By Vimala Seetharaman

Managing a difficult teen need not be as impossible a task as you may think. Respect your teen enough to listen to him and acknowledge his right to have his own views and opinions. You can bond with your difficult teen better by showing love and respect, and help him grow into a confident and responsible adult.

Listen to Your Teen
More often all a teen needs is a parent with a patient ear. When your teen says something, listen to her ideas, suggestions or opinions without dismissing them as unimportant. Give rapt attention without interrupting when your teen is speaking.

Listening to your teen is important to let him know that you value his opinions and decisions, which builds his self-esteem and makes him feel secure with himself and his parents. The more you listen to your teen, the greater are the chances of developing a positive relationship with him.

Avoid Being Judgmental
It's important not to stick to one's own opinion of things when handling a troubled teen. It's alright to have views that disagree with that of your teen's, but avoid stressing that your thinking is right. Try to accept your teen for what she is without attempting to force your views on her.

By ceasing to judge, you become more open-minded and compassionate. You'll create an atmosphere where your teen will not be afraid to come and discuss about his thoughts and feelings with you openly. This atmosphere is crucial to build a trusting and respectful relationship with your teen.

Avoid Lectures and Advices
You go nowhere in disciplining your teen with lectures and demands. Demands reflect controlling and dominating behavior, which is most likely to make your teen more rebellious. Instead, use a respectful yet authoritative tone when you want to send across a message to your teen, such as "I would expect a matured individual like you to be more organized with your projects."

Look for Signs and Symptoms
Certain behaviors serve as indicators that your teen needs help. Is he becoming increasingly remote and isolated? Has her performance at school dropped? Anxious behaviors, extreme dieting, suicidal tendencies and violent outbursts, and low self-esteem are other crucial signs to watch out for.

Seek Expert Help
Seek the professional help of your teen's school counselor, a psychologist or even a social worker to help you help your troubled teen. Seek referrals from your family physician when looking for professional experts.

Teens want the respect of their parents as much as their love and affection. Letting go of your egos, broadening your minds and allowing more parent-teen communication are fundamental to developing a loving parent-teen relationship.

By Karen Soukiasian

We recently received a rather disturbing photograph on our Facebook page. It was of two teen males, haughtily posing for a camera, while flipping the bird, as they dangled a lifeless puppy with a rope tightly tied around its neck. No doubt, their parents must be very proud of how they raised their sons.

Granted, before we continue, we are all aware there are some who have serious physical and psychological problems that require more than what this articles suggests. Here, we are dealing with the norm, not the exception.

The "average" mentally and physically healthy child, learns by experience and example. With little or no life experience, they have no understanding of empathy and compassion, unless it directly affects them personally. That is why learning by example is so important.

Those who suffer from low self-self esteem, either withdraw, or will do anything, sometimes subtle or sneaky, and sometimes grandiose, even if it is wrong, simply for attention. They may or may not understand there are consequences for their inappropriate behavior, but they don't care at that time. What they are seeking is status and attention.

As a part of growing up and learning, children frequently mimic what they see and hear. They often test us to see what effect their unfitting behavior will have on us, and if there are consequences.

When you see your child cuddling a cat or dog, you smile and think how sweet? By telling them what they are doing is appropriate, you are reinforcing in a positive way, an appropriate behavior.

But, what is your reaction when you see them being unkind or just plain cruel to an animal?

Do you wonder, where did they see, or why are they inflicting harm, pain, or possibly death to the animal?

Does it occur to you, what they doing to that to helpless animal, they could possibly do to another child?

Do you step in, and correct your child and explain to them, their behavior is inappropriate and why?

Do you explained to them in an age appropriate way, so they will understand that they are hurting their pet? Or do you just ignore it?

Do you automatically assume if your child is bitten or scratched, the cat or dog is to blame?

Does your child see you punish the animal? What is their reaction? Are they empathetic or detached?

In most cases, it's not the child, but the animal, that regrettably suffers the consequences of the unfortunate interaction. In fact, the animal is doing nothing more, than instinctively reacting to survive that situation.

Are we fair to expect our pets to behave better than our children?

In 1943, Abraham Maslow created a pyramid called Maslow's Hierarchy of Needs. It is a five level pyramid of needs. It starts at the base with Physiological. The second level is Safety. The third level is Love/Belonging. The fourth level is Esteem. The apex is Self-Actualization.

