Browse content similar to Carrot or Stick? A Horizon Guide to Raising Kids. Check below for episodes and series from the same categories and more!
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All parents want to give their children a great start in life. | 0:00:04 | 0:00:09 | |
But knowing how best to do that, or where to turn for advice, | 0:00:10 | 0:00:15 | |
isn't always so easy. | 0:00:15 | 0:00:16 | |
As a child psychologist, I meet with many fraught and anxious parents. | 0:00:19 | 0:00:23 | |
They come with many, many questions. They want to know: | 0:00:23 | 0:00:26 | |
Can a problem child really be changed? | 0:00:26 | 0:00:28 | |
How should they be managing their child's misbehaviour? | 0:00:28 | 0:00:31 | |
How can they help their child perform better at school? | 0:00:31 | 0:00:34 | |
At times like this, I think science should give me some of the answers. | 0:00:34 | 0:00:40 | |
But as a mum, I know that parenting is an inexact science. | 0:00:40 | 0:00:43 | |
like being in your own personal experiment, | 0:00:43 | 0:00:45 | |
with highs and lows, with lots of trial and error. | 0:00:45 | 0:00:48 | |
Yet children, what makes them tick and how best to manage them, | 0:00:48 | 0:00:52 | |
have increasingly become the subjects of scientific focus. | 0:00:52 | 0:00:58 | |
And for nearly 50 years, | 0:00:58 | 0:01:00 | |
Horizon has charted the latest thinking in child development | 0:01:00 | 0:01:04 | |
from psychologists, neuroscientists and educationalists. | 0:01:04 | 0:01:08 | |
It's documented an era of immense social change in Britain, | 0:01:08 | 0:01:13 | |
from the buttoned-up post-war years... | 0:01:13 | 0:01:15 | |
I really will smack you next time. | 0:01:15 | 0:01:18 | |
..to the modern age. | 0:01:18 | 0:01:19 | |
Mwah! | 0:01:19 | 0:01:21 | |
As we've moved from traditional families | 0:01:21 | 0:01:24 | |
to more single parents. | 0:01:24 | 0:01:26 | |
-From Victorian-style discipline... -Five fives? | 0:01:28 | 0:01:31 | |
..to hippy ideals. | 0:01:31 | 0:01:32 | |
Let the ideas flow into your mind. | 0:01:32 | 0:01:34 | |
And from a world of thrift | 0:01:34 | 0:01:36 | |
to one driven by consumerism. | 0:01:36 | 0:01:39 | |
Congratulations, you've earned 58.57. | 0:01:39 | 0:01:43 | |
To shower kids with love, or be super-strict... | 0:01:43 | 0:01:46 | |
That is not acceptable! | 0:01:46 | 0:01:49 | |
..each generation of parents has wondered | 0:01:49 | 0:01:52 | |
what experts can really tell them | 0:01:52 | 0:01:55 | |
when it comes to bringing up children. | 0:01:55 | 0:01:57 | |
The scientific study of little minds | 0:02:08 | 0:02:10 | |
and how they develop began in earnest in the post-war period. | 0:02:10 | 0:02:14 | |
Parents at the time were a tough breed, | 0:02:16 | 0:02:18 | |
shaped by the strict Victorian-style values of their own upbringing | 0:02:18 | 0:02:23 | |
and by the hardship and austerity of the war years. | 0:02:23 | 0:02:27 | |
These parents were all about hard discipline... | 0:02:31 | 0:02:34 | |
CHILD SCREAMS | 0:02:34 | 0:02:36 | |
..wary of showing their children love for fear of spoiling them. | 0:02:36 | 0:02:41 | |
But research into families separated by the war | 0:02:41 | 0:02:45 | |
was to turn all that on its head. | 0:02:45 | 0:02:47 | |
By the '60s, psychologists were building | 0:02:54 | 0:02:56 | |
on studies into wartime orphans to explore just how vital | 0:02:56 | 0:03:01 | |
a mother's love was to a child's development. | 0:03:01 | 0:03:04 | |
In 1971, Horizon investigated this major new wave of thinking. | 0:03:04 | 0:03:10 | |
VOICEOVER: Human development is so complicated | 0:03:13 | 0:03:15 | |
that it's almost impossible to find cause and effect. | 0:03:15 | 0:03:19 | |
But there's an area now where scientists can be specific. | 0:03:19 | 0:03:23 | |
In all of us, there are two urges and they can be seen most clearly | 0:03:23 | 0:03:27 | |
when we're aged two. | 0:03:27 | 0:03:28 | |
There's attachment behaviour, | 0:03:28 | 0:03:31 | |
the innate urge that makes a child run back to its mother and keep close. | 0:03:31 | 0:03:34 | |
And there's the urge to explore, curiosity. | 0:03:34 | 0:03:39 | |
These two urges are in conflict | 0:03:39 | 0:03:41 | |
and their balance is different in each child. | 0:03:41 | 0:03:43 | |
Mothers complain if their child is too clinging, | 0:03:43 | 0:03:46 | |
or else always running off and getting lost. | 0:03:46 | 0:03:48 | |
The balance between these two urges in a child | 0:03:48 | 0:03:52 | |
has been found to depend on the mother's sensitivity to that child when a baby. | 0:03:52 | 0:03:57 | |
But what do the scientists mean by sensitivity? | 0:03:57 | 0:03:59 | |
The sensitive mother is someone who picks her baby up when it cries | 0:03:59 | 0:04:03 | |
and understands what it wants. | 0:04:03 | 0:04:05 | |
She seems to be in tune with baby's signals. | 0:04:05 | 0:04:08 | |
The insensitive mother | 0:04:08 | 0:04:10 | |
is someone who leaves the baby to cry for long periods | 0:04:10 | 0:04:13 | |
and seems to reject the baby as a person. | 0:04:13 | 0:04:15 | |
At the Johns Hopkins University, | 0:04:15 | 0:04:17 | |
they've been following a group of 23 mothers from their baby's birth, | 0:04:17 | 0:04:21 | |
going into their homes once a week to observe their sensitivity. | 0:04:21 | 0:04:24 | |
Joe has had a sensitive mother. | 0:04:25 | 0:04:28 | |
Good boy! | 0:04:33 | 0:04:34 | |
This is the strange situation room. There's your chair, here are the toys. | 0:04:39 | 0:04:43 | |
You can set the baby down on the floor. | 0:04:43 | 0:04:45 | |
Here is a card with instructions about when to leave the room. | 0:04:45 | 0:04:49 | |
If you will go to your chair and set the baby down on the floor, | 0:04:49 | 0:04:52 | |
we can begin the experiment. | 0:04:52 | 0:04:54 | |
Joe is being put into a situation which will grow | 0:04:56 | 0:04:59 | |
more and more strange. | 0:04:59 | 0:05:00 | |
The balance between his exploration and his attachment behaviour will be observed. | 0:05:00 | 0:05:06 | |
Every one of his movements, | 0:05:06 | 0:05:07 | |
each toy he touches, is recorded in detail. | 0:05:07 | 0:05:10 | |
Immediately, Joe has begun to explore. | 0:05:10 | 0:05:12 | |
He has the confidence to go exploring into the furthest corner | 0:05:15 | 0:05:18 | |
of the room. A child with an insensitive mother would be passive | 0:05:18 | 0:05:21 | |
and uninterested in the room. | 0:05:21 | 0:05:23 | |
Time for stranger. | 0:05:23 | 0:05:25 | |
Joe doesn't know how to take the stranger. | 0:05:36 | 0:05:38 | |
He's not seen her before and her silence is disturbing. | 0:05:38 | 0:05:43 | |
He's going to mother. The balance has been tipped to attachment. | 0:05:43 | 0:05:47 | |
Joe is learning from her reactions | 0:05:50 | 0:05:53 | |
whether the stranger is a threat to him. | 0:05:53 | 0:05:55 | |
For the insensitively mothered child, the stranger's entrance | 0:05:58 | 0:06:01 | |
led to a decrease in activity, but not a return to mother. | 0:06:01 | 0:06:05 | |
The next stage of the experiment is for stranger to play with him | 0:06:07 | 0:06:11 | |
and distract him while mother leaves the room. | 0:06:11 | 0:06:13 | |
Her instructions are to choose a moment | 0:06:13 | 0:06:16 | |
when Joe doesn't see her go and to leave her handbag behind. | 0:06:16 | 0:06:20 | |
With mother as a secure base behind him, | 0:06:23 | 0:06:25 | |
Joe will play with the stranger. | 0:06:25 | 0:06:28 | |
Now under severe stress, exploration dies. | 0:06:40 | 0:06:43 | |
He switches to heightened attachment behaviour. | 0:06:43 | 0:06:46 | |
He stays by mother's chair. | 0:06:46 | 0:06:47 | |
It's as close to her as he knows how to get. | 0:06:47 | 0:06:50 | |
JOE CRIES | 0:06:50 | 0:06:52 | |
DOOR OPENS | 0:06:52 | 0:06:53 | |
The climax of the experiment was the quality of the reunion. | 0:06:53 | 0:06:56 | |
Joe shows nothing but a dramatic desire | 0:06:56 | 0:06:58 | |
to get to mother as quickly as possible and cling. | 0:06:58 | 0:07:01 | |
The insensitively mothered child | 0:07:07 | 0:07:09 | |
would have shown indifference to her departure and return. | 0:07:09 | 0:07:12 | |
This relationship between curiosity | 0:07:12 | 0:07:15 | |
