Respect is widely used when talking about issues that confront our self-esteem.  Human beings have a basic need to be accepted by the rest of humanity.  When rejected by a friend, a lover, a child, or even a stranger, we feel attacked in the center of our being.

Recognizing that disrespect is a form of rejection allows us to isolate our emotion from the reality of the action or words of the person who has shown us disrespect.  By doing so, we will then be able to communicate our needs and wants to that person in order to determine whether or not their action or words were really meant to reject us.  This is an important skill to teach a child who is easily angered by the words or actions of his or her peers at school, or siblings at home.

A child can be taught to control their emotions by using deep and slow breaths, focusing techniques, and other physical and mental tools described in this book.  When a child complains that they feel disliked and unwanted by friends at school or by brothers and sisters at home, then the child can be encouraged to talk to the other child or children about what has happened without the use of emotional language.

Showing respect to parents and teachers

If a parent is to feel respected by their child, that child must apply three skills with consistency.  The first skill is attention, which consists of eye contact, body control, and mental focus.  The second skill a child must apply in order for the parent to feel respected, is doing what the parent tells the child to do.  The last skill a child must apply is completion of his or her own work.  This means keeping their room clean, their body, hair and teeth clean, preparing for and going to bed on time, etc.

Teachers will feel respected when the child applies the same set of rules in the classroom.  Focusing on the teacher during lessons, following the rules of the class, and doing their class and homework.  Because teachers and parents may not always be consistently modeling respectful language and behavior for the child to follow, training the child with these three skills will allow them to consistently apply respect, and the result may be that the adult no longer feels stress from the relationship with the child.  It is sometimes this stress that triggers the adult’s negative response to the behavior of the child, causing the child to be exposed to inappropriate language and behavior.

Matt Pasquinilli is the Executive Director of the non-profit Asian Arts Center Taekwondo School in Dayton, Ohio.

We do not choose to be embarrassed or ridiculed for our mistakes.  Children do not choose to be punished for their actions either.  Consequences of our poor judgment must be experienced in order for us to learn the parameters of acceptable social behavior and, in order for us to not repeat the same mistakes, we must regulate our behavior through the application of three questions.

The first thing we need to know is were we are.  Where we are will determine the socially acceptable set of behaviors we must not breach in order to exist in harmony with our environment and our neighbors.  When a child is in school, the set of rules he must follow is different than the set he must follow at home.  Even during the school day, he has different rules at recess than he does in the classroom.

After we make ourselves aware of where we are, we must know the rules that define appropriate behavior.  If a child knows what they are supposed to be doing, then they can chose to follow the rules or break them.  Very few children will intentionally break the rules.  Once we are mindful of what we are supposed to be doing, we must then check to see whether or not we are doing it.

If a child is doing what he or she is supposed to, then that child will not be punished.  When a child regulates his or her own behavior, then the child has chosen to exercise self-discipline.

The difference between discipline and self-disciple

Discipline is following the rules, and the language of discipline is often harsh and unwelcome.  To a child it sounds like this: “Stop talking and sit in your seat.” or “Look at me when I am talking to you.”  No one likes being told what to do, especially children.

Self-discipline is applying the rules without being told to, and is the language of praise and recognition.  It sounds like this “Joey is sitting quietly in his seat.” or “Thank you for making eye contact with me when I talk to you.”  We thrive on recognition and praise.

Using self-regulation, a child is able to choose the praise and recognition of self-discipline over the harsh language of discipline.  Adults enjoy praise and recognition as much as children, and self-regulation in adult behavior allows adults to challenge and overcome their weaknesses of character and habit.

Matt Pasquinilli is the Executive Director of the non-profit Asian Arts Center Taekwondo School in Dayton, Ohio. www.aacdayton.com

Communication is the key to a successful relationship, and how we speak to others is how we speak to ourselves.  To have good emotional health, we must be able to speak honestly and openly about how we feel, what upsets us, and how we see ourselves.

When we become upset with ourselves, we experience emotional pain.  Our subconscious tendency is to run from this pain in order to lessen it.  Some examples of ways in which children communicate when upset are baby talk, whining, rapid speech with animated body language, low or soft voice while looking at the ground, the use of a loud, aggressive voice with angry body language, and steadfastly refusing to speak.

Children learn to use communication by following a model presented by their parents.  When a child is yelled at, they tend to yell.  When a parent uses baby talk to lessen the stress of a disappointed or upset child, then the child will likely use baby talk when stressed.  Children are often said to be the mirror of the parent and how a child communicates often presents the clearest image of how the adult communicates.

Repeating inappropriate behavior and mistakes.

The need for straightforward and honest communication in children is demonstrated when a child repeats a mistake or inappropriate behavior over a long period of time.  Saying “sorry” often relieves the emotional stress we feel because of our guilt.  If I dismiss this guilt too quickly, I may not be able to fully understand what I did and how I can avoid doing the same thing in the future.

When working with a child who repeats the same mistake or unwanted behavior, you can interrupt their apology and redirect her back to her guilt.  Saying “don’t say ‘sorry’, just don’t do it again” is a example of how you might redirect a child back to a more mindful state which can allow them to make a conscious effort to change a behavior.

