“A
misbehaving child is a discouraged child.”
(Rudolf Dreikurs, 1897—1972)
“Discouragement
is not the absence of adequacy but the absence of courage.” (Neal Maxwell, 1926—2004)
Many of the
children I see in my practice have had little experience of success and
competency. They go to school, their workplace. There they struggle with the challenges of
academics, socialization, and compliance to normative rules. Every day they go to work, surrounded by
peers for whom success comes more often and more easily. Every day they watch
those peers receive the praise and attention of the teachers, while they do
not.
Sometimes,
home is no better. There, they are often
berated, even punished, for their shortcomings.
They are told that they must ‘do better’ but are not given the tools or
support to do so.
Imagine,
going to work every day feeling inept, feeling like a failure. Imagine, going to work knowing that you face
many more years of the same. Imagine
going to work believing that the status quo cannot and will not change. You
must go there every day. The law says so.
You go there only to be reminded of your shortcomings, and you must keep
going. There is no hope of being
fired. There is no pathway for success.
The doctors
I train in child psychiatry, describe to me their young patients. Many of their patients seem sad, irritable,
angry and unmotivated. The young doctors are quick to call their patients
‘depressed’. I ask these doctors to
consider an alternative word. Perhaps
their patients are ‘discouraged’. There
is a difference between being depressed and being discouraged. The distinction is not trivial. Depression sometimes gets better with
medication. Discouragement never does.
Alfred Adler
(1870-1937), best known for describing the “inferiority complex”, was an
Austrian psychotherapist and contemporary of Freud’s. He wrote extensively about discouragement,
seeing this as prominent condition in his patient population. He described how discouragement, literally
the loss of courage, leads to a variety of maladaptive behaviors. For Adler, the goal of therapy was encouragement,
helping patients discover the courage within to face life's circumstances and
challenges.
Parents can
discourage or encourage. Encouragement
does not mean having less expectations nor does it mean forgoing
discipline. Frequently I point out to
parents that there are two ways to discipline a child. You can point out to your child that, “you
messed up again, as usual.” Or you can
point out to your child that, “You messed up this time, and I know you’re
better than that. How do we learn from this episode and move forward?”
Encouragement
is neither a gratuitous compliment nor a pat on the back. It’s helping children who
are used to failure find interests, strengths, and talents upon which to
build. It’s helping children who are
used to failure find ways to experience meaningful success. It’s helping children discover the courage
and resilience to weather life’s bumps and bruises. Encouragement offers children the
hope and vision of a pathway towards success.