and the support and affection the mother has given the child | 0:07:15 | 0:07:18 | |
is a recent theory developed by the man here at the Tavistock | 0:07:18 | 0:07:22 | |
who first drew the world's attention to the effects of maternal deprivation, Dr John Bowlby. | 0:07:22 | 0:07:27 | |
All we know is that if children, in the first two or three years, | 0:07:27 | 0:07:34 | |
get the kind of support and affection I'm referring to, | 0:07:34 | 0:07:39 | |
then, when they are three plus, they become increasingly confident | 0:07:39 | 0:07:44 | |
and able to make use of the world as they find it, a wider world. | 0:07:44 | 0:07:48 | |
And it's the ones who don't, | 0:07:48 | 0:07:51 | |
who are apprehensive and bothered and become dependent. | 0:07:51 | 0:07:57 | |
Bowlby's theory challenged the popular notion | 0:07:58 | 0:08:01 | |
that too much love would spoil a child. | 0:08:01 | 0:08:03 | |
He insisted that a loving and sensitive mother or father | 0:08:04 | 0:08:07 | |
was crucial to a child's self-confidence - an idea that would have a lasting impact. | 0:08:07 | 0:08:13 | |
Attachment theory, as it's known, | 0:08:17 | 0:08:19 | |
still forms the basis of our thinking | 0:08:19 | 0:08:21 | |
about how important it is for mother and baby to have a good bond. | 0:08:21 | 0:08:25 | |
But it also gave birth to the notion | 0:08:25 | 0:08:27 | |
that this ideal and ever-present mother | 0:08:27 | 0:08:29 | |
was something that we should all be striving for, | 0:08:29 | 0:08:31 | |
a pressure that's really hard for mums like me to live up to. | 0:08:31 | 0:08:35 | |
But most importantly, attachment theory suggested that when things went wrong with a child, | 0:08:35 | 0:08:41 | |
the person to look at was the mother. | 0:08:41 | 0:08:44 | |
During this era, scientists were trying to understand | 0:08:47 | 0:08:50 | |
why some children developed apparently abnormal behaviour. | 0:08:50 | 0:08:54 | |
One condition little understood at the time was autism. | 0:08:54 | 0:08:58 | |
Well, the first thing that happens | 0:09:00 | 0:09:02 | |
in any human encounter is that two people | 0:09:02 | 0:09:06 | |
look one another in the eye. | 0:09:06 | 0:09:08 | |
This happens first when a baby is about six weeks old, | 0:09:08 | 0:09:11 | |
and goes on for rest of his life. | 0:09:11 | 0:09:14 | |
Now, we noticed that this is the one thing autistic children don't do. | 0:09:14 | 0:09:21 | |
Here now are the main symptoms of autism. | 0:09:21 | 0:09:24 | |
The most striking one is a kind of alone-ness. | 0:09:24 | 0:09:27 | |
They avoid looking straight into people's eyes. | 0:09:27 | 0:09:30 | |
They seem preoccupied with something | 0:09:30 | 0:09:33 | |
and spend much time just gazing vacantly. | 0:09:33 | 0:09:35 | |
They also endlessly repeat gestures like these, | 0:09:37 | 0:09:40 | |
ignoring what's going on around them. | 0:09:40 | 0:09:42 | |
They may seem not to hear what's said to them. | 0:09:42 | 0:09:45 | |
They often don't respond to someone cuddling them or picking them up. | 0:09:45 | 0:09:49 | |
Language problems are a key symptom | 0:09:49 | 0:09:51 | |
and contribute to the impression of alone-ness. | 0:09:51 | 0:09:54 | |
So a general picture of inattention and non-communication is common with the autistic child. | 0:09:54 | 0:10:01 | |
Many experts at the time thought this type of disturbed behaviour | 0:10:01 | 0:10:05 | |
had a psychological rather than biological basis. | 0:10:05 | 0:10:10 | |
One group of psychologists, | 0:10:10 | 0:10:12 | |
led by the Austrian therapist Bruno Bettelheim, | 0:10:12 | 0:10:16 | |
reasoned that if mothers were cold or unloving, | 0:10:16 | 0:10:18 | |
they must somehow be to blame for their child's autism. | 0:10:18 | 0:10:22 | |
There was even a term for it - refrigerator mother theory. | 0:10:25 | 0:10:29 | |
In a series of controversial experiments, | 0:10:32 | 0:10:34 | |
psychologists at the New Orleans Primate Centre set out to test this idea | 0:10:34 | 0:10:39 | |
by depriving baby rhesus monkeys of a responsive mother. | 0:10:39 | 0:10:43 | |
This infant was removed from its mother at birth | 0:10:49 | 0:10:51 | |
and it's now 50 days old. | 0:10:51 | 0:10:54 | |
The object has thoroughly become, over this period, a security object. | 0:10:54 | 0:10:58 | |
If it's frightened or mildly upset, it goes to it and clings to it. | 0:10:58 | 0:11:03 | |
In this sense, it is a mother substitute | 0:11:03 | 0:11:06 | |
but a very limited kind of substitute. | 0:11:06 | 0:11:09 | |
When reared on a substitute mother, which remained stationery, | 0:11:09 | 0:11:12 | |
the babies were bound to develop the characteristic rocking motion | 0:11:12 | 0:11:16 | |
often found in autistic children. | 0:11:16 | 0:11:18 | |
Will the behaviour of this baby monkey give a clue | 0:11:18 | 0:11:21 | |
to the little-understood human baby condition? | 0:11:21 | 0:11:24 | |
A number of things have happened. | 0:11:24 | 0:11:27 | |
These animals on the stationary devices seem much more fearful. | 0:11:27 | 0:11:31 | |
For example, if I attempt to touch this animal... | 0:11:31 | 0:11:35 | |
..she avoids me. | 0:11:43 | 0:11:45 | |
Dr Mason, who is in charge of these experiments, | 0:11:48 | 0:11:51 | |
then tried giving other babies an identical mother substitute, | 0:11:51 | 0:11:55 | |
but one that moved mechanically at fixed intervals throughout the day. | 0:11:55 | 0:12:00 | |
This animal does not rock. | 0:12:00 | 0:12:02 | |
And what we didn't anticipate is she's must bolder | 0:12:02 | 0:12:05 | |
than the animal raised on the stationary surrogate. | 0:12:05 | 0:12:09 | |
Speaking loosely, one can say this animal is psychologically more normal? | 0:12:11 | 0:12:15 | |
Yes. In fact, one doesn't have to speak loosely. I think that's definitely the case. | 0:12:15 | 0:12:20 | |
These experiments seemed to confirm that an unresponsive mother | 0:12:21 | 0:12:26 | |
could trigger autistic-like behaviour in her offspring, | 0:12:26 | 0:12:29 | |
fuelling a culture where mothers of autistic children were often blamed for their problems. | 0:12:29 | 0:12:34 | |
Bruno Bettelheim would later distance himself from this theory. | 0:12:38 | 0:12:41 | |
But traumatised by his own wartime experience, | 0:12:43 | 0:12:46 | |
he believed emotionally-disturbed behaviour in children | 0:12:46 | 0:12:50 | |
was the result of a past trauma they'd suffered. | 0:12:50 | 0:12:53 | |
After the war, he dedicated his life | 0:12:57 | 0:13:00 | |
to helping problem children at a special school in Chicago. | 0:13:00 | 0:13:03 | |
In 1987, in one of the last interviews before his death, | 0:13:05 | 0:13:10 | |
Bettelheim spoke to Horizon about his work. | 0:13:10 | 0:13:13 | |
Bruno Bettelheim is one of the last surviving members of the psychoanalytical movement | 0:13:44 | 0:13:50 | |
to be trained in Vienna during the time of Sigmund Freud. | 0:13:50 | 0:13:53 | |
In 1938, he was imprisoned in the Nazi concentration camps | 0:13:53 | 0:13:58 | |
and saw the personalities of otherwise normal prisoners disintegrate | 0:13:58 | 0:14:02 | |
under extreme stress into psychotic and schizophrenic behaviour. | 0:14:02 | 0:14:07 | |
Bettelheim's remarkable success has been attributed | 0:14:45 | 0:14:50 | |
to his uncanny ability to understand children's thinking. | 0:14:50 | 0:14:54 | |
He was able to enter their world and make sense of it. | 0:14:54 | 0:14:58 | |
Bettelheim's work was revolutionary. | 0:15:45 | 0:15:47 | |
He not only showed that children with behavioural problems could be helped, | 0:15:47 | 0:15:52 | |
he also encouraged the idea of listening to them | 0:15:52 | 0:15:54 | |
and seeing things from their point of view. | 0:15:54 | 0:15:57 | |
But his work was to herald increasing awareness that trauma often started within the family. | 0:15:57 | 0:16:04 | |
And that's where experts started to look for explanations, | 0:16:04 | 0:16:08 | |
not only of psychological damage, but of physical harm. | 0:16:08 | 0:16:12 | |
In the '70s, doctors came up with a new explanation | 0:16:14 | 0:16:18 | |
for why some babies with no visible injuries developed sudden brain damage. | 0:16:18 | 0:16:24 | |
They called it "shaken baby syndrome" and suggested parents were the culprits. | 0:16:24 | 0:16:30 | |
