|
Parental Intelligence - Issue 48
|
Bob Collier
|
Jun 26, 2003 20:07 PDT
|
-------------------PARENTAL INTELLIGENCE------------------
29 June 2003
Issue 48
Bob Collier, Editor mailto:quauss-@hotmail.com
This newsletter is never sent unsolicited. You are
receiving it because you requested a subscription, or it
has been forwarded to you by a friend.
If you're not a subscriber and you'd like to subscribe,
please either visit
http://www.topica.com/lists/pintel
or send a blank email to:
pintel-s-@topica.com
If you want to unsubscribe for any reason, please see the
unsubscribe instructions at the end of this newsletter.
Welcome to Parental Intelligence!
"The world's No.1 email newsletter for thinking parents"
It's the middle of winter here in Australia.
By Aussie standards, Canberra winters are cold, so my
family and I are doing what a lot of Canberrans do at this
time of year - we're heading north to Queensland for a
short break.
During our time in Queensland, we'll be celebrating our
wonderful daughter Bronnie's 18th birthday on the 4th of
July. What a delight!
That's why I'm publishing a couple of days early this week.
The first of my two articles this week, "Mothering Matters",
is from Australian child psychiatrist Peter Cook and in many
ways reflects my experiences as a stay-at-home dad, in that
parents sometimes have to defend their right to parent their
own children when other people seem to think they should be
doing more "important" things and leaving their children's
development to the the "professionals".
My second article is Kathryn Kvols' "The Art of Avoiding
Power Struggles with Children". Kathryn Kvols is the author
of Redirecting Children's Behavior, a book described by Jack
Canfield, co-author of Chicken Soup for the Soul as "The
best, most useful book on parenting I've ever read."
A videogame my son Patrick and I love to play on the N64 is
Wayne Gretzky's 3-D Hockey (to be honest, one of the things
we like about it is you can bowl the opposing team's players
over without being penalized. :D). Apart from this
videogame, I know next to nothing about ice hockey, as it's
called here in Australia, so it's become a 'home ed'
project. What Patrick and I have discovered so far about
Wayne Gretzky is awesome. He's the Don Bradman of the NHL -
his career stats are so far ahead of anyone else in the
game, he's literally in a class of his own (just like my
son Patrick, in fact!).
I love inspirational people - so, this week's Parental
Intelligence leads off with The Great One's most famous
quote.
Have a great week until next time!
Bob
------------------------------------------------------------
"You miss 100% of the shots you never take." - Wayne Gretzky
------------------------------------------------------------
============================================================
DOUG BENCH'S JUNE SPECIAL - CHANGE YOUR BRAIN IN 100 DAYS
The 9 Science for Success Techniques. Doug Bench goes into
the details of the nine techniques and HOW TO SET UP YOUR
100 DAY TIME-SCHEDULE FOR PERMANENT SELF-MOTIVATION SUCCESS.
Do you want to learn science-based permanent self-motivation
skills? This information can get you to your goals!
Don't Miss it!
This Month Only!
2 CD Set - Was US$27.00 Get it Now for US$19.00
http://www.mcssl.com/app/aftrack.asp?afid=69141
============================================================
************************************************************
Australia will host the 3rd international Soul in Education
conference with the theme Celebrating Spirit of Learning to
be held in the Byron Bay region in September-October 2003.
"An experiential week-long international gathering for
innovative thinkers, practitioners and all those committed
to fostering soul in education, human potential and learning
for life."
For more information about this exciting event, please visit
the Spirit of Learning website at:
http://www.spiritoflearning.com/conference
************************************************************
************************************************************
THE PARENTAL INTELLIGENCE REPORT ON 'ADHD'
Read my personal views on this controversial subject.
