We Don’t Give Up

We Don’t Give Up

Recently I concluded a guys only Support Group at a local high school which, at the time, I thought was pretty successful. I had built some strong relationships with those young men, found common ground, and seemed to gain their trust. A measure of success for me with teenagers is their willingness to talk about the real stuff – and these guys had no problem telling the truth, even to the point of being uncomfortable. 

Fast forward a few weeks. I walked into another group which is at a local drug rehab for adolescent boys. One of the guys from my previous group was there. He had broken his probation for drug use and was mandated a treatment program. I had also found out two other boys from my previous group got caught up in some heavy drugs and kicked off their school campus. So, what I thought was a successful guys group turned out, at least on its surface, to be a bust. 

If you work with teenagers very long, you will face some disappointment. Really, it’s part of signing up. But, it isn’t why we get into it. 

I got into working with teenagers because I felt like they were a lot of fun to hang out with, I could relate, and maybe I could contribute to their growth in some way. That’s why most people get into a helping profession involving kids. We just love being around them. 

But we aren’t always motivated by what it really takes to be successful with teenagers – the long haul. This is especially true in cases involving teenagers in crisis, that is, students who have significant risk factors at play in their family and development. 

Part of leading a group with those guys helped me understand more about their background. They all had at least one parent who had either rejected them or was no longer in the picture because of prison or by choice. Their systems failed. People failed. Bad choices were made. Labels were applied. They were now “bad kids”. 

Then, one by one, the adults surrounding these guys gave up on them. These boys in return gave up on the adults around them. Everyone just gave up. 

And, after working with these guys for a long time and watching them just fall back into drugs and bad choices, made it tempting for me to give up on them too. They knew what I hoped for them. They remember our conversations. It was really discouraging to see their choices and what path they traveled. 

But here is the thing. At the drug rehab, my young friend lit up when he saw me. I was a familiar face in a difficult situation. We got to talk, and he expressed to me his desire to get things together. My other two friends connected with me as well, and we were able to process the consequences they were about to endure and what they could do differently in the future. 

I chose not to give up on them. And, that is a choice I will likely have to make a few more times before the story is complete. 

Why am I writing this? Don’t give up. That’s what I’m saying. For those of us who work with teenagers – we don’t give up. It isn’t an option. So many others will give up. You don’t have to. 

If you are an adult in a relationship with a teenager who is disappointing you – don’t give up. 

Keep the relationship first. 

Set realistic expectations. 

Keep your eyes on the future. 

Process mistakes and set different goals. 

Don’t give up. 

We don’t give up. 

Chris Robey, Teen Life’s Program Director, has worked with teens for over a decade and strives to help students see the best in themselves.

A Few Words on Courage

A Few Words on Courage

The older I get, the more I think it’s all about courage. When we find new and creative ways to instill courage into the lives of our kids – they win.

And, I’m not really talking about “getting ahead”. I’m talking about the small things of life.

Tests.

Telling the truth.

Looking out for the little guy.

Trying something new.

Saying you are sorry.

And, meaning it.

Putting the work in.

Taking responsibility.

Showing up.

Leaving.

Failing.

Getting back up.

Trying again.

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Teenagers, of all the people in this world, are positioned well to live with courage. For the most part, people don’t depend on them for their livelihood, so they can explore, make mistakes, and pivot when necessary. Within the bounds of the law, the consequences for failing tend to be less than adults who have families and careers. Teenagers tend to see the world with more naive and hopeful eyes – issues that can be solved or addressed with just one good idea. While those who are older roll their eyes and pat on the head – teenagers seem to expect their actions to actually make a difference and change environments.

The adolescent years are the perfect space to live courageously and with meaning. Those who do gain experiences and tools to do so as adults with families and careers. They know what it means to try and fail, doing so with the protection and support of the loving adults in their lives.

That’s where you come in. When the teenager you love comes to you with a wild and crazy idea – help them figure it out. Support them. Ask good questions. Help them take it a step further.

What would things look like if we lived with a little more courage? What would it look like for the teenagers in your life to be more courageous?

I think we can all agree on that answer.

Chris Robey, Teen Life’s Program Director, has worked with teens for over a decade and strives to help students see the best in themselves.
A Helpful Metaphor

A Helpful Metaphor

In the fog of family life, sometimes we need good language and descriptors to help us best understand the challenges of parenting. Sometimes being told what to do directly from another parent isn’t that helpful and might even cause some resentment. You know how it is – if you are really struggling to find clarity in the midst of juggling parenting, career, family life, finances, and community involvement, someone telling you the exact way to deal with all of that seems at the very least…detached.