Now the state came under increasing pressure | 0:16:33 | 0:16:36 | |
to protect children from abuse within the family. | 0:16:36 | 0:16:40 | |
PHONE RINGS | 0:16:40 | 0:16:42 | |
Hello, Social Services. | 0:16:42 | 0:16:44 | |
Taking the details of real cases, Horizon used drama to explore | 0:16:45 | 0:16:49 | |
why a mother would deliberately hurt her child. | 0:16:49 | 0:16:52 | |
I have to say that, looking at those injuries, | 0:16:54 | 0:16:59 | |
looking at those bruises and the broken arm, | 0:16:59 | 0:17:03 | |
it's pretty clear to me and to the other doctors that have had a look at her, | 0:17:03 | 0:17:08 | |
that those injuries have been inflicted on her. | 0:17:08 | 0:17:12 | |
Any possibility of anyone hurting her deliberately? | 0:17:12 | 0:17:16 | |
No, we don't hurt her. | 0:17:16 | 0:17:19 | |
Later, the mother admits to causing the injuries by shaking her baby. | 0:17:20 | 0:17:24 | |
Will you just sit down? | 0:17:24 | 0:17:26 | |
She and her husband are called in for a psychiatric assessment, | 0:17:26 | 0:17:30 | |
along with her parents. | 0:17:30 | 0:17:32 | |
-I thought it might be a good idea to meet. -It's cos I'm shaking her. | 0:17:32 | 0:17:35 | |
It soon becomes clear that the mother of the battered baby is a victim of abuse herself. | 0:17:35 | 0:17:42 | |
I wonder who Andrew raises his hand at most when he gets angry? | 0:17:42 | 0:17:47 | |
Is it more at Matthew, is it more at you? | 0:17:49 | 0:17:53 | |
Who does Andrew raise his hand most to when he gets angry? | 0:17:53 | 0:17:55 | |
Matthew and me... | 0:17:57 | 0:18:00 | |
and he shouts and smashes things. | 0:18:00 | 0:18:03 | |
Does he smash you sometimes? | 0:18:05 | 0:18:07 | |
Uh-huh. And is that the same as your dad, | 0:18:09 | 0:18:13 | |
or differently from your dad, when he gets angry, when he drinks? | 0:18:13 | 0:18:16 | |
It's like me dad. | 0:18:16 | 0:18:19 | |
Like your dad. Is that right, Mrs Eastwood? | 0:18:19 | 0:18:23 | |
Increasing awareness of abuse passing down generations | 0:18:31 | 0:18:34 | |
turned the spotlight on mothers in a new way - | 0:18:34 | 0:18:37 | |
not just to blame them but to try and help them too. | 0:18:37 | 0:18:41 | |
By the '80s, the breakdown in traditional family life | 0:18:41 | 0:18:44 | |
was starting to take its toll. | 0:18:44 | 0:18:47 | |
Mums of this generation were more likely to be | 0:18:47 | 0:18:50 | |
the product of broken homes and troubled by an unstable upbringing. | 0:18:50 | 0:18:55 | |
With numbers on the child protection register spiralling, | 0:18:55 | 0:18:59 | |
the government looked for new ways to break the cycle of damage and abuse. | 0:18:59 | 0:19:04 | |
The answer lay in a new phenomenon - self-help. | 0:19:05 | 0:19:09 | |
In this area of south London alone, two small children | 0:19:11 | 0:19:15 | |
were beaten or starved to death | 0:19:15 | 0:19:17 | |
by their parents in the past two years. | 0:19:17 | 0:19:19 | |
The vast majority of battering or abusing parents | 0:19:19 | 0:19:23 | |
were themselves battered and abused as children. | 0:19:23 | 0:19:26 | |
Depression among mothers of preschool children | 0:19:29 | 0:19:32 | |
is worryingly common. | 0:19:32 | 0:19:34 | |
It's estimated that over a third are suffering from actual clinical depression | 0:19:34 | 0:19:39 | |
and it has serious consequences. | 0:19:39 | 0:19:41 | |
Research has proved that the children of depressed mothers | 0:19:41 | 0:19:44 | |
are likely to have trouble | 0:19:44 | 0:19:46 | |
learning to read when they get to school, and some have major behaviour problems. | 0:19:46 | 0:19:52 | |
Some mothers are now being offered the chance of a break | 0:19:56 | 0:19:59 | |
in the endless chain of depression and destruction | 0:19:59 | 0:20:02 | |
by a unique organisation called Newpin. | 0:20:02 | 0:20:05 | |
What used to depress me so much in health visiting | 0:20:05 | 0:20:08 | |
was how much destructive family patterns kept on repeating themselves, | 0:20:08 | 0:20:13 | |
and actually just talking through some of women who were | 0:20:13 | 0:20:16 | |
in my actual caseload as a health visitor, how much nothing had really changed | 0:20:16 | 0:20:22 | |
from what were, seemingly, generations of family behaviour. | 0:20:22 | 0:20:26 | |
So, you know, that they were going to be in the same locked state forever | 0:20:26 | 0:20:31 | |
was the most driving reason, I think. Was there a way of changing things? | 0:20:31 | 0:20:36 | |
Newpin brought mums together at a local support centre. | 0:20:39 | 0:20:43 | |
When I first came, I didn't realise I was depressed. | 0:20:44 | 0:20:49 | |
I was always getting uptight with the children. | 0:20:49 | 0:20:53 | |
At the time, I couldn't see it. I couldn't see that I was depressed. | 0:20:53 | 0:20:58 | |
The women were encouraged to take part in weekly group therapy. | 0:21:00 | 0:21:04 | |
It was difficult. Most of the time, I just sat quiet. | 0:21:04 | 0:21:07 | |
Didn't talk. | 0:21:07 | 0:21:09 | |
But then, once I got to know them a bit more, I opened up a bit more. | 0:21:09 | 0:21:15 | |
-Do you think you were getting things out of it, even if you didn't say anything? -Yeah. | 0:21:15 | 0:21:21 | |
It made me realise what other things people go through | 0:21:21 | 0:21:25 | |
and that I'm not the only one that went through them experiences. | 0:21:25 | 0:21:29 | |
That there was someone else here. | 0:21:29 | 0:21:31 | |
By working through their childhood problems, | 0:21:32 | 0:21:35 | |
Newpin helped these mothers relate more positively to their own kids. | 0:21:35 | 0:21:39 | |
I think I'm becoming a better parent to my children. | 0:21:39 | 0:21:43 | |
I've got some respect for myself, which I didn't used to have. | 0:21:43 | 0:21:47 | |
Personally, I feel much more aware of myself, | 0:21:47 | 0:21:52 | |
much more aware of the kids | 0:21:52 | 0:21:55 | |
and more able to cope with them. | 0:21:55 | 0:21:57 | |
And to understand them and see it from their point of view. | 0:21:57 | 0:22:00 | |
I understand my children better - Dean, especially, because he was, like, hyperactive. | 0:22:00 | 0:22:06 | |
He's not as bad as that now. | 0:22:06 | 0:22:09 | |
I think its cos I understand him more and I'm happier | 0:22:09 | 0:22:14 | |
that it's making him happier and we get on better. | 0:22:14 | 0:22:17 | |
Newpin proved to be a lifeline for many mothers wrestling with a traumatic past. | 0:22:17 | 0:22:24 | |
But it wasn't just dysfunctional families that needed help. | 0:22:25 | 0:22:30 | |
In the 1970s and '80s, the rise in new liberal ideas about discipline | 0:22:30 | 0:22:33 | |
left a lot of more ordinary families struggling to manage their children's naughty behaviour. | 0:22:33 | 0:22:38 | |
This generation was particularly keen to distance itself from the harshness of post-war ideas, | 0:22:38 | 0:22:45 | |
and smacking was particularly frowned upon. | 0:22:45 | 0:22:48 | |
So when a new idea arrived from the States called behavioural therapy, it caused quite a stir. | 0:22:48 | 0:22:54 | |
Pigeons can be taught to do very complicated things. | 0:22:56 | 0:22:59 | |
This bird was trained by first rewarding it with food | 0:23:04 | 0:23:08 | |
for small turns to the right, then for bigger turns, until finally he learned the trick. | 0:23:08 | 0:23:13 | |
HE GIVES INSTRUCTION, INAUDIBLY | 0:23:15 | 0:23:17 | |
Now psychiatrists in Britain are using methods very similar to that used on the pigeon, | 0:23:19 | 0:23:25 | |
to get children to be obedient. | 0:23:25 | 0:23:27 | |
Jonathan, I want you to put that jigsaw into that box. | 0:23:27 | 0:23:32 | |
The therapy you're about to see will make most British psychiatrists | 0:23:32 | 0:23:36 | |
and social workers hopping mad. | 0:23:36 | 0:23:39 | |
They think this kind of therapy is awful. | 0:23:42 | 0:23:45 | |
-Don't forget, praise. -That's a good boy. | 0:23:45 | 0:23:48 | |
Specify. | 0:23:48 | 0:23:49 | |
That's a good boy. You put your toys away, that's a good fellow. You're a good boy. | 0:23:49 | 0:23:55 | |
-Give him chocolate. -Would you like a wee bit of chocolate for doing that? | 0:23:55 | 0:23:59 | |
-BOY: May I have bit? -Yes, you may. | 0:23:59 | 0:24:02 | |