Send a blank email to: pire-@getresponse.com
************************************************************
------------------------------------------------------------
Mothering Matters
by Peter S. Cook
"We pay almost anyone to look after infants - except their
mothers"
Evidence that good mothering matters, both for the
individual and for society, is steadily growing. More
reports from the Early Child Care Network of the US National
Institute for Child Health and Development increase concerns
about early childcare and its effects on young people. Some
25 top US scholars co-ordinate this multi-million dollar
study, following more than 1000 babies from birth, to
compare the effects of maternal care with various
alternatives. Fathering is important, but this article is
about mothering.
In Australia we fund the Institute of Family Studies for
expertise in family matters. In 1994 it published Effects of
Child Care on Young Children: Forty Years of Research by Gay
Ochiltree. She dismissed research suggesting risks in early
childcare, especially US studies, arguing that Australian
childcare is so good that American findings of adverse
outcomes don't apply. She claimed: "No evidence has been
found that good quality childcare harms children."
But in 2002, the NICHD Network reported in American
Educational Research Journal (39, 133-164) that, although
higher quality childcare was associated with better
cognitive performance at four and a half years, the more
time during these years that these children had spent in any
type of non-maternal childcare, regardless of its quality,
the more assertiveness, disobedience and aggression they
showed with adults, both in kindergarten and at home.
At school one year later, they continued to be more
aggressive and disobedient, not just assertive or
independent. So non-maternal childcare, whatever its
quality, is associated with important risks.
The NICHD researchers warned that even modest adverse
effects on behaviour can have serious social consequences
when large numbers of children are affected.
NICHD studies also found that when children spent more time
in childcare, their mothers displayed less sensitivity when
interacting with them at six, 15, 24, and 36 months of age.
Sensitive, responsive mothering through the early years was
the best predictor of social competence at six years, which
in turn predicts schooling success.
Early childcare also precludes longer breastfeeding, which,
besides better health, leads to significantly higher IQs in
adults. For example, those breastfed for 9 months, averaged
6 points higher IQ as young adults. (Journal of the American
Medical Association, May 8, 2002).
The movement for women's "liberation", while advancing women
in the workplace, devalued and undermined their role as
mothers. This denied infants' needs for mothering, and
mothers' needs to provide it.
Healthy mothering includes breastfeeding, holding, carrying,
attachment bonds, and making infants feel loved. These basic
needs of infants are hardly met in institutional childcare,
especially when profits must be maximised in private
centres. Professor Jay Belsky, a distinguished member of the
NICHD Network, described a staff ratio of one carer to five
infants under two (the New South Wales standard) as nobody's
idea of quality, but rather a licence to neglect.
Childcare is now one of Australia's most profitable growth
"industries" (Business Review Weekly, Rich 200, May 2002).
It promotes circumstances that fuel its own expansion, as
two-income couples bid up the price of homes, and two
incomes are needed to raise a family. Mothering is out.
Childcare is in. We pay almost anyone to look after infants
except their mothers. Mothering and fathering happen after
work in "quality" time.
Yet Penelope Leach's (1997) large survey found that most
child development professionals privately believe it's best
for infants to be cared for mostly by their mothers. Like
the NICHD studies, they don't support the view that parents
are interchangeable, but that they complement each other.
We need to do whatever it takes to help women give their
babies and young children the lifelong benefits of high
quality mothering, and stop subsidising an ideology that
promotes risky and inadequate substitutes.
Copyright (c) Peter S. Cook
[Slightly amended from an Opinion article published in The
Australian, Sydney, July 24, 2002. This article may be
reproduced, with acknowledgement.]
Peter S. Cook is a retired consultant child psychiatrist who
writes on child and family mental health. He is the author
of the book Early Child Care - Infants and Nations at Risk.
http://www.newsweekly.com.au/books/0646292994.html
Email: pco-@midcoast.com.au
REFERENCES for Mothering Matters, and some related
references by the author:
Belsky J. Developmental Risks (Still) Associated with Early
Child Care. Journal of Child Psychology and Psychiatry
(2001), 42, 845-860.
