To do the speediest of recaps, last summer ONE was approached by a male Target employee, who called her “Sweetie” and touched her stomach. Even though we dealt with it right away, she internalized it until she met her preschool teacher, who also happened to be male and (because there were 14 girls in her class), called them, “Sweetie.”
ONE immediately disliked her teacher and decided that she wanted a female teacher. When I wouldn’t switch her class she started to cry about school and begged to stay home. And then I was called into the principal’s office because both ONE’s teacher and teacher’s assistant were concerned that she appeared to have what looked like mini anxiety attacks when he spoke to her directly.
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After much prayer and discussion, my husband and I decided to see a child psychologist. I would go first, discuss the situation, and from there we’d decide if ONE should join me. I spent the first half of the appointment explaining the situation. When I finished, the counselor asked me one question: Did I think anyone, teacher or family member or Target employee, had abused ONE physically or sexually? My husband and I had already obsessed over this a great deal and we believed with all of our hearts that no one had.
After I said “no,” the counselor told me that if there was no abuse, she believed ONE had “control issues.” Not that ONE looked at the situation as an opportunity to manipulate us, or that she actively understood that she was seeking to be in control. But that ONE felt as though she belonged and was important when she was the boss. Passive power. And her sense of worth heightened when she felt that she was right.
Sounds like it’s full of psycho-mumbly jumbo, right? Well, if you’ve been around here long you also know it sounds *exactly* like her. I just sat there. Dumbfounded. YES, I thought, it makes sense. The counselor made a series of suggestions (listed at the bottom of this post) and told me if I followed them, things would get worse for a while (since all of ONE’s tactics had worked up to that point). But if we were consistent and creative, ONE would get through it quickly.The counselor also said we should be pleased that we were dealing with it now. At age four there was plenty of time to adjust that type of “personal world-view.”
That night ONE’s favorite uncle came over. We (the grownups) discussed what the counselor said and waited to see if she’d bring up the teacher. And sure enough, when the uncle’s attention turned to TWO, ONE jumped right in with how her teacher made her feel uncomfortable. She whined about how she didn’t want to go to school on Monday. I turned to her and said, “We’re not discussing this tonight,” and changed the subject. She was surprised, but didn’t say anything else.
When it was time for bed she cried about the same thing. I kissed her good-night and told her I was sorry she felt that way, but she was going to school. ONE has always had a hard time sleeping and only recently cried about it being because of her teacher. Before that it was about a myriad of other things. Tactics that had never worked. Mention of the teacher, however, always worked. Which, according to the counselor, is why she used it so much.
That night I tried something else. I asked her if she’d like us to move TWO into her bedroom. ONE thanked us, did a bed dance, and begged us to do it right away. We moved TWO into her room and she never cried about her teacher at night again.
And that was that.
Mind you, we did not close off teacher discussions. We spoke about him every time she brought him up. We just didn’t give her the concerned attention we did before. And because of that, she literally lost interest. We worked closely with the teacher during this time and he continued to have the female TA address all of her needs at school. He didn’t change the way he taught the class, and he remained available to ONE, but from a distance and on her terms.
In about a week, her view of her teacher completely changed. She started counting down to school days and spoke about him incessantly. She began teaching TWO the things she learned in his class, and even brought TWO in for “sharing” one week. She’s also started talking about how she wanted to skip Kindergarten so she could stay in his class. Which, now that we had a better understanding of how poorly she handled change, we could deal with proactively.
We recently had ONE’s parent-teacher meeting. After the super-positive academic/social talk, he told me a story. The other day when ONE was picked up by a friend, he said good-bye to her. She turned, ran back into the classroom and gave him a hug. He paused as he recounted this, and smiled. He said he was really surprised, but it made him feel good. That changes like that were one of the biggest rewards of working with kids.
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Some tips on deals with kids who feel good when they control: Don’t fight/argue with the child and don’t give in.• Withdraw from conflict • Decide what you will do ahead of time • Let routines be the boss • Leave and calm down • Give limited choices • Set reasonable and few limits • Encourage • Redirect to positive power • Do the unexpected • Be firm and kind • Act, don’t talk.
Sound like it’s right out of a text book? It is. I’m pretty sure it was photocopied out of a book I used in a child psych class. But it worked. Every last one of those suggestions worked with her.
SEE COMMENTS FOR FURTHER DISCUSSION.

