VOICEOVER: They don't think people should be trained like pigeons. | 0:24:02 | 0:24:06 | |
But you should judge for yourself. | 0:24:06 | 0:24:08 | |
In the UK, behaviour therapy is unpopular, | 0:24:11 | 0:24:14 | |
in spite of the fact that in America, it's widely used to help parents cope | 0:24:14 | 0:24:18 | |
with disobedient but otherwise normal children. | 0:24:18 | 0:24:21 | |
In Britain, such families get some form of | 0:24:21 | 0:24:24 | |
Freudian therapy, or family therapy or, more likely, tranquilisers. | 0:24:24 | 0:24:28 | |
Here in Belfast with Roger McAuley, | 0:24:29 | 0:24:31 | |
the American methods are being fitted into our National Health Service. | 0:24:31 | 0:24:36 | |
14 families, one after another, were asked if they would be in this film. | 0:24:36 | 0:24:41 | |
They said no - they didn't want neighbours to know they were getting psychiatric help. | 0:24:41 | 0:24:45 | |
The 15th and 16th were single-parent families, rather isolated, | 0:24:46 | 0:24:51 | |
and this is probably the reason they agreed. | 0:24:51 | 0:24:54 | |
Roger is treating one family in their home. | 0:24:55 | 0:24:58 | |
The mother was deserted when she was eight months pregnant | 0:24:58 | 0:25:01 | |
and her American husband shoved off back to the US. | 0:25:01 | 0:25:04 | |
After a succession of crummy flats in London, Deidre Engstrand | 0:25:04 | 0:25:08 | |
and Jonathan have come back to Belfast. She says that Jonathan | 0:25:08 | 0:25:12 | |
has been deprived of both a father and a proper home. | 0:25:12 | 0:25:15 | |
Now, use the nailbrush. Oh, no... | 0:25:15 | 0:25:17 | |
-There, here. -I don't want the nailbrush. -Come on, there, here. | 0:25:17 | 0:25:21 | |
So she's tried to compensate by never refusing him anything. | 0:25:21 | 0:25:25 | |
Now she has asked for help because Jonathan won't do anything he's told. | 0:25:25 | 0:25:29 | |
-Just wash your hands. -No! | 0:25:29 | 0:25:32 | |
Trying to get him to have a bath, I mean, that's an unholy row. | 0:25:33 | 0:25:38 | |
To wash his hair's the same thing. | 0:25:38 | 0:25:40 | |
And, I mean, people comment on it, you know, the noise he makes. | 0:25:40 | 0:25:44 | |
No matter what it is, he fights it, from he wakens up in the morning, he fights. | 0:25:45 | 0:25:51 | |
-Leave it! Oh, no! -Now, Johnathan, you let David play. | 0:25:51 | 0:25:55 | |
-No, no...! -David... | 0:25:55 | 0:25:58 | |
ROGER: Diedre, what should you do? | 0:25:58 | 0:26:00 | |
JOHNATHAN SCREAMS | 0:26:00 | 0:26:01 | |
Roger asks her to use this routine to get obedience. | 0:26:01 | 0:26:04 | |
She's to instruct and, if obeyed, to give a reward. | 0:26:04 | 0:26:08 | |
If Jonathan doesn't comply, she's to ask a second time | 0:26:08 | 0:26:12 | |
and if he obeys, to reward him. | 0:26:12 | 0:26:13 | |
ROGER: The verbal content must be clear, "I want you to do something now." | 0:26:15 | 0:26:23 | |
There's no good in saying, "Don't you think it's time..." | 0:26:23 | 0:26:26 | |
That gives the child the opportunity to say, "Well, no." | 0:26:26 | 0:26:29 | |
I think I normally say, "I'd like you put your toys away now, please, son." | 0:26:29 | 0:26:36 | |
OK, do it the way I want you to do it. | 0:26:36 | 0:26:39 | |
Jonathan, I would like you to put your toys away. | 0:26:41 | 0:26:44 | |
Amazing, a vast difference! | 0:26:44 | 0:26:46 | |
VOICEOVER: If he still refuses, she's to punish with time out. | 0:26:46 | 0:26:50 | |
She's not to engage in any kind of argument. | 0:26:50 | 0:26:52 | |
ROGER: Go on, no more shouting. That's good. | 0:26:52 | 0:26:54 | |
You got it, nice and firm. | 0:26:55 | 0:26:57 | |
Out the door, boyo. Out the door. I told you to get off the door. | 0:26:57 | 0:27:01 | |
Now, sit there until you're quiet. | 0:27:01 | 0:27:04 | |
-Now, sit there until you're quiet. -No, I cant sit there! | 0:27:04 | 0:27:09 | |
VOICEOVER: The time out punishment is not anything physical. | 0:27:09 | 0:27:13 | |
It has already been explained to Jonathan. He has to stand quietly in the corner for one minute. | 0:27:13 | 0:27:18 | |
The snag is the minute does not begin till he's calm and quiet. | 0:27:20 | 0:27:24 | |
HE SCREAMS | 0:27:24 | 0:27:27 | |
It took 40 minutes for Jonathan to give in. | 0:27:27 | 0:27:30 | |
ROGER: OK, finish it. Tell him to come out. | 0:27:33 | 0:27:36 | |
Come on, that's a boy. | 0:27:36 | 0:27:37 | |
Do I praise him, Doctor? | 0:27:41 | 0:27:42 | |
Oh, God no. You say nothing. That's a punishment. | 0:27:42 | 0:27:45 | |
You must not make up to him for at last ten minutes after! | 0:27:45 | 0:27:49 | |
One for you. A knife and fork for you and a knife and fork for me. | 0:27:53 | 0:27:58 | |
A knife and fork for you and a knife and fork for me. | 0:27:58 | 0:28:03 | |
He'll help me clear the table and he'll get things for me, so that's a change. | 0:28:03 | 0:28:08 | |
At night, he'll wash himself without a fight, clean his teeth | 0:28:08 | 0:28:12 | |
and go to bed with his pyjamas and get ready for bed upstairs. | 0:28:12 | 0:28:16 | |
Had I not seen it working so rapidly, | 0:28:16 | 0:28:20 | |
I definitely would have scrubbed it. | 0:28:20 | 0:28:24 | |
You know, I would have thought | 0:28:24 | 0:28:27 | |
it was too brutal, for want of a better way of describing it. | 0:28:27 | 0:28:34 | |
It was like training, training a dog or an animal. | 0:28:34 | 0:28:39 | |
And for those reasons, you think, "What am I doing to my son?" | 0:28:39 | 0:28:44 | |
That's a fella. | 0:28:44 | 0:28:46 | |
It's hard to believe how controversial this behaviourist approach was 30 years ago. | 0:28:48 | 0:28:53 | |
But today, for therapists like myself, it forms the basis of the way | 0:28:53 | 0:28:58 | |
we work with children who've got very difficult behaviour. | 0:28:58 | 0:29:01 | |
-BLOWS RASPBERRY -Pack it in! | 0:29:01 | 0:29:03 | |
These new ideas about discipline spread widely, spawning a wave of popular parenting shows | 0:29:05 | 0:29:11 | |
They don't listen to a word I say! | 0:29:12 | 0:29:14 | |
I need some help with disciplining them... | 0:29:14 | 0:29:17 | |
I don't want to!! | 0:29:17 | 0:29:20 | |
These offered expert tips on everyday problems like dealing with toddler tantrums... | 0:29:20 | 0:29:25 | |
Let's see if we can ignore the tantrum till it wears itself out. | 0:29:25 | 0:29:28 | |
And gave lessons in tough love... | 0:29:30 | 0:29:32 | |
It sounds pretty harsh, holding the door. | 0:29:32 | 0:29:34 | |
He's safe, you're not abusing him in any way. | 0:29:34 | 0:29:37 | |
It's a very short period of time. | 0:29:37 | 0:29:39 | |
..as well as reward tactics. | 0:29:40 | 0:29:42 | |
You didn't stay in your bed, so you don't get your treat. | 0:29:42 | 0:29:49 | |
But there would always be some who saw this kind of behaviourism as too soft. | 0:29:50 | 0:29:55 | |
Dr Ron Federici believes techniques like this | 0:29:56 | 0:29:59 | |
need to be radically intensified to help parents of children | 0:29:59 | 0:30:03 | |
with severe behavioural problems. | 0:30:03 | 0:30:05 | |
CHILD SCREAMS | 0:30:05 | 0:30:07 | |
And where Bruno Betttelheim once prescribed love and empathy, | 0:30:07 | 0:30:12 | |
there's nothing soft or cuddly about these tactics. | 0:30:12 | 0:30:15 | |
So often families feel the best intervention they can give | 0:30:15 | 0:30:19 | |
is unconditional love, affection, patience, time and talking to the child. | 0:30:19 | 0:30:24 | |
That turns out to be the incorrect mode of dealing with the child. | 0:30:24 | 0:30:28 | |
What's most important is to start a programme to allow parents to take total charge | 0:30:28 | 0:30:34 | |
and structure, and organise, this child's thinking, | 0:30:34 | 0:30:38 | |
reasoning, behaviours and role within the family. | 0:30:38 | 0:30:42 | |
Adults become the strong role models and reparent the child all over again. | 0:30:42 | 0:30:48 | |
CHILD: That's what I said, I don't want this any more! | 0:30:48 | 0:30:53 | |
The Mortons want help with their 12-year-old son Sergei, | 0:30:54 | 0:30:57 | |
who they adopted from a Russian orphanage at the age of eight. | 0:30:57 | 0:31:00 | |
Sergei displays violent behaviour even towards his family | 0:31:02 | 0:31:05 | |
I'm just wasting my time doing this crap! | 0:31:06 | 0:31:08 | |