Cook PS. (1978). Childrearing, culture and mental health:
exploring an ethological-evolutionary perspective in child
psychiatry and preventive mental health, with particular
reference to two contrasting approaches to early
childrearing. Medical Journal of Australia, Special
Supplement, 1978; 2:3-14.
http://www.naturalchild.org/peter_cook/childrearing.html
Cook P.S. (1977) Can I leave my baby? What everyone should
know about attachment and separation.
http://www.naturalchild.org/peter_cook/attachment.html
Cook P.S. (1997) Early Child Care - Infants and Nations at
Risk. Melbourne, News Weekly Books. 1997. 215pp. Foreword by
Professor Jay Belsky. 2nd Printing May 1997 with Update
Postscript. Chapter extract on:
http://www.naturalchild.org/peter_cook/ecc_ch1.html
Cook P.S. Rethinking the early child care agenda. Medical
Journal of Australia 1999, 170: 29-31.
http://www.mja.com.au/public/issues/jan4/cook/cook.html
Also letters in reply to Rethinking the early child care
agenda. Medical Journal of Australia 1999, 171: August 2,
1999.
http://www.mja.com.au/public/issues/171_3_020899/letter/letter.html
Cook Peter. Home truths absent in early childcare debate: We
need parent-friendly options. The Australian March 24, 1999,
Sydney. And letter: The role of myth in childcare policy.
Letter, The Australian April 14, 1999, Sydney.
http://www.naturalchild.org/peter_cook/home_truths.html
Leach P. (1997). Infant care from infants' viewpoint: the
views of some professionals. Early Dev. Parenting 1997: 6:
47-58. A summary of this study is presented in Cook P.S.
Early Child Care - Infants and Nations at Risk (as above) on
pages 54-57, reprinted with permission.
Mortensen, EL, et al.(2002) . The Association Between
Duration of Breastfeeding and Adult Intelligence. Journal of
the American Medical Association, 287(18). May 8, 2002.2365-
2371.
Ochiltree G. (1994). Effects of child care on young
children: forty years of research. Early childhood study
paper number 5. Australian Institute of Family Studies,
Commonwealth of Australia, 300 Queen Street, Melbourne,
3000.
Some publications of the Early Child Care Research Network
of the National Institute of Child Health (Publication
details as at July 2002)
NICHD Early Child Care Research Network. (1999a). "Child
care and mother-child interaction in the first 3 years of
life". Developmental Psychology, 35, 1399-1413.
NICHD Early Child Care Research Network. "Early child care
and children's development prior to school entry". American
Educational Research Journal. 2002, 39, 133-164.
NICHD Early Child Care Research Network. "Does Quality of
Child Care Affect Child Outcomes at Age 4 ½?". Developmental
Psychology (in press).
NICHD Early Child Care Research Network. "Does Amount of
Time Spent in Child Care Predict Socioemotional Adjustment
During the Transition to Kindergarten?" Child Development
(in press).
NICHD Early Child Care Research Network. "Social Functioning
in First Grade: Associations with Earlier Home and Child
Care Predictors and with Current Classroom Experiences".
Submitted for publication.
------------------------------------------------------------
This newsletter has been created using ideas and techniques
I learned from The Home Publishing Revolution, the world's
first complete course on how to start your own successful
home publishing business, written and published by Phil
Gosling - "Britain's most successful author no-one's ever
heard of".
If you're interested in a genuine home business opportunity,
find out more about the fabulous HOME PUBLISHING REVOLUTION
- the Greatest Home Business in the World!
You can download Part One of this 12-part course and a
review of Part Two absolutely free to read at your leisure!
Learn more:
http://www.1shoppingcart.com/app/aftrack.asp?afid=74710
LIVING FREE
Living Free is Phil Gosling's state-of-the-art 12-part
course on how to become completely financially independent.
It's a totally revised and updated Millennium Edition of
one of the best-selling educational courses of the early
1990s, the million-pound best seller Live The Dream that I
studied myself in 1996-97 and continue to learn from.
You can read Part One AND Part Two of this course for free.
HIGHLY RECOMMENDED!
