According to the authors of an article published in The Conversation (Julia Caldwell, Loa Whittingham and Pamela Meredith), there are three parenting systems that have evolved to help us survive parenthood: the threat system, the drive system and the soothing system.  One of these seems to emerge as the ultimate ‘winner’ for effective parenting.

What are the three systems?

British clinical psychologist Paul Gilbert’s theory of evolution helps us understand these three systems. You can think of each one as a brain state with specific brain regions and chemistry. Once you are in a particular state, it will colour your world—what you see and how you act. 

We switch between these systems, or states, depending on what is going on around, or inside, us. Each system evolved for a reason and each has its purpose and place. 

The threat system motivates us to survive under conditions of threat. Think about stumbling across a lion after getting your morning coffee. Your threat system would automatically kick in. You’d feel more alert as your body would be flooded with fear. You’d have a surge of adrenaline and cortisol, feel anxiety, anger or disgust. You may fight the lion (if the odds are good), or flee in fear. 

Your threat system also helps you protect your child. It gives you the burst of alertness and energy to chase after a wandering toddler or stick up for your child at school or in the family. 

The drive system is about seeking out good things—from food to falling in love. This system activates positive emotions such as excitement, pleasure or desire. It helps ensure parents have food on table and a roof over their family’s head, and prompts them to seek out fun family activities like a trip to the zoo.

And then there’s the soothing system. This one’s about feeling calm and grounded and is vital to maintaining equilibrium. Guess what gets it going? Other people being kind and compassionate. It’s that warm, fuzzy, heart-warming feeling you get when you feel loved and give love to others. 

The soothing system is activated by moments like lazy cuddles with your child in bed or snuggling up together to watch a favourite movie. In these moments, you feel a rush of feel-good chemicals: opiates and oxytocin (the chemical released after baby has been born). This makes it feel good being close to, and getting along with, others. 

So, why does all this matter? Because parenting often feels like you’re living in a pressure cooker, and that leads to over-activation of the threat system.

No one should be blamed for this—after all, it’s evolution. The problem is, when your threat system is on, you probably feel anxious, down and like you are not good enough as a parent. You probably feel shame. 

Research shows when parents feel shame they are more likely to resort to controlling types of parenting and the use of punishment. Research also shows children of parents with anxiety disorders are more likely to suffer anxiety themselves.

So, what do you do?

The best way to dampen down the threat system is to activate the soothing system. And remember what does that—other people. We can deliberately practice love and compassion for ourselves, and others, to train our soothing system to respond more often.

Self-compassion is being aware of what sets off our pressure cooker and doing things to reduce the pressure. It’s also about treating ourselves the way we’d treat our closest friends. 

Self-compassion might mean planning an easy dinner on a busy day, taking 20 minutes to relax with a good book, or simply giving yourself permission to make mistakes. 

And we can give that compassion to our children, too. Science shows greater compassion in parenting is associated with better relationships, connection and resilience in children.

The situations that activate your parenting threat system are countless: your child screaming in a store or running around in a restaurant and refusing to calm down. 

Your immediate reaction is most likely a threat response. You may feel angry at your child’s behaviour, or with yourself. While in truly threatening life-or-death situations such emotions help us take action, a threat response in a less dire situation might prime you to fight.

The first thing to do when you feel this anxiety is breathe. Slowly and deeply. And to become aware that your threat system is well and truly active. 

The second thing is to remember children have the same threat system too. Part of our job is to lay down the soothing system for our children, until they can do it for themselves. So, tell your child you understand their pain. As Dr. Justin Coulson, expert on Parental Guidance, says: “When someone is having a difficult time, behaving in a challenging way, they don’t need us to tell them that they are being silly, to calm down, to be quiet, to grow up. What they actually need is to have compassion […] to join them in their suffering […] to say, “It’s tough, isn’t it? How can I help?'”

All parents have been down this path, and this is really hard. Ultimately, you will be okay. 

None of us can be perfectly compassionate at every moment. And when we fail at being this, what should we do? Be compassionate, of course. Give yourself permission to be human and make mistakes, just as you do with your children.

 

Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy.  Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this  interesting age.

Provided by The Conversation

Image supplied by Freepik.