When we were coming home from a dinner one night, he attacked both his brothers, | 0:31:08 | 0:31:13 | |
tried to choke his younger brother, and even attacked his big sister. | 0:31:13 | 0:31:17 | |
How much more violent is he going to be than he is now | 0:31:18 | 0:31:21 | |
when he's stronger and bigger and maybe finds a gun some place? | 0:31:21 | 0:31:26 | |
It's really hard to answer what's in his mind. | 0:31:29 | 0:31:33 | |
He shows a lot of anger, a lot of contempt for people, a lot of hate. | 0:31:33 | 0:31:40 | |
Dr Federici is here to explain his training programme to the Mortons. | 0:31:40 | 0:31:44 | |
It's to last 30 days. | 0:31:44 | 0:31:46 | |
Rather than focusing on Sergei's damaged past, | 0:31:46 | 0:31:51 | |
Dr Federici emphasises a strict routine and parental control. | 0:31:51 | 0:31:55 | |
Sergei will have to stay within three foot of his parents | 0:31:55 | 0:31:59 | |
at all times and obey their every word. | 0:31:59 | 0:32:01 | |
Show me three feet? | 0:32:02 | 0:32:04 | |
Three feet means three feet. If I can not touch you, you're too far away. | 0:32:04 | 0:32:10 | |
Follow instructions right away. | 0:32:10 | 0:32:13 | |
"Serge, get up." The answer is, "Yes, sir, I will." | 0:32:13 | 0:32:20 | |
Your mom and dad are in charge of everything. | 0:32:20 | 0:32:25 | |
Meaning you have to ask for permission. | 0:32:25 | 0:32:29 | |
Excuse me, may I go to the bathroom? May I have a drink of water? | 0:32:29 | 0:32:34 | |
Excuse me, may I eat dinner? Excuse me, may I read a book? | 0:32:34 | 0:32:38 | |
The answer is no, unless your father says, | 0:32:38 | 0:32:41 | |
"Serge, you can read a book with me." | 0:32:41 | 0:32:44 | |
You can not do anything alone. | 0:32:44 | 0:32:46 | |
He cannot do anything alone. Because he likes to run away. | 0:32:46 | 0:32:51 | |
If he runs to his room, take the doors off. | 0:32:51 | 0:32:54 | |
Beautiful room! | 0:32:54 | 0:32:56 | |
From now on, Sergei's parents will sleep in the same room as him. | 0:32:56 | 0:32:59 | |
Serge, everything gets boxed up, taken, toys, everything off the wall | 0:32:59 | 0:33:05 | |
and we just have bed, pillow, Mom's bed, Dad's bed. | 0:33:05 | 0:33:10 | |
Very good. He likes to keep neat. Everything will be boxed up, OK? | 0:33:14 | 0:33:21 | |
Sergei will be allowed no personal possessions and no privacy. | 0:33:21 | 0:33:25 | |
Many families believe it may be inappropriate to take away | 0:33:25 | 0:33:28 | |
a child's identity, even if it's an inappropriate one. | 0:33:28 | 0:33:32 | |
But what's so important is to realise this is a superficial posture and the important thing | 0:33:32 | 0:33:37 | |
is to bring them back into the adult world | 0:33:37 | 0:33:39 | |
where adults become the strong role models and reparent the child | 0:33:39 | 0:33:42 | |
which is the starting point of a stronger and more solid attachment. | 0:33:42 | 0:33:46 | |
Only eyes, only eyes. | 0:33:46 | 0:33:50 | |
Echoing 1960's attachment theory, | 0:33:50 | 0:33:52 | |
Dr Federici believes problem behaviour in a child | 0:33:52 | 0:33:55 | |
can stem from the lack of a strong parental bond in the early years. | 0:33:55 | 0:33:59 | |
But he believes this attachment can be rebuilt by getting Sergei | 0:33:59 | 0:34:04 | |
to make close eye contact while being held by his parents. | 0:34:04 | 0:34:07 | |
This is better for him than being on his own. This is much more positive than fighting with you. | 0:34:08 | 0:34:15 | |
Whether it's called brainwashing or reprogramming | 0:34:15 | 0:34:17 | |
or practising, a rehearsal, which I tend to prefer, it's very appropriate | 0:34:17 | 0:34:21 | |
for a child like Sergei who has, literally, a blank slate of human emotions and feelings. | 0:34:21 | 0:34:27 | |
He's been devoid of many of these feelings and expressions for so long, | 0:34:27 | 0:34:31 | |
he has no clue how to do those unless it's taught and practised and rehearsed. | 0:34:31 | 0:34:36 | |
Dr Federici also has a technique for dealing with Sergei | 0:34:36 | 0:34:40 | |
when he's out of control - the hold position. | 0:34:40 | 0:34:43 | |
If you do anything violent, Mom and Dad will take you down to get you in control. | 0:34:43 | 0:34:50 | |
There will never be fights. If he tries, he goes down. | 0:34:50 | 0:34:56 | |
He goes down for hitting, kicking, spitting, cussing in your face, | 0:34:56 | 0:35:03 | |
screaming, breaking property, slamming doors. Where he's out of control, he must go down immediately. | 0:35:03 | 0:35:11 | |
-God! -He's not being hurt. -No, my toe is twisted! | 0:35:11 | 0:35:15 | |
-It still hurts! -He may choose to make up all kinds of stories. | 0:35:15 | 0:35:21 | |
-It's not, I'm not making it up! -He's very angry. | 0:35:21 | 0:35:25 | |
Dr Federici thinks Sergei will find this position reassuring. | 0:35:25 | 0:35:28 | |
His parents physical power will make him feel safe and secure. | 0:35:28 | 0:35:32 | |
Dr Federici has gained a widespread following | 0:35:32 | 0:35:35 | |
amongst desperate parents in the States, | 0:35:35 | 0:35:38 | |
but critics of this approach are concerned | 0:35:38 | 0:35:41 | |
about the damaging effects it could have on already vulnerable children. | 0:35:41 | 0:35:46 | |
Dr Federici defends his method. | 0:35:46 | 0:35:48 | |
Even in the most difficult situations, | 0:35:49 | 0:35:52 | |
where the child is written off as totally unattached | 0:35:52 | 0:35:54 | |
and irrecuperable, I believe very strongly that any child, | 0:35:54 | 0:35:58 | |
even that level of damage, by hard work and very unorthodox | 0:35:58 | 0:36:01 | |
and aggressive, innovative techniques, | 0:36:01 | 0:36:04 | |
will often bring that damaged child to an 80% solution with the family. | 0:36:04 | 0:36:09 | |
It can be hard to isolate the precise cause of behavioural problems in children like Sergei. | 0:36:10 | 0:36:16 | |
-Can you calm down just a little? -Shut up! | 0:36:16 | 0:36:18 | |
And in recent years, the impact of life experiences | 0:36:18 | 0:36:22 | |
versus biological causes has been the subject of much debate. | 0:36:22 | 0:36:28 | |
Where scientists once focused on upbringing - | 0:36:28 | 0:36:31 | |
for example, poor parenting or bad mothering - | 0:36:31 | 0:36:34 | |
to explain behaviour difficulties in children, more often than not, | 0:36:34 | 0:36:37 | |
they're looking to the brain for answers. | 0:36:37 | 0:36:40 | |
We now know that some extreme behaviours | 0:36:40 | 0:36:43 | |
can be explained by underlying neurological conditions | 0:36:43 | 0:36:46 | |
which are often triggered by a complex mix | 0:36:46 | 0:36:49 | |
of the environment the child's been bought up in | 0:36:49 | 0:36:51 | |
and its genetic make-up. | 0:36:51 | 0:36:53 | |
But drawing the line between a naughty child | 0:36:53 | 0:36:55 | |
and one with a genuine problem isn't easy. | 0:36:55 | 0:36:58 | |
BOY SCREAMS | 0:36:58 | 0:37:00 | |
Liam, come here! | 0:37:00 | 0:37:02 | |
In the last few decades, scientists have been developing | 0:37:02 | 0:37:05 | |
new diagnostic tools. | 0:37:05 | 0:37:07 | |
Hello! | 0:37:07 | 0:37:09 | |
One disorder they can now identify and test for is ADHD, | 0:37:09 | 0:37:14 | |
or attention deficit hyperactivity disorder. | 0:37:14 | 0:37:18 | |
In 2005, Horizon went to find out what happened | 0:37:19 | 0:37:22 | |
when Jazmine and James Fisher, who both had problems | 0:37:22 | 0:37:25 | |
controlling their behaviour, were assessed for the condition. | 0:37:25 | 0:37:30 | |
What did you do that for?! | 0:37:30 | 0:37:32 | |
This is the Conners Rating Scale. | 0:37:32 | 0:37:35 | |
This is one of the methods of trying to diagnose ADHD. | 0:37:35 | 0:37:39 | |
You have one, twos and threes and you have to answer best. | 0:37:39 | 0:37:44 | |
You know, is this a little true, or is it pretty much true, very much true, or never at all. | 0:37:44 | 0:37:49 | |
And these sort of questions here relate to symptoms of ADHD. | 0:37:49 | 0:37:55 | |
I mean, Jazmine here scores a three for disturbing other children. | 0:37:55 | 0:38:00 | |
Only paying attention to things she's really interested in. | 0:38:00 | 0:38:04 | |
Has difficult in waiting her turn. | 0:38:04 | 0:38:06 | |