I am a Christian, and as a follower of Jesus, one of the aspects of his teachings that are the most helpful are his parables. These stories capture timeless truths about how people interact, relate with each other and God, as well as provide a better way to live. The fascinating thing about these parables is how they tend to hold up and provide a solid framework to live in our postmodern world. I love how stories, images, and metaphors seem to cut through to the heart of things and give us the perspective we need.

One of the common anxieties of adults who work with teenagers revolves around the teenager’s tendency to distance themselves from their parents and other close adults as they explore what it means to be an individual. So many take this personally and don’t deal with it very well. Sometimes the rejection is met with rejection, and relationships are fractured. Other times, the “pushing away” is met with a lack of trust and increased skepticism, further driving a wedge in the relationship.

Dr. Kara Powell wrote a really helpful piece on this subject last year (you can find it here) and used a quote from the book, Untangled: Guiding Teenage Girls Through the Seven Transitions into Adulthood by Lisa Damour:

“Your daughter needs a wall to swim to, and she needs you to be a wall that can withstand her comings and goings. Some parents feel too hurt by their swimmers, take too personally their daughter’s rejections, and choose to make themselves unavailable to avoid going through it again…But being unavailable comes at a cost…Their daughters are left without a wall to swim to and must navigate choppy—and sometimes dangerous—waters all on their own.”

This metaphor perfectly illustrates what it means to be an adult in the life of a teenager. To be the wall you must:

– Choose to be the adult.

– Understand your role in the life of a teenager.

– Be steady, ready, and available.

– Communicate constantly your availably and readiness when they choose to return.

Teenagers need solid adults who stay in place for students to “kick off” of to explore what it means to be human in sometimes dangerous waters. Parents, teachers, coaches, pastors, mentors, and counselors play a crucial role to create safety and boundaries as students figure these things out.

What do you think about this? What other helpful metaphors work for you to describe working with teenagers? 

Chris Robey, Teen Life’s Program Director, has worked with teens for over a decade and strives to help students see the best in themselves.
The Outsider/Insider Parent

The Outsider/Insider Parent

This is one of those blog entries which could be filed under: “Chris, you don’t know what this is like.” While I have kids, they are all little, and we are dealing with very different issues than parents of teenagers. And when you are in the thick of battle, often times perspective isn’t an available tool to explain certain behaviors of your child.

 

Outsider/Insider

My wife works in pediatrics at a children’s hospital. She really gets kids. So when my kids meltdown or do something that is “kid appropriate” but doesn’t mesh with my adult sensibilities, she is calm while I lose my mind. Being around little kids all day long has taught her what to expect developmentally, socially, and behaviorally. To boil it down, she is just a much, much better parent than I am to little kids 🙂

She kind of has an outsider/insider perspective of children. Being around kids all day long gives her enough perspective for when she comes home to the chaos of a house with three kids ages six and under. It doesn’t make the job any less difficult, but her perspective acts as a separating tool, giving enough space to know what is normal kid behavior and what crosses the line.

 

The denial problem 

I’ve worked with teenagers a long time and to be honest, working with their parents is much more difficult. I always love the parents I get to work with, but I’m also a little shocked (and I don’t use that term a lot) on how little perspective parents of teenagers can have. Or at least, there tends to be a lack of mindfulness when it comes to how parents are feeling about the whole teenager thing.

From my perspective as an outsider/insider, I see some parents of teenagers take this path:

Parents are not ready for their kids to enter adolescence.

So they…

Go into denial about their kid going through the adolescent journey.

Then they…

Spend too much time agonizing over/fighting with their kids through adolescence.

This can be really sad to watch. When the kid starts pushing their parent away as they enter adolescence and the parent takes it personally, conflict abounds and the divide widens. Battle lines are drawn and understanding gives way to hurt feelings and resentment.

What parents of pre-teens and young adolescents could benefit from is perspective and a general understanding of what their kid is going through. The most successful parents I have seen with their teenagers are the ones who can deal with the difficulties of adolescence with the perspective of an outsider.

 

The “outsider/insider” parent

Sometimes we a just too close to the situation. To gain perspective, we need to get “outside” of things to see what is really going on. When we get “outside” of things we see:

  1. Adolesence is a journey towards adulthood. This often begins with a teenager making space to figure things out. It isn’t personal, it’s developmental.
  2. With this space, teenagers will try on “new skins”. Things won’t connect or be consistent. Your kid isn’t going crazy. They are figuring things out.
  3. With these “new skins”, they will inevitably fail. Let them, and help them process what the failures mean.
  4. Just because they are pushing you away doesn’t mean that is what they actually want. Find new and creative ways to remain close and available.
  5. Your role as a parent needs to change. The time for correction is over. Now you get to be a coach.