Learn more:
http://www.1shoppingcart.com/app/aftrack.asp?afid=74710
------------------------------------------------------------
SYSTEM X
e-learning has enjoyed over the last 18 months a meteoric
rise as the number one Internet growth area. Combining best
of breed traditional marketing techniques with ever evolving
Internet marketing science, SystemX is a "petrol drenched"
business opportunity which has just been lit.
SystemX is based on the explosive combination of network and
Internet marketing, and delivers a vast set of quality
accredited e-learning courses, the high demand for which is
associated with their appeal as an investment by people
wanting to improve their career prospects and earning power,
as well as to companies as an investment in efficiency.
The best way to understand SystemX is to experience it by
signing up for a free, 15 day, no obligation trial (15 days
affiliate membership, 5 days training).
For further exciting details, please go to:
http://www.systemx.biz/index.lasso?num=1031138266
------------------------------------------------------------
The Art of Avoiding Power Struggles with Children
by Kathryn J. Kvols
Mom is in the kitchen preparing dinner. Ten-year-old Ryan
comes in and asks for a candy bar. Mom says, absently, "Not
right now. Dinner willl be ready in an hour."
"Why not? I'm hungry now," Ryan insists.
"You know we don't eat candy right before dinner, Ryan!" Mom
says irritatedly.
"Yeah, but I'm starving. Come on, just one little candy
bar."
Mom stops what she's doing and turns angrily at Ryan. "I
told you no candy before dinner and that's all there is to
it!"
"But I'm hungry. Why can't I have something to eat when I'm
hungry?"
"You are not going to eat a candy bar before dinner. You
know the rules in this house. And if you keep this up,
you'll go to your room and skip dinner entirely!"
"But, Mom..."
Is this a power struggle or just a typical dialogue between
a parent and child? And, is this really about the candy bar?
A power struggle is when a person holds one position and
another person holds a different position and both are
unwilling to change their positions. Then it becomes a
struggle for power. It is rarely about the issue at hand. It
is about feeling powerless and wanting to feel more power
within the situation.
Let's look at the difference between "authentic power" and
"coercive power." Coercive power arises from judging
children and situtations as "bad" or "wrong" and whose
ultimate outcome is separation from our children. Force is
used to manipulate our child to do what we, as the parent,
want them to do. Force includes the use of guilt, threats,
punishment, spanking, sarcasm, criticism, intimidations,
humiliation, withdrawal of love, yelling, nagging, or any
other attempt to control or force our child to do something
against her will. Coercive power motivates through fear
instead of love and teaches children to be externally
motivated rather than driven by their own set of rules or
consciences. This allows children to look for outside
sources to blame for their mistakes or for others to be
responsible for their happiness.
On the other hand, authentic power does not judge a child as
"wrong" or "bad," but works to solve problems in ways that
will unite or bond with our children through understanding
and loving unconditionally. It's intention is to build
positive self-concepts and to make sure that everyone wins.
It is the ability to empower others to become motivated
through paying attention to their own internal feelings,
wants and desires, and to listen quietly for inner guidance.
Authentic power teaches children that they are their own
source of happiness. The end result is closeness, respect,
responsibility, cooperation and a sense of joy and
aliveness.
Unfortunately, coercive power is very seductive because it
often works in the short-term and it is how most of us were
parented so we are comfortable with it. It is very easy to
use, but it seldom brings lasting results and it definitely
creates strains in our relationships. So, how do we stop
using it?
The first step in using authentic power is to realize that
your child is not bad. That, in fact, your child is "being"
just like you when you don't get one of your needs met.
Secondly, admit that coercive behavior is not getting you
the results you want, i.e., more closeness and cooperation
with your child.
The third step involves using a combination of the 17 ways
to avoid power struggles in this article.
The fourth step is experimenting with the alternatives and
acknowledging yourself if you were successful. If you
weren't, ask yourself how you will do it differently next
time. Gently encourage yourself.