Interrupts or intrudes on others. Restless, always on the go. | 0:38:06 | 0:38:09 | |
A diagnosis of ADHD is based on extreme patterns of behaviour. | 0:38:09 | 0:38:15 | |
In particular, inattention, hyperactivity and impulsiveness. | 0:38:15 | 0:38:20 | |
Jazmine and James were both found to have the condition. | 0:38:20 | 0:38:23 | |
-James? -What? | 0:38:23 | 0:38:26 | |
Why don't you go and play on your PlayStation? | 0:38:26 | 0:38:29 | |
YELLS: OK! Leave me alone, you bitch! | 0:38:29 | 0:38:32 | |
That's nice, thank you(!) | 0:38:32 | 0:38:34 | |
Tough discipline doesn't always work for parents of ADHD children. | 0:38:34 | 0:38:39 | |
I suppose a lot of parents, you know, if they were called a bitch | 0:38:39 | 0:38:42 | |
and so on, the hard line discipline would come out, | 0:38:42 | 0:38:45 | |
but it just doesn't work because he'll still do it anyway. | 0:38:45 | 0:38:49 | |
So I just try and ignore some of the behaviour. | 0:38:49 | 0:38:51 | |
Don't do that! | 0:38:51 | 0:38:53 | |
Jazmine, don't wind him up. | 0:38:53 | 0:38:57 | |
Scientists believe a lack of the brain chemical dopamine | 0:38:57 | 0:39:01 | |
makes it hard for children with ADHD to control their impulses. | 0:39:01 | 0:39:06 | |
With diagnosis comes medication to help control symptoms | 0:39:07 | 0:39:11 | |
in the form of Ritalin, a powerful stimulant drug. | 0:39:11 | 0:39:14 | |
It's almost like, when you have a light, yeah? | 0:39:17 | 0:39:20 | |
You can switch it on and off. | 0:39:20 | 0:39:22 | |
With my Ritalin, I can switch my brain on and off. | 0:39:22 | 0:39:25 | |
Like in my brain, my thoughts. | 0:39:25 | 0:39:27 | |
But when I'm not taking my Ritalin, | 0:39:27 | 0:39:30 | |
the light isn't working any more and stays on. | 0:39:30 | 0:39:32 | |
Scientists now think ADHD has a strong genetic component | 0:39:32 | 0:39:37 | |
and can often run in families. | 0:39:37 | 0:39:39 | |
Her children's diagnosis struck a chord with Charlotte, | 0:39:39 | 0:39:42 | |
who had problems with her behaviour as a child | 0:39:42 | 0:39:45 | |
and was thrown out of six schools. | 0:39:45 | 0:39:47 | |
I read this particular book, and I really... | 0:39:49 | 0:39:52 | |
I thought, "Oh, my God. I have just read my whole life in this book." | 0:39:52 | 0:39:55 | |
And I was quite shocked at how similar and... | 0:39:55 | 0:40:00 | |
You know, it was almost a bit weird, | 0:40:00 | 0:40:02 | |
how many things related to me and that's when I realised, | 0:40:02 | 0:40:05 | |
"This has been my problem my whole life." | 0:40:05 | 0:40:07 | |
But it's not just behaviour that can be affected by a brain disorder. | 0:40:11 | 0:40:15 | |
Neurological make-up can have a huge impact | 0:40:15 | 0:40:18 | |
on how children learn at school. | 0:40:18 | 0:40:21 | |
Where once kids were just labelled stupid or disruptive, | 0:40:21 | 0:40:25 | |
scientists have now identified | 0:40:25 | 0:40:27 | |
several learning disorders originating in the brain. | 0:40:27 | 0:40:30 | |
Including dyslexia | 0:40:31 | 0:40:33 | |
and the maths equivalent, dyscalculia. | 0:40:33 | 0:40:37 | |
David Baddiel went to find out just how hard learning can be | 0:40:41 | 0:40:45 | |
if your brain is wired differently. | 0:40:45 | 0:40:47 | |
What are these frightening hoses? | 0:40:49 | 0:40:51 | |
-What are they? -These are stimulation coils. | 0:40:51 | 0:40:53 | |
That's going on my head? | 0:40:53 | 0:40:55 | |
One will go onto your head, yes, exactly. | 0:40:55 | 0:40:57 | |
David is having the areas of the brain | 0:40:57 | 0:41:00 | |
he uses for maths knocked out by a magnetic pulse. | 0:41:00 | 0:41:04 | |
-We hold the coil approximately here. -Yeah. | 0:41:04 | 0:41:06 | |
-It's not going to be... -It's not a lobotomy. | 0:41:06 | 0:41:09 | |
-Tell me it's not a lobotomy. -No, not at all. | 0:41:09 | 0:41:14 | |
A magnetic pulse just induces, very shortly, | 0:41:14 | 0:41:17 | |
electric chaos in this brain area. | 0:41:17 | 0:41:19 | |
-Electric chaos? -Yes. This is what you could... (LAUGHS) | 0:41:19 | 0:41:23 | |
Electric chaos in my brain. | 0:41:23 | 0:41:25 | |
Fine. I'll do it for Horizon, it's fine. | 0:41:25 | 0:41:28 | |
Just for a couple of milliseconds. | 0:41:28 | 0:41:30 | |
I'm not that desperate for work. | 0:41:30 | 0:41:33 | |
Then it'll be restored to normal. | 0:41:33 | 0:41:36 | |
OK. Well, on your head be it. | 0:41:36 | 0:41:38 | |
David is preparing to do a test, | 0:41:38 | 0:41:40 | |
typically used on dyscalculic children. | 0:41:40 | 0:41:44 | |
In David's case, the part of his brain | 0:41:44 | 0:41:46 | |
he'd use for maths is being disabled to mimic the disorder. | 0:41:46 | 0:41:50 | |
You have to decide if the number is smaller or larger than 65. | 0:41:52 | 0:41:55 | |
-Yes. -And then press with your two hands. | 0:41:55 | 0:41:57 | |
David has to identify if the number is smaller or larger | 0:41:57 | 0:42:01 | |
by a click with his left or right finger. | 0:42:01 | 0:42:03 | |
You will be stimulated every time the number comes up on screen. | 0:42:03 | 0:42:08 | |
Children with dyscalculia would find this extremely difficult. | 0:42:10 | 0:42:14 | |
ELECTRIC CLICKING | 0:42:14 | 0:42:16 | |
Hang on a sec, sorry. Can we start that again? | 0:42:18 | 0:42:21 | |
I completely forgot which side is which. | 0:42:21 | 0:42:23 | |
OK, it's left for smaller number, for smaller than 65, | 0:42:23 | 0:42:26 | |
and right for larger numbers. | 0:42:26 | 0:42:28 | |
As time goes on, David is feeling more and more disorientated. | 0:42:28 | 0:42:34 | |
-Sorry, sorry. -OK. -The smaller for the left hand side | 0:42:34 | 0:42:38 | |
-and higher for right hand side? -Yes, exactly. | 0:42:38 | 0:42:42 | |
David's ability to respond to numbers is slowing down. | 0:42:44 | 0:42:48 | |
For genuine dyscalculics, it's much worse. | 0:42:48 | 0:42:52 | |
-The test you did, they'd be slow and inaccurate. -Right. | 0:42:52 | 0:42:55 | |
So something really simple | 0:42:55 | 0:42:56 | |
like which of these two numbers is bigger, is very diagnostic | 0:42:56 | 0:43:00 | |
as to whether you will have dyscalculia or not. | 0:43:00 | 0:43:03 | |
By repeating these experiments, Brian Butterworth has identified | 0:43:03 | 0:43:07 | |
differences between normal brains and those of dyscalculics. | 0:43:07 | 0:43:11 | |
-This is the area responsible for numeracy? -Exactly. | 0:43:11 | 0:43:14 | |
-This is a scan from eight-year-old kids. -Right. | 0:43:14 | 0:43:17 | |
And what they show is there's this area here, | 0:43:17 | 0:43:20 | |
in what's called the right intraparietal salcus, | 0:43:20 | 0:43:22 | |
and kids who are dyscalculic have an abnormality here. | 0:43:22 | 0:43:26 | |
Science is beginning to glimpse the extent | 0:43:26 | 0:43:28 | |
to which children's neurological make-up | 0:43:28 | 0:43:31 | |
can determine their ability to learn. | 0:43:31 | 0:43:34 | |
It helps explain why some children struggle where others flourish. | 0:43:34 | 0:43:39 | |
-What did you learn today? -We learned about the Victorians. | 0:43:39 | 0:43:43 | |
We learned loads of maths. | 0:43:43 | 0:43:45 | |
But as with children's social and emotional development, | 0:43:45 | 0:43:50 | |
our scientific understanding of how children learn | 0:43:50 | 0:43:53 | |
has evolved over time. | 0:43:53 | 0:43:54 | |
In the post-war period, | 0:43:56 | 0:43:57 | |
Swiss developmental psychologist Jean Piaget | 0:43:57 | 0:44:00 | |
came up with a radical idea. | 0:44:00 | 0:44:02 | |
That children are no less intelligent than adults, | 0:44:02 | 0:44:05 | |
they just think differently. | 0:44:05 | 0:44:08 | |
His theory motivated a series of experiments | 0:44:08 | 0:44:12 | |
into the cognitive powers of infants, | 0:44:12 | 0:44:15 | |
revealing their enormous capacity to interact with, | 0:44:15 | 0:44:18 | |
and learn from, the world around them. | 0:44:18 | 0:44:21 | |
In this experiment, even at this age, | 0:44:23 | 0:44:25 | |
he will construct a hypothesis, think about it and then verify it. | 0:44:25 | 0:44:29 | |
He's going to realise that by turning his head to the left, | 0:44:32 | 0:44:35 | |
he is the cause of the light coming on. | 0:44:35 | 0:44:39 | |
Eight years ago, research techniques were crude | 0:44:39 | 0:44:42 | |