At the fourth level, that of Esteem, Maslow held humans have a basic need to be accepted and valued. He also believed there were two forms of esteem; lower, which reflects the need for: attention, respect from others, and status. And, higher, which reflects the need for: self-confidence, strength and competence. An imbalance at the Esteem level is where and how a person senses their self-value, and essentially where bullies are formed.

In early development, it is at this level, where your response to your child's interactions with animals is most crucial. Here, by teaching by example and correction, to be responsible, respectful and kind to their puppy or kitten, you are also validating your child's need for attention, respect and status in a healthy, positive manner.

Bottom line: By demonstrating to and instilling in children, compassion, respect, empathy, kindness, sympathy and love; as well as a balanced sense of self-worth, we can possibly prevent future bullying and abuse of children, animals, and even adults!

Karen A. Soukiasian, GOOD DOG! - DOG TRAINING and BED-n-BISCUITS dog boarding and training - Owner/Trainer, St. Augustine, Florida - AKC CANINE GOOD CITIZEN and S.T.A.R. PUPPY Evaluator http://www.freewebs.com/gooddogsite; http://www.facebook.com/pages/GOOD-DOG-DOG-TRAINING/95917282486

By Bart Icles

It seems that every year, our daughter gets invited to some dress up party. And there is also Halloween when she needs to go out in a costume for trick or treating. Having to find a costume for our young girls is not something new. However, it seems that sexy and skimpy seem to be so popular that it can already be a challenge to find a costume for our young girl that does not show too much skin. And we wonder: is it still possible to find modest costumes for girls? Yes of course! And we simply need to dive deeper into our imagination.

If you are all too worried about your young girl having to show too much skin at such an early age, what you need to look into are modest costumes for girls. No, modest and simple costumes are not a thing of the past. They still exist and they are still very real. However, their popularity has just been shrouded by the sexier and skimpier costumes that we often see on sale these days. And if you are worried that your young daughter might not like the idea of a costume that is not sexy and loud, you need not too because there are several reasonable costumes out there that are quite interesting and attractive.

Princess dresses are modest costumes for girls that never fail to command attention. They are classy and they make your young daughter look sophisticated. However, if your young girl is not the type who wants to dress up like a princess off a fairy tale book, there are still other modest costumes for her to choose from.

Other options include witch costumes. Complete with a witch hat and broom stick, your little girl can truly look malevolent in this costume and it is quite perfect for Halloween. Or perhaps your little girl might be interested in dressing up as a vampire or a gothic rag doll. These kinds of costumes are quite easy to find and in fact, they might already be in your little girl's closet. Or she might fancy to dress up like a kid superhero - now this will not require her to show skin more than what we are accustomed to.

In this day and age, modest costumes for girls still remain. Their popularity might have waned to a certain degree but they still remain to be quite interesting and attractive. We simply need to keep our options open.

By Alex Yadan Lim

The moment your kid starts to drive using his underage driver's license, you can expect your premiums to hit the roof. Kids aged 15 -18 with parental consent can get a learner's permit after passing the required DMV tests, Some states allow even 14-year olds to have one. But getting a car Insurance under 21 becomes a wallet draining concern for parents, especially if your kid is a boy.

The insurance premium is often paid monthly and depending on the state where you live and the type of car your kid drives, it is not uncommon for you to pay more for teen boy rates insurance companies uniformly charge than for the combined car insurance premium you and your spouse pay in one year. And should your kid meet a road accident of his own making, you can expect the premium to triple for three years after making a claim.

While statistical data on road accidents tend to justify a hefty increase and a stringent policy for auto Insurance under 21, it's not as if you have no choice but to accept what is offered to you. As a parent or guardian, you have several options that can keep your premiums within more tolerable limits, lower than if you did nothing about it.

For starters, it would be wise to start your teen driver with a second hand or pre-owned car that has a good safety reputation like a Volvo or a Honda and none of those exotic cars that are more prone to theft. Older and less inviting cars generally have lower insurance premiums. But the one thing you do not want is get your teen boy behind the wheels of a Porsche or a Ferrari in any model year of the last decade. Not only will your premiums skyrocket, you would be inviting you kid to enter the gates of heaven sooner than later.

Here are a few other things you can do:

    Take advantage of multipolicy discount insurance companies provide when taking out your kid's auto insurance from the same company that covers you. This type of discount applies when you get several policies from a single company like having both your homeowners and auto insurance from one.

