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She knows that the woman who “takes up her life” does more for herself, her husband, and her children than the one who surrenders it.
Your anxiety will speak louder than your words (written or spoken) – so do whatever it takes to reduce your anxiety. The message of your perfect speech or letter will be drowned by your anxious emotional presence. Anxiety is contagious – your audience will catch it from you. If your audience is already anxious, it is your task to be a “step-down” transformer and assist your audience to relax, to manage their anxiety, so that you may effectively deliver your message.
If an audience (of 1 or a million) is already closed down to you, your words (written or spoken) will only serve to push your audience further away from you – keep in mind that he or she who is doing the most work (over-functioning) is placing the “other” (of 1 or a million) in a position of power.
What you are heard to say (written or spoken) is much more important than what you intend to say or do say – when the stakes are high, people hear what they want to hear and anxiety makes people selectively deaf, blind, and mute. Filters, on both sides (speaker and the hearer) become erratic when there is much to gain or lose.
Resist saying to many people (the whole congregation, company, hospital staff, faculty) what you really want to say to one specific person.
Others (1 or a million) will resist listening to you if you are condescending, patronizing, or uninterested in their day-to-day lives and concerns. No matter who you are or how powerful is your platform or position, you cannot fake authenticity.
Who and what you are will be communicated to your audience whether you like it or not, if your message is well prepared or not, if your sentences are perfectly rehearsed or not. Your PRESENCE will be ultimately be the real content of your message.
Pietermaritzburg Educational Psychologist, David Weekes, contacted me. At my request he modified yesterday’s column: Thanks, David:
The parent who ENABLES …
1. Overprotects, makes excuses for or covers up his/her child’s misbehaviour and, thereby, undermines the authority of the other parent and teachers.
2. Feels over-burdened or rewarded by responsibility for his/her child (ensuring rules are followed, doing things for the child he/she is capable of doing for him/herself).
3. Feels like he/she is living more than one life as if the child’s choices and actions are entirely the parent’s responsibility.
4. Endures “borrowed” anxiety – worries needlessly about how his/her child will turn out, perform in school, cope with bullies.
5. Seems unable to distinguish between “self” and “parent” and, in seeking to be a “good” parent, reinforcing an unhealthy co-dependence.
The parent who EMPOWERS …
1. Learns to stop overprotecting (“I will not lie for you and write an excuse note when you are not ill.”)
2. Understands the critical distinction between being responsible for his/her child’s wellbeing and assuming responsibility when it is the child who is accountable.
3. Learns to allow many choices (within limits) made by his/her child to run their course so the child can learn from the consequences of his/her actions.
4. Learns to distinguish between useful anxiety and what is and is not a legitimate cause for worry.
5. Works at promoting a healthy, necessary separation to foster a sense of independence in that child.
David can be contacted at davidsw@telkomsa.net
He or she who enables
1. Lies, covers-up, runs interference, for the enabled.
2. Feels over-burdened or rewarded with responsibility for the enabled.
3. Feels like he or she is living more than one life each day; as if the choices (good and bad) of the enabled are his or her responsibility.
4. Endures “borrowed” anxiety – bears anxiety about choices made by the enabled.
5. Seems unable to see the “self” as disconnected to the self of the enabled, and will often see this connection as “oneness” or love, or a soul-tie, or the “oneness of marriage” making the enabling somehow inescapable.
He or she who empowers
1. Learns to allow others to speak for themselves (“I will not lie for you. If you have to call in as sick when you really are hung-over you will have to make that call yourself.”)
2. Understands the critical distinction between being responsible to others and for others.
3. Learns to allow most choices (not all) of those he or she loves and their consequences to run their course.
4. Learns to distinguish between helpful pain, useful anxiety, and what is and is not legitimate cause for concern.
5. Works at healthy, necessary separation, even while being married, in love, or having soul-ties.
“My wife does our son’s homework. Our son (14) gives her his few ideas and she takes them and puts them into complete answers. Since everything is typed I don’t think the schoolteachers are aware. Our daughters also did this until they themselves saw that it was not helpful and weaned their mother off their homework. Our son is less motivated and is unlikely to follow his older siblings. He chastises his mother if he doesn’t get a perfect score. If I try to intervene I am told I do not understand. She says she is ‘modeling’ something and that he is learning by watching her. I say she is enabling his laziness. Please help.”
While I cannot endorse the child presenting his mother’s work as his own – I must believe that your wife has been suckered into doing more than she perhaps at first anticipated. While I know you have not said as such, I am aware of how these “help” sessions grow and how the pressure from a child to a parent can steadily increase. Your beliefs are well known. Try to stay out of it and your wife and son will ultimately untangle. If you intervene you will be polarized. Let them dance until one of them drops.