 

How to get “outside”

Well, reading this blog is a good start. No, really – continue to find good, reliable resources on parenting and adolescence. Also, be on the lookout for parents who do this teenage parenting thing well. Ask them questions. Watch what they do and let them be a mentor.

Finally, ask your teenager what they need. To be honest, they probably won’t have a good answer, but it will help them understand that you are with them and trying to understand.

Being a parent is hard at all stages. When we can find ways to separate ourselves from the fog of parenting, we find there are new and creative ways to interact with our kids. We better understand what they are going through. Empathy and understanding take the place of resentment and exasperation.

We find that this phase of parenting might not be so bad after all.

Chris Robey, Teen Life’s Program Director, has worked with teens for over a decade and strives to help students see the best in themselves.
How We Deal with “The Bad Kids” Part 3

How We Deal with “The Bad Kids” Part 3

It is hard to imagine a disciplinary process in a school, church, or any other organization dealing with students that isn’t anchored by the threat of punitive action. For so many who are parents, it is hard to think about losing the trump card of grounding or punishment as a motivator for following the rules. As I stated in my original post, most adults in positions of authority tend to go with the most pragmatic approach to discipline, not really thinking about the long-term implications.

As adults, we tend to believe we have the best solution to the problem at hand. If a student steals property from another student, it is up to us to make sure the thief is punished appropriately and the other student gets their stuff back. We want to administer whatever form of justice we feel is swift, sure, and will insure that we can clean it up and move on. Our sense of justice is confirmed often when someone pays the price.

What if there was another way? Could there possibly be a disciplinary model promoting the long-term welfare of the student, accountability to agreed upon standards of classroom conduct, as well as respecting the developmental and social needs of adolescent?

Perhaps a model to consider is that of Restorative Discipline, an off-shoot of the Restorative Justice movement. Restorative Discipline (RD) is a systematic approach to dealing with student infractions and disciplinary issues. Central to this philosophy is the idea of “circling” students in various ways throughout the school day. Teachers are trained in the circling model as the first place students will interact with this form of accountability.

A circle is pretty simple. Basically it is a process where students create literal circles around certain parts of the day, or because of an issue, and no one person (including the teacher) is more important than the other. Everyone has the chance to talk and voice their concerns or opinions. Typically there is something called a “talking piece” (an agreed upon object that, when held indicates a student’s turn to talk) and a few other simple elements. In the classroom, circling is used typically at the first of the week, mid-week, and as a means to close out the week. Sometimes classroom circles occupy the beginning of every day as a means of checking in.

The bedrock of any circle (or any group for that matter) is agreed upon norms, rules, or expectations. In other words, what does the group need to be safe, functional, and an effective learning environment. The entire circle will create a group of norms and those will be posted somewhere in the classroom.

For example, if one of the norms is, “We will respect the right of students to learn,” a common student infraction like being disruptive in class or talking out of turn is dealt with on the basis of the norm and the group instead of outsourcing the discipline to the principal. The group is circled and the problem is addressed with dialogue, respect, and accountability.

There are some more specific circling techniques for more serious infractions that include administration, the accused, and the victim (when appropriate). These cases have a framework for conversation that helps both sides understand what happened, find a way to resolve the conflict, and figure out how to make things right moving forward. Often, family circles can be included by involving parents in the process.

What is so unique about this disciplinary approach is the goal of keeping as many students on their main campus as possible and creating a learning environment based upon respect, restoration, and problem solving.

There are so many aspects to this model, and I am still trying to get my head around how this would work on the many campuses I am on each week. Some of it seems idealistic, but often idealism is a better place to start than the alternative. This approach has been around a long time in theory, but only recently began to be implemented by educators. There are some pilot schools working on this approach in our state of Texas, but the vast majority are still working on the old punitive system.

Do yourself a favor and do some reading on this model. See if it is something you can push for in your community. If you are a youth pastor, consider making this your model of discipline among your students.

For a thorough list of resources, check out the Institute for Restorative Justice and Restorative Dialogue. Let us know what you think!

Chris Robey, Teen Life’s Program Director, has worked with teens for over a decade and strives to help students see the best in themselves.