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Fritz: All Fritz
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EDUCMISC
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PARENTS.LZH
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HSD.TXT
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1986-12-25
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95 lines
Your genuine interest in what @5 is ';
doing is a very strong reason for @2 to acquire ';
greater self-control. ';
';
You help @2 build self-control by actively ';
seeking out @5 and by taking an interest ';
in whatever @3 is doing. Reward what you like ';
with positive statements, but the real key is ';
the interest you pay to @1 . ';
';
Behavior comes under greater control when @3 ';
understands the reason for doing it. ';
';
Help @5 articulate the reasons behind ';
what @3 is doing. ';
';
You do not need to evaluate or judge the ';
reasons. Just get @1 thinking about them. ';
';
';
Self-control is built through practice. Once ';
something is mastered, little new growth is ';
gained. ';
';
New growth and greater control is possible when ';
a person is confronted with having to deal with ';
something new. Suggest new things or places to ';
@5 and then let @1 know that you ';
believe @3 can handle them. ';
';
Often people come to believe that useful things ';
are dull and that fun things serve no purpose. ';
';
Learning is often aided by making things enjoy- ';
able. The overall value of what is learned is ';
determined by how useful the outcome is. Find- ';
ing things to do that are both fun and useful is';
an excellent way to encourage rapid growth and ';
increase the control @5 can exercise. ';
';
Getting along with others is a good way to ac- ';
quire self-mastery. When a child finds @2 self ';
responsible for others, the experience is ';
heightened. ';
';
You help @5 to figure out a way to get ';
others to do what @3 wants them to do. You can ';
almost count on the response of others to ';
support any encouragement you give. ';
';
Much of the self-control a child acquires comes ';
from watching and copying others ';
';
@5's friends and associates are @2 ';
models for this important learning. You can ';
encourage the relationships you want @5 ';
to have or help @5 determine which ';
friends to use as a model. ';
';
';
Quite often, the results of behavior provide the';
reason to do something. ';
';
If the ends of the behavior are worthwhile, then';
you have a better reason to do each of the steps';
that are needed to make things work out better. ';
';
By asking @5 what will happen if things ';
go well, you help @5 tap into the ';
reasons. ';
The difference doing something makes often pro- ';
the payoff for what @3 does. ';
';
Review @5's past behavior in the light ';
of what was accomplished and you help @1 to ';
realize that @2 behavior means something. ';
';
The concept that behavior has a payoff provides ';
a motivation for greater control, not greater ';
payoffs. ';
The control necessary to accomplish what you set';
out to do is often dependent on the goals you ';
strive for, and the standards for the behavior ';
you engage in along the way. ';
';
The higher the standards or the loftier the ';
goal, the greater control is necessary to ';
achieve it. Goals must be both achievable and ';
personally expanding to be of real value. ';
';
';
';