    It's still a good idea to compare rates between insurers. The insurance company that gave you and your spouse the best rates may not do likewise when adding a kid to your coverage even with a multipolicy discount, so do shop around. But having said that, if the difference is only a few dollars, consider that there are benefits to remaining loyal to your present insurer, like being more forgiving.

    It will require a one-off expense but your premiums get lower once your raise the collision and comprehensive deductibles. $1,000 would be the minimum. It also keeps you from filing small claims from minor accidents that could compromise any future discount insurance firms are known to apply for a claims-free period.

    If your kid gets high grades, at least a B on 12 credits of college work or a 3.0 GPA in high school, your insurer may offer significant discounts on your kid's premium. Check with your insurance company if it does. Many do. It certainly won't hurt to encourage your kid to do well in school.

You may find a few more interesting articles from my blog at http://lexmil-articles.blogspot.com/.

By Jennifer Little

School and dysfunctional families have little in common. School has rules that are usually uniformly and consistently enforced with consequences for violations known to all. Dysfunctional families may start out with rules, but the consequences for violating those rules may be unknown, inconsistent or inappropriate to the violation and what the individual needs to learn. Schools have structure to keep everyone calm for learning; dysfunctional families usually have no structure and chaos of emotions and behaviors.

How To Cope

Coping mechanisms usually fall into the fight or flight categories. In the "fight" category are the usual negative acting out behaviors: substance use/abuse, sexual exploration, delinquent acts of aggression or intimidation. But there can be positive "fight" behaviors related to showing teachers and peers how to overcome adversity. These behaviors include: finding a quiet place (possibly a library or a friend's house) to do homework and studying, making sure all rules are followed (even if they seem unreasonable or childish), turning in all assignments and getting good grades, getting a part-time job or finding extra-curricular activities you enjoy to fill time and keep you away from home.

The "flight" category typically involves leaving or running away from the problems. Typically teens faced with dysfunction at home find ways to move out, run away or avoid all conflict. Another method of "flight" is to become so focused on school or a job (or both) so there is no time for the stress of the family conditions, but the stress is still there and unaddressed.

A better option which is neither fight nor flight is to try to engage the adults in ways to reduce the stressors between the teen and the adults. Usually adults will be open to this solution, because they are not coping well themselves and will welcome reduced stress. This can easily be done through contracting for behaviors and desired results. For example, a teen might want some specific privilege (such as being allowed to have a job). The teen can write a contract stating what (s)he is willing to do (improve grades, clean the garage, cook dinner, etc.), for how long or how often (weekly, daily, for one grading period, etc.), and what the consequences/rewards of those behaviors would be (the job) and that once attained the teen will continue the agreed upon behaviors as long as (s)he has the privilege.

It make take several tries to get a working contract. Everyone involved must agree and consistently follow the agreed upon rules. It is worth working at learning how to do this well, because it reduces or eliminates all the uncertainties of what happens at home.

Jennifer Little, Ph.D.

All children can succeed in school. Parents can help their children by teaching the foundational skills that schools presume children have. Without the foundation for schools' academic instruction, children needlessly struggle and/or fail. Their future becomes affected because they then believe they are less than others, not able to succeed or achieve or provide for themselves or their families. Visit http://parentsteachkids.com to learn how to directly help your child and http://easyschoolsuccess.com to learn what is needed for education reform efforts to be successful.

By James T Murphy

My 6-year-old kindergartener grandson, Aidan, is a genuine rockhound. When he was four and we visited a nearby "pan your own gold" mine, he chose a bag of pebbles as a souvenir. And he keeps them in a hidden place in his dresser.

Then he discovered that off our back patio one side of the yard is paved with gravel. It became a daily ritual that he would slowly and carefully scan the gravel, select a few choice specimens and then lovingly wipe them off and add them to his collection.

He learned that he could break the pebbles by dropping a larger rock on them when they were set up on cement. Enter the rock crusher. Rock dust built up on our patio steps. Now five, Aidan figured out that by crushing pebbles he could rapidly multiply his rock stash. He occasionally took a favorite example into Pre-K for show and tell.

The side yard gravel gave way to mining a dirt pile in our backyard. This enterprise developed when his cousins were visiting as well. There is a 20-foot long ridge that borders the back of a grass section of our yard. It's about a foot-and-a-half high and is covered with pinestraw groundcover. And prime for four boys under six with spoons, sticks and to front-loaders.