and no-one had shown that infants under six months could learn. | 0:44:42 | 0:44:45 | |
But now, through experiments like this, it seems the human at birth | 0:44:45 | 0:44:49 | |
learns better than he ever will again. | 0:44:49 | 0:44:52 | |
Sooner or later, several of his accidental movements | 0:44:54 | 0:44:57 | |
may lead him to wonder if perhaps it is he | 0:44:57 | 0:44:59 | |
who is switching on the light. | 0:44:59 | 0:45:01 | |
When that idea dawns, there's a dramatic burst of activity | 0:45:03 | 0:45:07 | |
when he's certain that he's the one controlling the light. | 0:45:07 | 0:45:11 | |
Experiments like this suggested that children's intellectual capacities | 0:45:14 | 0:45:18 | |
are well established before they even get to school. | 0:45:18 | 0:45:21 | |
Jonathan, wave! | 0:45:21 | 0:45:23 | |
Again, the onus fell on mothers. | 0:45:23 | 0:45:25 | |
This time to encourage children's learning in the early years. | 0:45:25 | 0:45:29 | |
Piaget also suggested that all children | 0:45:29 | 0:45:32 | |
pass through four learning stages. | 0:45:32 | 0:45:36 | |
Up to the age of 11, they learn best through interaction | 0:45:37 | 0:45:40 | |
with objects before they can grasp more abstract concepts. | 0:45:40 | 0:45:44 | |
His theory was based both on observing children's behaviour | 0:45:46 | 0:45:50 | |
and talking to them - a novel idea at the time - | 0:45:50 | 0:45:54 | |
revealing that young children have their own unique logic. | 0:45:54 | 0:45:57 | |
Now, do we have as many green bricks, the same number, | 0:46:00 | 0:46:03 | |
as we have pennies? | 0:46:03 | 0:46:05 | |
-No. -Here? -Yes. | 0:46:05 | 0:46:07 | |
Yes? Are you sure? How do you know? | 0:46:07 | 0:46:11 | |
Because there's one at each penny. | 0:46:13 | 0:46:16 | |
Right, watch what I'm going to do. | 0:46:16 | 0:46:20 | |
Linda's at one stage of her development. | 0:46:20 | 0:46:22 | |
She doesn't yet understand the meaning of number. | 0:46:22 | 0:46:26 | |
Do we have same number of bricks as pennies, | 0:46:26 | 0:46:30 | |
or do we have more green bricks or more pennies? | 0:46:30 | 0:46:33 | |
More bricks. | 0:46:33 | 0:46:35 | |
More bricks? How do you know? | 0:46:35 | 0:46:38 | |
Cos they're... They're... | 0:46:38 | 0:46:40 | |
That's longer than them. | 0:46:40 | 0:46:43 | |
-Which is longer? -Them. | 0:46:43 | 0:46:45 | |
The number of bricks and coins remains the same, | 0:46:45 | 0:46:48 | |
even though the visual arrangement is changed. | 0:46:48 | 0:46:51 | |
But at this stage, Linda only judges by visual appearance. | 0:46:51 | 0:46:55 | |
All children pass through this stage, | 0:46:55 | 0:46:57 | |
but vary in speed by as much as 18 months. | 0:46:57 | 0:47:00 | |
Such concepts as this, conservation of number, | 0:47:00 | 0:47:02 | |
cannot be taught effectively before the child is ready. | 0:47:02 | 0:47:05 | |
That is before she's assimilated enough to understand | 0:47:05 | 0:47:08 | |
the idea in concrete terms. | 0:47:08 | 0:47:12 | |
Piaget's ideas about how a child thinks and learns | 0:47:12 | 0:47:15 | |
were to have a huge influence on the teaching methods | 0:47:15 | 0:47:17 | |
used in primary schools. | 0:47:17 | 0:47:19 | |
Many adopted this more child-centred approach. | 0:47:19 | 0:47:21 | |
And in 1976, Horizon set out to investigate | 0:47:21 | 0:47:26 | |
this new liberal style of teaching, with its informal approach | 0:47:26 | 0:47:29 | |
and emphasis on learning through play. | 0:47:29 | 0:47:32 | |
And compared it to the traditional, structured form of school. | 0:47:32 | 0:47:35 | |
This is what's called an informal classroom. | 0:47:39 | 0:47:42 | |
It's not really one room. | 0:47:42 | 0:47:43 | |
It's several, all open to one another, | 0:47:43 | 0:47:45 | |
with no space wasted on corridors. | 0:47:45 | 0:47:47 | |
Classes share facilities and teachers work together. | 0:47:50 | 0:47:53 | |
At first glance, it looks like a chaotic playgroup, | 0:47:55 | 0:47:58 | |
although not quite as noisy. | 0:47:58 | 0:48:00 | |
Every child seems deeply involved. | 0:48:00 | 0:48:02 | |
It may look like play but they're learning maths. | 0:48:02 | 0:48:05 | |
-How many have we got left? -One, two, three, four. | 0:48:05 | 0:48:08 | |
54? Now what are you going to build with them this time? | 0:48:08 | 0:48:12 | |
-Erm, I don't know. -What would you like to build with them? | 0:48:12 | 0:48:16 | |
A different kind of castle. | 0:48:16 | 0:48:18 | |
All right, you make a different kind of castle. | 0:48:18 | 0:48:21 | |
The question is, despite all the obvious enjoyment, | 0:48:21 | 0:48:24 | |
are these children really learning enough? | 0:48:24 | 0:48:27 | |
In progressive schools, independence is encouraged. | 0:48:27 | 0:48:31 | |
Yes, of course you can go and play in the sand, Jimmy. | 0:48:31 | 0:48:34 | |
Ready? One, two, three. | 0:48:34 | 0:48:39 | |
THEY PLAY GUITARS | 0:48:39 | 0:48:41 | |
Music is only one small facet of progressive teaching. | 0:48:46 | 0:48:50 | |
It involves what's called the integrated day, | 0:48:50 | 0:48:52 | |
where classes aren't broken arbitrarily | 0:48:52 | 0:48:54 | |
into one hour of maths, English and so on. | 0:48:54 | 0:48:56 | |
Everything is carefully dovetailed | 0:48:56 | 0:48:59 | |
and music, art and science are often taught as a composite. | 0:48:59 | 0:49:02 | |
ORCHESTRAL MUSIC PLAYS | 0:49:02 | 0:49:04 | |
One or two ideas to think about. | 0:49:06 | 0:49:08 | |
I like the school very much. | 0:49:09 | 0:49:11 | |
I think they do an awful lot for the children | 0:49:11 | 0:49:14 | |
and they have an awful lot more freedom of choice. | 0:49:14 | 0:49:19 | |
The children get a chance to express themselves. | 0:49:19 | 0:49:23 | |
The atmosphere is so very good. The children are very happy. | 0:49:23 | 0:49:27 | |
They work very well. | 0:49:27 | 0:49:28 | |
At the other extreme, this school was equally commended to us | 0:49:32 | 0:49:35 | |
for excellence by its educational authority. | 0:49:35 | 0:49:39 | |
It's precisely two minutes to nine in the morning. | 0:49:39 | 0:49:42 | |
WHISTLE GOES | 0:49:45 | 0:49:47 | |
SHORT WHISTLE | 0:49:48 | 0:49:50 | |
Look to the left, straighten your lines up. Straight down the lines | 0:49:57 | 0:50:02 | |
WHISTLE GOES | 0:50:06 | 0:50:08 | |
On the next whistle, you will turn. | 0:50:08 | 0:50:11 | |
HE BLOWS WHISTLE | 0:50:11 | 0:50:14 | |
Numbers 14 and 7, lead off. | 0:50:15 | 0:50:18 | |
This so-called formal, or traditional, primary school | 0:50:23 | 0:50:26 | |
is the sort of primary education | 0:50:26 | 0:50:28 | |
which probably most grown-ups watching | 0:50:28 | 0:50:30 | |
remember as their experience of school. | 0:50:30 | 0:50:33 | |
Classes are run on a strict timetable and all activity | 0:50:33 | 0:50:37 | |
is firmly teacher directed. | 0:50:37 | 0:50:40 | |
-Five fives? -25. | 0:50:40 | 0:50:42 | |
-Good. Nine fours? -36. | 0:50:42 | 0:50:45 | |
-Ten twos? -20. | 0:50:45 | 0:50:48 | |
-Five threes? -15. -Good. | 0:50:48 | 0:50:50 | |
Now, counting in sixes, starting from six. Ready? | 0:50:50 | 0:50:53 | |
ALL: Six, 12, 18, 24... | 0:50:53 | 0:50:58 | |
Good! | 0:50:59 | 0:51:00 | |
That's a good one! | 0:51:01 | 0:51:03 | |
Achievement and competition are positively encouraged. | 0:51:03 | 0:51:06 | |
High fliers are praised and the slower ones pushed. | 0:51:06 | 0:51:08 | |
That's a better one. Forward. That's a good one. | 0:51:08 | 0:51:13 | |
All schools should have an end product, | 0:51:13 | 0:51:17 | |
just like industry has an end product. | 0:51:17 | 0:51:19 | |
And I think the end product is to be able to read, | 0:51:19 | 0:51:22 | |
write and do arithmetic well, | 0:51:22 | 0:51:24 | |
to enable them to go into further education with a good start. | 0:51:24 | 0:51:28 | |
And I think this school does exactly that. | 0:51:28 | 0:51:31 | |
Horizon followed a team of educational psychologists | 0:51:32 | 0:51:36 | |
as they put the two approaches to test. | 0:51:36 | 0:51:38 | |
It was the first report of its kind | 0:51:38 | 0:51:41 | |
into primary teaching methods in the UK. | 0:51:41 | 0:51:45 | |
Now, my name is Mrs Wade and I'm here to do some research. | 0:51:45 | 0:51:50 | |
Who can tell me what research is? | 0:51:50 | 0:51:53 | |
