We often use the expressions "good self-esteem” or "poor self-esteem” to describe people’s evaluation of their own worth. When people have good self-esteem, they tend to view life from a positive perspective, seeing their potential value. Poor or low self-esteem causes people to feel that everything they do in life is a losing battle and that they always get the short end of the stick.
What does it mean to be validated? In what areas of life can one expect to be validated? What attitude, behaviors or actions convey a message (or feeling) to someone that s/he is being validated? How does one validate, or invalidate? What benefits are there to validating and being validated - in the short term as well as long term?
If you are a parent, chances are that you have enjoyed reading Herman Parish's series of children's books based on the outrageous character, Amelia Bedelia. All decked out in her housekeeper headgear and apron, Amelia is perpetually getting into trouble at the Rogers' home. Inevitably misconstruing her bosses' instructions, her resulting hysterical antics never fail to entertain young and old.
Relating to their teenager can be easier than most parents think, especially when they learn about the key areas that can sustain the relationship: connection, control, and communication.
Dear Rabbi Horowitz: Our 10-year-old son, the oldest of our six children, has a very strong-willed personality and is very energetic. He has a very hard time sitting in school all day. (He attends school from 8:30 a.m.-4:45 p.m.) At home, he is frustrated with having to sit and do his homework. He often has temper tantrums when asked to do his work. My husband says that he is lazy and self-centered. I agree, in part, but isn't this what all children are like? Don't we have to teach them how to act properly? Thanks, Rachel
Most people don't think much about their socks, but for eight-year-old Suri W., they are all-important today. The seams at her toes are terribly irritating. Suri spent an inordinate amount of time this morning getting them into a perfect position. But now, three hours later, they apparently shifted. The teacher's voice has receded into the background; a friend's request for a pencil has gone unheeded. The itch has taken over.
In the first two parts of this four-part series, we discussed the need to validate someone who is mourning the loss of a loved one. Utilizing a Rabbinic illustration, we presented the story of Rav Yochanan ben Zakai when he sat shivah for his son. The focus was on his receiving consolation: why he received comfort from his one student, Rav Elazer ben Aruch, and not from his other four students. Now let us move to a Biblical backdrop as we continue.
Why is it that one youth involved in a trauma or difficult situation seems to bounce right back with little effect on his daily functioning while another youth seems to take forever to get back to his usual self?
Attention Deficit Hyperactivity Disorder Mark, sixteen years old, has trouble sitting still in class. His mind wanders; he's anxious and is failing many of his...
How does one comfort an individual mourning the loss of a loved one? What does one say so that the grieving person will feel consoled?
As many parents discover, building a good relationship with a teenager is not easy. Often teenagers are reluctant to be close to their parents, and at times they look to distance themselves as much as possible. If so, how can parents see beyond the daily power struggles of homework, keeping curfew, staying out of trouble, and succeeding in school?
Her tone of voice was no different than usual: demure; calm; in-control. And then she shared with me a couple of ill-conceived statement expressed to her by some "loving" individuals: "Don't think of her suffering as something bad." If she suffers now then at least she won't suffer in The Next World." And the next one, well, that just went over the top (mind you, this communication took place a couple of months after the High Holidays): "It looks like you didn't daven too well this past Yom Kippur."