The three budding archeologists scrapped off a section of pinestraw and began excavating. When the cousins grew tired of digging and moved on to wiffleball, Aidan stayed put cataloging the "artifacts". The small rocks were much more impressive than the gravel and then there was the ultimate treasure-MICA!

Mica became a currency that could have bought Manhattan for a lot less than beads. Aidan would sell the silvery, shiny slices for a dime each. Larger "rocks" went for a quarter. Basically he soon tiled his bookshelf with Mica. Within a few weeks of staking his claim on the Mica mine, Aidan was a "multi-MicaAire".

By the time he entered kindergarten, Aidan was up to cracking rocks that were 4-6 inches in diameter. And he was now using a hammer and trying to shape his results. Also, he became somewhat discriminating in adding to his collection. He noticed interesting shapes and colors. And he became a fan of striation. He edited his collection, eliminating the common or misshapen examples. But the Mica exhibit stayed intact.

His "hobby" reminded me of a rock-related excursion twenty five years ago. On the mission to be a better dad I bought my two elementary school daughters a rock tumbler. Truthfully, I bought it for all three of us. There was something intriguing about the idea of finding a random stone and polishing it to a beautiful gemstone. (At least that's what I thought I could do...lol).

As I recall, the rock tumbler came with a bag of semi-precious gemstones for experimentation. With great fanfare we set the machine up on the kitchen counter, plugged it in, dumped the test stones in and switched it on. And we waited.

After about ten minutes I switched it off, removed the lid and checked...no change. Switch back on. Wait a half hour, check again. Still nothing. Better read the directions again. Oops...it suggested that the tumbler might need to run all night to have an effect. All night and it was kind of noisy. But I figured that in the morning we would barely be able to look in the tumbler because of the shine.

The next morning, bright and early, I switched the machine off and removed the lid. With great anticipation, I peered in (there was no bright light shining from within) and there was no change to the stones. Nada. They looked the same.

That was the last time that machine ran. I'm pretty sure I probably did something wrong in the process. But the disappointment of the result combined with the night of no sleep pretty much shattered my dreams of becoming an expert rockhound. It could be that Aidan is set to pick up the mantle.

Enter kindergarten math. By January his teacher had the class counting to 100 by tens. (Counting to 100 by ones was old Pre-K stuff). At the end of the month, to celebrate the 100th day of the current school year, they assigned a school wide project to represent the number 100. Everybody talked about bringing 100 pennies, or 100 toothpicks. But Aidan wanted to do something with 100 rocks.

He really got stuck on how best to display them when his wise old "Poppy" remembered a performance art project from when he lived in New York. It was the 100 pairs of shoes saga. Postcards began to show up sequentially in the mail for The New York Times art critic's desk. Each one was a picture of 100 pairs of red women's shoes in recognizable settings-Times Square, Central Park, Penn Station, etc. Then after a couple of weeks the shoes started traveling across the country-the St. Louis Arch, on Pikes Peak and then on to the Golden Gate Bridge.

So, he suggested "why not 100 rocks roaming around Aidan's neighborhood? And so the 100 Rock Project was born. Aidan's mom came up with an old Mason jar bank (plastic) and Aiden undertook the task of selecting his top 100 examples. They filled about half the jar and then a bold "100 Rocks" label finished off the display.

Next came the task of outlining the possible locations for the rocks to "visit"-the school (naturally), the park, the church, all over the house, posed with each family member, at stores and all round the yard. The goal was 100 rocks in 100 situations. They would follow Aidan through his day, to McDonald's, to the drug store, through Pet Smart where they posed with each animal. The problem transformed from figuring out how to pose 100 pictures to how to edit them back to 100.

Printing the pictures, cutting them out and pasting them on a poster board with a title put the 100 Rock project on display-along with the original jar of course. So Aidan experienced how a number like 100 can take up a small space like the jar and require only one location and a few minutes to count or can require miles of driving and days of effort depending on the subject being multiplied. As he observed when he finally pasted the last photo on his display, "a hundred is a lot".

By Tracy R Liedman

As parents, we cringe just thinking about the day our teens get their driver's license and drive off. We worry about how they are driving, if they are driving too fast and where they are going. Since we cannot be in the car with our teens at all times, we cannot be sure that they are following our rules and the rules of the road. Luckily, thanks to vehicle tracking systems, we can now monitor our teens when they drive off on their own.