The last step is to choose a method of personal growth for
yourself that will unblock your ability to unconditionally
love yourself, your child, your spouse, and others in your
life. This could be books, personal growth courses, or
private counseling, but it will help you help yourself.
The following alternatives are 17 ways to avoid power
struggles. These are wonderful ways to use authentic power
in your relationships with your children and it promotes
positive self-concepts and cooperation. Use any or all of
these suggestions and see what a difference it makes!
1. Use friendly action. Oftentimes we nag and nag our
children about what they should be doing. Or we talk so much
that our children become "parent deaf." Use friendly action
instead. For example, you ask your child to pick up his toy
from the living room floor. He says, "In just a minute." A
minute goes by and the toy still isn't picked up. Put a
friendly smile on your face, bring your child over to the
toy on the floor and walk away. If he says, "What?" just
continue smiling and walk away. The minute you start
answering questions or talking, you leave the door open to
engage in a verbal struggle.
2. Use one word suggestions. We make over 2,000 compliance
requests daily to our children, "pick up your toys," "brush
your teeth," "eat your cereal," etc. That kind of
communication gets old and children just begin to tune it
out. Instead, use one word, like "toys" or "teeth" or
"cereal." Make sure it is in a friendly voice and with a
smile. Tell your children ahead of time that you are going
to stop nagging so much and that you will be using just one
word from now on to say what needs to be done.
3. No is a complete sentence. Children are programmed from
birth to push and resist against rules. Saying no is just a
boundary and if you feel guilty or bad for saying no, you
are training your children to have the belief that life
should go their way and if it doesn't, it's your fault as
their parent! Say no, just once, and if she throws a
tantrum, walk out of the room and let her anger be her
problem.
4. Teach your children to say no to you in a respectful way.
How many of us were allowed to say no growing up? If we
weren't allowed to, we did say no in a number of other ways.
Like rebelling, or doing a job half-way. Teach your children
to say respectfully, "No, I'm not willing to do the dishes,
but I will sweep the floors and clear the table." This
creates an atmosphere of cooperation and support.
5. Give your child choices. We all like to feel powerful and
influential and our children are no different. Let them make
as many choices as they can that will give them control over
what happens to them. For instance, "Do you want to wear
your red pajamas or your blue ones?" or "Do you want to take
your bath before I read you a story or after?"
6. Let your children know how valuable they are to you. The
more they feel valuable to us, the less likely they are to
misbehave. Ask their advice on buying clothes, or how to
decorate your home. Have them teach you a game or a fun
activity.
7. Use win-win negotiation to resolve conflict. Most of us
were not taught the concept of win-win negotiation. We most
likely experienced situations that were win-lose or lose-
lose. In a power struggle the most effective negotiations
are when both sides win and are happy with the end results.
It can be challenging since you must listen intently to what
the other person wants while staying committed to what you
want. Ask your child, "I see how you can win and that's
great, because I want you to win. How can I win, too?" When
children see that you are just as interested in seeing them
win as yourself, they are more than willing to help figure
out ways that you both can win.
8. Brainstorm solutions to the struggle. The idea is to get
wild and crazy and to never discount someone else's idea.
Write all the suggestions down and then hand the list to
your child first. She will go through them and cross off the
ones that she doesn't like. Then you get the paper and the
opportunity to cross off the ones you don't like. Usually
there will be two or three suggestions left that the two of
you can come to an agreement about. This is a wonderful
problem-solving method and with enough practice, it can be
done without writing anything down.
9. Give your child appropriate ways to be powerful. We all
want to feel powerful and if we don't have opportunities to
do it appropriately, we will create ways to feel powerful
that are inappropriate--like power struggles or picking on
siblings. In the middle of a battle with your child, stop
and ask yourself, "How can I give my child more power in
this particular situation?" It might be as simple as asking
him for his help or giving him a particular job to do that
he is totally in charge of.