Inability to communicate needs and wants.

When we are unable to voice what we need or want, negative emotions build and stack upon each other, ultimately ruining our relationships.  If someone says or does something that hurts or disturbs us, and we can’t express ourselves in a way that empowers us to have control over our own emotions, we can eventually break the relationship.

Children who do not speak when upset or experiencing guilt are avoiding emotional pain.  Using breathing technique allows them to reduce emotional pressure, and eye contact opens a channel for them to begin communicating.

Matt Pasquinilli is the Executive Director of the non-profit Asian Arts Center Taekwondo School in Dayton, Ohio. www.aacdayton.com

When considering our ability to pay attention to what we are doing, we usually think in terms of focus. Incorrectly, we might think that we are not able to focus if we are easily distractible. The truth is that we are focused on something other than the thing we wish to focus on. If a child’s report card reads, “unfocused”, or “lacks concentration”, then this definition of what focus is should be helpful in creating a solution.

There are three basic areas of focus or concentration. The first is eye focus, or eye contact. Children who may be diagnosed with Attention Deficit Disorder (ADD), or Attention Deficit Hyperactivity Disorder (ADHD) very often will not be able to naturally maintain eye contact for long periods of time. A highly distractible person is sometimes defined as someone who looks around the room non-stop, one who looks at everything and is not content in looking at any one thing for very long. Training this person to focus their eyes on the person or thing they need to attend to is the first step in increasing their attention span.

The second area of concentration is body control, or body focus. It is necessary for us to move our bodies in order to be healthy human beings. Some boys and girls have more of a need to move their bodies more frequently than others, and will stand out in a class of other children who do not move around nearly as much. No matter what the reason for their need to move, these extra-active children can be trained to control their bodies by releasing the stress that builds from inactivity. Breathing is a natural way to relieve the need to move the body, and so can be learned and practiced by an active child.

After the child has developed eye contact and body control, mental focus should be taught and trained. Mental focus is a basic mindfulness, or the child thinking about what he or she is doing, hearing, or saying. Self-regulation is the tool used to develop and apply this skill. Proper response to a parent or teacher, such as, “yes mom”, “yes Mrs. Teacher”, is an appropriate measure of how well the child is focusing on what they are being told by the adult. Training the child to repeat some of what has been told to them may be necessary when working with a highly distractible child. It is important to remember that mental focus will be misplaced if the child is not looking at the adult or their work, and if parts of their body are in constant and rapid motion (fidgeting).

In order to maintain focus and increase the attention span, have the child apply slow and deep breathing to relieve the stress built up from the difficulty of making eye contact, standing or sitting still, and mental challenges like boredom or

emotional discomfort. When we breathe, the lungs fill with air, straightening the back and oxygenating the blood. Because it is difficult to breath deeply when the head is moving around, a deep breath will bring the head, and therefore the eyes, upright and to the front. Oxygen in the blood relaxes fidgeting muscles and aids in calming the muscles. Mental focus is improved when the oxygen rich blood reaches and refreshes the brain. Three deep and slow breaths is the rule, and should be encouraged before a conversation with a child is even begun.

Matt Pasquinilli is the Executive Director of the non-profit Asian Arts Center Taekwondo School in Dayton, Ohio
www.aacdayton.com

Building Confidence

Confidence comes from the proof of our ability to do something. This ability is the application of a skill we have developed through practice. The skill we have practiced was learned by us after we opened our minds to the possibility of our being able to develop the skill. This opening of our mind came after we broke free from whatever belief may have been there before. This breaking of the old belief is a form of physical and emotional housecleaning.

The first step to build confidence is cleansing. Our body cleans itself out by sweating, breathing, elimination (going to the bathroom), and shedding skin. We aid this cleansing through vigorous and regular exercise. Emotional cleansing is also aided by physical exercise, which releases chemicals that balance adrenalin. Better respiration aids emotional cleansing by richly oxygenating the blood flowing into the brain.

After we have cleansed our body and mind, we must learn new ways to think, speak, and act. Using exercise, we can train our bodies to respond to stress by breathing deeply, developing correct posture, and creating an ability to make and maintain eye contact. By finding new and more positive ways in which to see ourselves, and the roles we play in this life, we can learn new methods and techniques to improve our emotional health and self-image.

In order for these techniques and methods to become skills, we must practice them consistently and diligently. This training is a conditioning at a very fundamental level. For example, the cells in our body do not know the difference between physical and emotional stress. This means that we can condition our body to breathe in response to great physical stress from running or other similar exercise, so that when we experience an equivalent

amount of emotional stress, the body naturally begins to breathe and our stress will be reduced.

After a skill has been developed, it must be applied to acquire proof of success. If a child has been trained to focus on schoolwork and, through application, receives grades better than ever before, the proof is the improved report card. By conditioning her body to handle stress with breathing, proof of success might be recognition by an employer of calmness under pressure. The result could be a promotion or monetary bonus.

Matt Pasquinilli is the Executive Director of the non-profit Asian Arts Center Taekwondo School in Dayton, Ohio.
www.aacdayton.com