Full Disclosure Vehicle Tracking

It is unlawful for an average citizen not to inform the driver of a vehicle, whether an employee, child, spouse, etc., that they are being tracked or monitored. Full disclosure that the tracking device is in place is necessary. Letting the driver know isn't necessarily a bad thing, they will know ahead of time that they have to obey the rules.

Ride Shotgun With Your Teen Without Being There

There are many different devices that you can use to monitor your teen. Some are very small and can be placed in an inconspicuous location. Others are larger and cannot be placed out of the way. Unfortunately, many of these smaller devices do not have the capability to give you immediate reports and real-time tracking. For up to the minute status reports on your teen, you need a device that is GPS enabled.

A GPS-enabled vehicle tracking system will let you see exactly where your teen is, and if he or she is in a location not allowed by you. It can also give you information on how fast your teen is driving and how he or she is braking. Speeding and harsh braking are both dangerous habits, and well as big fuel wasters.

Pick a Type of Monitoring System For Your Teen's Vehicle

Both types of devices have its benefits and downfalls. If you have a small, concealed one, you have the advantage of it not being in the way when your teen is driving. In addition to being the cheaper option, it will give you an honest picture of how your teen drives and uses the car when you are not around. However, the big disadvantage to these smaller devices is that you cannot see where your teen is going, only where he or she has been. You will not be able to stop your teen from traveling to a destination that you do not want them to be at.

A GPS-enabled system will get immediate data regarding your teen. You will be able to see where they are when they are there, and you can call them to correct any wrong behavior right away. A big advantage for this type of system is that since teens know that they are being monitored constantly, they tend to drive more cautiously and pay attention to the limitations that their parents have put on them. This can help keep insurance premiums down as well as give you peace of mind. A disadvantage to GPS systems is that they are more expensive and can cost a fee to maintain.

Having a teen driver can be nerve racking. Fortunately, by using vehicle tracking technology, parents can keep track of their teens and their driving habits.

By Casper A Labuschagne

The incredible technological advancement from an absence of airplanes in 1902 to landing on the moon in such a short time has led many parents, and particularly grandparents (who still remember the moon landing), to believe that technology will educate our children.

Please do not fall into this trap. Remember that all the brilliant minds that created this wonderful world we live in today had none of today's technology. In fact, their work led to its creation!

There were no computers to do flight simulations for the Wright brothers; they did their research the hard way: by building a wind tunnel to test their wing designs.

Einstein spent decades developing his theories, and he never watched television once during that time. He understood the value of developing the imagination when he said, "If you want your children to be brilliant, read them fairy tales. If you want them to be geniuses, read them more fairy tales."

The worst thing you can do is to let your small child watch television for any length of time. Health and behavior issues are among a number of reasons for this.

    The American Academy of Pediatrics (AAP) has recommended that children younger than two not watch television at all and that children older than two should watch no more than two hours of television daily.
    A major study in the United Kingdom reports that young children who watch more than two hours of television a day nearly double their risk of developing asthma by the time they are teenagers.

Many parents believe that learning will occur by just presenting their children educational programs. Although children do gain some knowledge through watching educational programs on television, the benefits are limited without some sort of interaction. (The best method of interaction is you interacting with your child).

Educational computer games that require interaction are a much better option than television programs. Still, computer games cannot take the place of you, the parents, in stimulating development through such interaction as the following:

    Reading colorfully illustrated fairy tales to your child
    Encouraging your child to ask questions about the fairy tales
    Asking your child questions about the fairy tales
    Answering these questions at a level of communication that your child understands

Your personal computer, not television is your most valuable piece of modern technology. With the Internet, you can access some of the best educational material available. This material is not only of the highest quality, it is in most cases free for non-commercial use.

Conclusion

Do not rely on technology to educate your child, but use it for repetition in your child's developmentafter you first teach your child a specific skill. For example, use computer spelling or math programs to help your child practice adding and subtracting numbers only after you first teach your child about phonemes or how to add and subtract. Also, be careful when and how you introduce technology. Children do not develop at the same pace, so do not force any aspect of development. If you try to force your child into activities for which he or she is not ready, you will lose the fun aspect of the development and your efforts will be counterproductive.

Need more information? Casper Labuschagne invites you to grab a free MP3 audio report "The Role Of Parents In Early Childhood Development" from http://mypreschoolerssuccessguide.com/. It's yours free and gives you valuable information of how to lay the right educational foundation before your preschooler goes to Kindergarten.