10. Use signals. Sometimes when a parent and child are
working on resolving recurring power struggles, it is
helpful to have a signal that alerts both of them to this
pattern of behavior. Use signals that you both have agreed
upon and feel comfortable using. Remember the more power and
control you give your child, the more likely he will be to
cooperate. Signals that are funny are also a light way of
reminding each other about your patterns.
11. Make learning fun and enjoyable. Many of us approach
disciplining our children with a serious, no-fun-allowed
attitude. But think about how much more you learn when you
are enjoying yourself. For example, try singing "no" instead
of speaking in your usual admonishing tone of voice. Or use
a gibberish language to ask your child to pick up his socks
from the living room floor. That's a lot better than getting
tense and angry and having the power struggles escalate.
Some people believe they don't have time to think of unique
ways to teach their children or that they aren't creative
enough to come up with ideas. Those are just self-limiting
thoughts and you would be better served throwing them out of
your brain. What is the real cost of handling the struggles
in negative ways and what is th lesson that you are really
teaching your children? A great skill for them to have as
adults is to think of fun ways to handle difficult
situations. You might be able to immediately win a power
struggle by forcing your child to do something, but in the
long run, you both lose.
12. GEMS. In a University of Iowa study, it was found that
the average child gets 432 negative comments per day versus
32 positive comments. This is why it is so important to
offer your child Genuine Encounter Moments (GEMS) to help
them feel important, cared for and valuable. The more
supported your child feels, the less she will want to engage
you in power struggles to get a sense of importance. The
investment of giving your full attention and curiosity to
your child for a few minutes several times a day will pay
big dividends by making your child feel special, unique and
loved.
13. Use self-quieting. This is a method you or your child
can do instead of reacting negatively to a situation. Take a
break to get into a peaceful state of mind, to work through
your emotions and find alternative solutions to the problem.
It is a way to get calm instead of reacting in an angry or
hurtful way. Try counting to ten or go to a special space
you have created for yourself that is peaceful. Ask yourself
the following questions: (1) What is the problem? (2) What
is my part in the problem? (3) What is one thing I can do
to improve the situation?
14. Understand that misbehavior is a form of communication.
If we hold the belief that misbehaving children are "bad,"
then we get drawn into trying to fix the bad child and make
them "good." That type of thinking sets up the power
struggle system. Instead, understand that your misbehaving
child is trying to communicate something to you and it is
your job to "hear" that message. A more positive way to
communicate to your child about their misbehavior is to ask
them if their behavior is effective, are they getting the
results they wanted. That way the judgment is taken out of
the situation. You could say, "That doesn't look like it
worked because it made you really mad. What else could you
do?" or show curiosity about their behavior, "Honey, I'm
curious, why did you do that?" You will probably get an
honest answer and have a better understanding about what is
going on with your child.
15. Don't major in the minors. The average American child
receives approximately 13 minutes a day in actual
communication with his parents. The parents spend 9 minutes
of that time correcting, criticizing or arguing with their
child. That only leaves 4 minutes with anything positive
happening. So, carefully choose the major issues to work on
with your child, don't hassle them with a lot of minor
problems. Working on too many issues at once can be
overwhelming.
16. Detach. Sometimes we create patterns of reactive
behavior with our children. They do something we don't like,
we react to it, they do something else, we react to that,
and pretty soon, we are reacting to each other. The problems
escalate and we begin to control or force our children to do
things they don't want. We aren't solving the problem and
our reactions are hurting our child and ourselves. The first
step in detaching is to understand that reaction and control
will not work. The next step is to self-quiet, get peaceful
and balanced. Out of that peaceful calm, a solution or an
intuitive thought will emerge that will effectively resolve
the problem.
17. Take care of yourself. Have you ever noticed that when
you are tired, overworked and overscheduled that you become
irritable and controlling of your children? Probably the
most important thing you can do for your children is to take
care of yourself. To be effective and loving parents we need
a lot of energy and encouragement. Make time for you whether
it is a bubble bath, a workout at the gym, or meditation.
Knowing your early warning signs of burnout is also helpful.