Children in Lancashire and Cumbria were tested, | 0:51:53 | 0:51:56 | |
both at the beginning and end of the year, to find out not just how much | 0:51:56 | 0:51:59 | |
they liked their type of school, but how much they learnt in that time. | 0:51:59 | 0:52:03 | |
The biggest surprise was the discrepancy in achievement | 0:52:03 | 0:52:08 | |
between the progressive and formal classrooms. | 0:52:08 | 0:52:12 | |
Contrary to our expectations, | 0:52:12 | 0:52:14 | |
the findings clearly favoured formal schools. | 0:52:14 | 0:52:18 | |
You want to read it to me? All right, go on. | 0:52:18 | 0:52:20 | |
These results mean that over the three or four years | 0:52:20 | 0:52:23 | |
a child is in a progressive primary, | 0:52:23 | 0:52:25 | |
he could be held back by more than a year in some subjects. | 0:52:25 | 0:52:29 | |
The mass of data was computed by Lancaster University's | 0:52:29 | 0:52:32 | |
to see, among other things, whether some types of child personality | 0:52:32 | 0:52:36 | |
are better suited to specific styles of teaching. | 0:52:36 | 0:52:39 | |
High ability children in formal classrooms | 0:52:39 | 0:52:42 | |
progress considerably better than high ability children | 0:52:42 | 0:52:45 | |
in informal classrooms. | 0:52:45 | 0:52:47 | |
But another interesting finding was that low ability boys | 0:52:47 | 0:52:51 | |
in formal classrooms did much worse than low ability boys | 0:52:51 | 0:52:54 | |
in informal classrooms. | 0:52:54 | 0:52:56 | |
There are differences at the top and bottom | 0:52:56 | 0:52:58 | |
in terms of ability there. | 0:52:58 | 0:53:00 | |
Thuh. | 0:53:03 | 0:53:05 | |
Sss... | 0:53:05 | 0:53:06 | |
Today, child-centred learning has been incorporated | 0:53:06 | 0:53:10 | |
into the mainstream. | 0:53:10 | 0:53:12 | |
Most schools now try to find a balance between structured lessons | 0:53:12 | 0:53:16 | |
and informal play. | 0:53:16 | 0:53:18 | |
But more progressive schooling has, like more liberal parenting, | 0:53:25 | 0:53:28 | |
sometimes led to discipline problems. | 0:53:28 | 0:53:32 | |
Just like parents, schools have turned | 0:53:32 | 0:53:35 | |
to behavioural techniques for help. | 0:53:35 | 0:53:37 | |
Rather than cracking down, teachers look for ways | 0:53:39 | 0:53:41 | |
to motivate children to behave better and work harder. | 0:53:41 | 0:53:46 | |
David Baddiel travelled to Washington, | 0:53:48 | 0:53:50 | |
to find out how one school in a deprived neighbourhood | 0:53:50 | 0:53:53 | |
incentivises children - who don't see the point in learning - | 0:53:53 | 0:53:57 | |
with hard cash. | 0:53:57 | 0:53:58 | |
Good morning, boys and girls. | 0:54:01 | 0:54:02 | |
ALL: Good morning, Miss Fox. | 0:54:02 | 0:54:05 | |
It's payday at Brightside School. | 0:54:05 | 0:54:08 | |
This morning, we're going to celebrate and acknowledge | 0:54:08 | 0:54:12 | |
those earners | 0:54:12 | 0:54:14 | |
who are the top ten highest earners | 0:54:14 | 0:54:19 | |
for each of our pay periods. | 0:54:19 | 0:54:23 | |
The first one, for pay period one, | 0:54:23 | 0:54:26 | |
is Francisco Tee. Come on up, Francisco. | 0:54:26 | 0:54:29 | |
APPLAUSE | 0:54:29 | 0:54:33 | |
Brightside is one of 28 American schools, | 0:54:33 | 0:54:35 | |
trying out financial incentives | 0:54:35 | 0:54:37 | |
as part of a privately funded educational experiment. | 0:54:37 | 0:54:41 | |
The children get money for top marks, | 0:54:41 | 0:54:44 | |
but also for good behaviour, | 0:54:44 | 0:54:47 | |
attendance and correct uniform. | 0:54:47 | 0:54:49 | |
They can earn up to 100 in two weeks. | 0:54:49 | 0:54:51 | |
It was the brainchild of a Harvard economist. | 0:54:54 | 0:54:57 | |
How did you get the idea? | 0:54:57 | 0:55:00 | |
The first time I showed up at Harvard, | 0:55:00 | 0:55:02 | |
it was like landing on the moon. | 0:55:02 | 0:55:04 | |
I grew up in the neighbourhoods these kids are in. | 0:55:04 | 0:55:07 | |
I saw a kid sit around a dinner table | 0:55:07 | 0:55:10 | |
and each one of them could see that school paid off, | 0:55:10 | 0:55:13 | |
because their family were professors, | 0:55:13 | 0:55:15 | |
their uncles were investment bankers. | 0:55:15 | 0:55:18 | |
For these kids, a lot of them don't see those examples to light the way. | 0:55:18 | 0:55:22 | |
And so we're asking them to take a gamble. | 0:55:22 | 0:55:24 | |
We're asking them to say, you know, "I want to do education, | 0:55:24 | 0:55:28 | |
"but I've got to wait 20 years for my reward." | 0:55:28 | 0:55:31 | |
These kids, a lot of them have real challenges right now. | 0:55:31 | 0:55:35 | |
I love them so much, OK? But the truth is, only 12% of them | 0:55:35 | 0:55:39 | |
are doing math at grade level, right? | 0:55:39 | 0:55:43 | |
And 8% are reading at grade level. | 0:55:43 | 0:55:47 | |
That is a catastrophe. That is a crisis. | 0:55:47 | 0:55:50 | |
No-one has the courage to tell those black boys in there | 0:55:50 | 0:55:54 | |
that statistically - they're 12 now - statistically, in seven years, | 0:55:54 | 0:55:57 | |
one in three will be in prison. | 0:55:57 | 0:56:00 | |
Can I see your certificate? | 0:56:02 | 0:56:04 | |
"Pay period 4, congratulations you've earned 58.57." | 0:56:04 | 0:56:08 | |
So, how much do you think you've earned since the scheme began? | 0:56:08 | 0:56:12 | |
300. | 0:56:12 | 0:56:15 | |
-About 330. -330? | 0:56:15 | 0:56:18 | |
-250. -Right. | 0:56:18 | 0:56:20 | |
When I come to school, it's just to learn | 0:56:20 | 0:56:22 | |
because my mum sent me here, | 0:56:22 | 0:56:24 | |
-but now I just really love learning. -Really? -Mm-hm. | 0:56:24 | 0:56:27 | |
What do you want to do when you're older? Can I ask you? | 0:56:27 | 0:56:30 | |
Actually, I'm saving my money to go to college. | 0:56:30 | 0:56:34 | |
And then once you're past college? What do you want to be? | 0:56:34 | 0:56:37 | |
Any job would be good. | 0:56:37 | 0:56:40 | |
Some might call it bribery, | 0:56:42 | 0:56:44 | |
but an array of reward techniques like this | 0:56:44 | 0:56:47 | |
are increasingly used by schools to motivate kids. | 0:56:47 | 0:56:50 | |
It's the latest weapon in their armoury | 0:56:52 | 0:56:55 | |
to help children reach their potential. | 0:56:55 | 0:56:57 | |
When it comes to children's behaviour, in many ways, | 0:56:57 | 0:57:01 | |
we've come full circle. | 0:57:01 | 0:57:03 | |
We started out with strict Victorian-style discipline | 0:57:03 | 0:57:06 | |
in the austere post-war era. | 0:57:06 | 0:57:08 | |
But turned our attention to the importance of love and happiness | 0:57:08 | 0:57:11 | |
in raising children. | 0:57:11 | 0:57:13 | |
You are a nice boy, really. Aren't you? | 0:57:13 | 0:57:16 | |
Yet, with more liberal parenting, | 0:57:16 | 0:57:18 | |
can sometimes come behavioural issues. | 0:57:18 | 0:57:20 | |
Never going to get the perfect child, are we? | 0:57:20 | 0:57:23 | |
We've had to focus again on discipline | 0:57:23 | 0:57:25 | |
in a bid to manage children's behaviour. | 0:57:25 | 0:57:28 | |
He's not being hurt. | 0:57:28 | 0:57:30 | |
Over the last 50 years, science has given us | 0:57:30 | 0:57:34 | |
insights into how children's minds work | 0:57:34 | 0:57:36 | |
and why they behave the way they do. | 0:57:36 | 0:57:38 | |
And it's kept pace with a rapidly changing society | 0:57:38 | 0:57:42 | |
and all the pressures that brings. | 0:57:42 | 0:57:45 | |
But parents are still left to interpret what it means for them. | 0:57:45 | 0:57:48 | |
Ultimately, there's only so much science can tell us about children. | 0:57:48 | 0:57:52 | |
They're not lab rats after all, and every child's an individual. | 0:57:52 | 0:57:56 | |
Today, we live in a much more child-centred world. | 0:57:56 | 0:57:59 | |
I think the challenge for parents is to know they can hold their ground. | 0:57:59 | 0:58:03 | |
To know they can say no, as well as listen to their child. | 0:58:03 | 0:58:07 | |
So, carrot or stick? | 0:58:07 | 0:58:09 | |
I think children need both love and discipline. | 0:58:09 | 0:58:12 | |
If you can get a healthy balance between those two, | 0:58:12 | 0:58:15 | |
then you'll be doing a great job! | 0:58:15 | 0:58:17 | |
Subtitles by Red Bee Media Ltd | 0:58:40 | 0:58:43 | |
Email [email protected] | 0:58:43 | 0:58:46 |