By Louise M Evans

To understand how to overcome a bully we must first understand 'what a bully' is.. You may find this answer quite surprising...

In fact, it is interesting that both the bullied child and the bully themself display and share the same characteristic. The difference between the two is one (the bullied) displays this characteristic inward and the other (the bully) displays this characteristic outward.

Now that we have the understanding.. we know that the bully and the bullied need compassion, care and understanding rather than the blame, exclusion and loneliness they feel.

It is fascinating to see when we have both combinations in our Self Esteem classes it becomes almost undetectable as to who is the bully and who is the bullied.. This is because when we start addressing the concern they both go into learning mode and start to find a way out of their low self esteem trap.

I can hear you asking.. Low Self Esteem?? Why would my child have low self esteem?

This is an answer that can go on forever.. but putting it simply low self esteem can come from a variety of sources from a simple comment that was made by a peer to a tragic event in the Child's life.

High self esteem is built over a period of time but can be broken in one moment. Children with high self esteem are resilient to bullies because they know that the bully is talking out of line and it does not reflect their moral code.

Now to the matter at hand...

How to teach kids effective bullying techniques

1. INITIAL REACTION

A bully is looking for a reaction - The old saying "Any attention is good attention" is very fitting in this situation. The best way to treat this is to not react. Show no emotion and walk away. It seems simple on paper, but can be tricky in heated moments to do. The next 6 steps will help with this.

2. HANDLING EMOTIONS

Self soothing and using calming techniques can help here. If your child gets flustered and often teary from a bully teach them a few easy self soothing techniques.
- If crying is an issue - teach them to tickle the roof of their mouth with their tongue. No one can tell they are doing it and it works!
- If getting flustered and controlling a mouthful back to a bully is an issue - ask your child to make eye contact with the bully - count to five and walk away. A bully does not like eye contact.

3. PASSIVE - ASSERTIVE - AGGRESSIVE

Teach your child about the structure of behaviour. Explain to the child that he/she is on one end and the bully is on the other. The person who manages to get to the assertive bit in the middle will be the one who can control the situation.

4. EYE CONTACT (my favourite technique)

Teach your child the importance of eye contact. Explain that the bully is trying to overpower them and control them with negative aggressive behaviour. If a child makes eye contact with bully until the bully looks away then the power begins to shift. This will make the bully feel very uncomfortable and will most likely cause a little outburst with words like "what are you staring at idiot" or something to that affect. Explain to your child that the first person who speaks and breaks the eye contact is the one who will back away.. Bullies do not like confrontation and a noticeable drop in bully behaviour should happen after a few attempts at this.

**note, we are trying to balance the power and not over balance so it is important to teach your child to not call names, belittle once they have learnt this technique.

5. FRIENDSHIP NETWORK

If your child is not very confident in making friends at school and they often say that they do not play with anyone then this is like a moth to a flame for a bully. They are only after the underpuppy. Ask your child who they would like to be friends with at school and then try to befriend that Childs mum at your school. I believe honesty is always the best approach and would say to the other parent that your child is finding it hard to make friends but has mentioned that she would like to get to know her child. Suggest an afterschool play date at a neutral place like a playground. Safety in numbers couldn't be more true so try to do this technique with a few mums.

6. ROLE PLAY

We have uncovered quite a few techniques that read easy on paper but discussing this with your child can get quite messy if it isn't played out first.. My advice is role play what you are going to go through with your child on a friend or partner. Then when you are discussing this with your child, Role play each situation with your child. Take it in turns of being the bully and being your child. Most importantly have fun with role playing, don't make it too dark.

7. REPORT

If it is getting physical then a line needs to be drawn

Report to your childs teacher that bullying is happening
You have gone through these techniques
Every week follow up with the teacher

If it becomes physical or escalates in any way it is time to make a formal complaint to the teacher and principal if necessary.

Under no circumstance is it ok to approach the parents of the bully.. Remember the bully has low self esteem too and this will come across as an attack no matter how politely you put it.

Plus, sometimes... Bully kids are from bully parents.

If you would like to know more about how our classes can help your child build the confidence and display assertive behaviour then please contact us on 1300 716 360 for your nearest centre.

To the success of your family
http://www.selfesteemcentre.com.au
Perth, Australia
1300 716 360

Louise Evans
http://www.selfesteemcentre.com.au
Perth, Australia
1300 716 360