It might be feeling overwhelmed, or your shoulders getting
tight, or just a sense of being grumpy. These are symptoms
of not taking enough time for you and if you don't take that
time, you'll begin resenting the time others demand from you.
Everyone wants to feel powerful. Our children are not exempt
from these feelings so the more we can do to give them
appropriate ways to feel powerful, the less power STRUGGLES
we will have with them. If a child feels valued, loved and
respected, he will still create power struggles because he
is human. But if parents consistently keep in mind why their
child does this, the struggles can be effectively handled
and many times avoided altogether.
Copyright (c) Kathryn J. Kvols
Kathryn Kvols, a national speaker, is the author of the
book, "Redirecting Children's Behavior" and the president
of the International Network for Children and Families. She
can be reached at 1-800-257-9002.
------------------------------------------------------------
""Love does not dominate; it cultivates" - Goethe
------------------------------------------------------------
DOUG BENCH'S BRAIN STUFF
Neuroscientists and physiologists have conclusively,
medically, and scientifically proven, that all extrinsic
motivation; that is, all inspiration, or motivation that
comes from some source outside one's own body and brain, is
ALWAYS short-term motivation!
If motivation is to last, it must be intrinsic. It must
come from inside you. This can only have its base in
neuroscience. It must come from within your brain to last.
But the good news is, you can learn the scientific basis and
techniques to do this. Our goal is to teach you the science
of permanent self-motivation.
No pop clichés. No psycho-voodoo. Just the scientific facts.
Learn the SCIENCE of PERMANENT Self-Motivation. So you
don't have to go back again and again and again, and spend
more and more and more money for a short term fix!
Scientific facts do not lie and do not fail, and neither
will you! Guaranteed!
*** 7 Mini-Science Lessons for Maxi-Success ***
This Course is FREE, and a great starting point for you to
run toward the Science of Permanent Self-Motivation.
Subscribe to the 7 Mini-Science Lessons for Maxi-Success
course and to Doug Bench's free Neuroscience Self-Motivation
News at his Science for Success website:
http://www.mcssl.com/app/aftrack.asp?afid=69141
AUDIO has been added to Science for Success website!
Doug Bench has added Audio examples of nearly all of his
Systems and Tools to his website.
Go check it out now! Everywhere that you see the
Green 'Play' Button, you can hear a helpful sample of that
Tool.
http://www.mcssl.com/app/aftrack.asp?afid=69141
------------------------------------------------------------
PROJECTS OF INTEREST
The Parenting Project
http://www.parentingproject.org/
The Natural Child Project
http://www.naturalchild.org/
Project HappyChild
http://www.happychild.org.uk/
Project Renaissance
http://www.winwenger.com/
------------------------------------------------------------
I hope you've enjoyed this issue of Parental Intelligence!
Issue 49 will be published on 6 July 2003
PLEASE MENTION PARENTAL INTELLIGENCE TO ALL YOUR FRIENDS
WHO HAVE CHILDREN - THEY'LL THANK YOU FOR IT!
Do you have any comments or suggestions? Would you
like to contribute an article?
mailto:quauss-@hotmail.com
Please include the words "Parental Intelligence" in the
subject line.
This newsletter is never sent unsolicited. You are
receiving it because you requested a subscription, or it
has been forwarded to you by a friend.
If you're not a subscriber and you'd like to subscribe,
please either visit
http://www.topica.com/lists/pintel
or send a blank email to:
pintel-s-@topica.com
If you want to unsubscribe for any reason, please see the
unsubscribe instructions at the end of this newsletter.
Copyright (c) 2003, Bob Collier except where indicated
otherwise.
Published by:
Bob Collier
3 Goldie Place
Kambah
CANBERRA
ACT 2902
Australia
mailto:quauss-@hotmail.com
Have a happy and successful day!
------------------------------------------------------------
"Who is this bloke?" Find out more about the publisher of
Parental Intelligence by sending a blank email to:
bobco-@getresponse.com
------------------------------------------------------------
|
|
 |
|
