as described
in Chapter 6.
Let’s say that sensory hypersensitivities are a common
trigger for your child. But while he’s
aware that, for ex-
Teach Your Children Well
181
ample, tags in his clothing are bothersome, he’s having
difficulty verbalizing that concern. It
would make sense
to help your child articulate his concern—perhaps “The
label is bothering me”—in order to circumvent the swear-
ing, screaming, and thrashing about that normally accom-
panies this frustration. Here’s how that might sound:
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