| "It is easier to build strong children than to repair | | | | unhappy family is unhappy in its own way." -- Leo |
| broken men." -- Frederick Douglas | | | | Tolstoy |
| Whether this is true or not is certainly less than | | | | Your family is like other families in many ways. It has |
| obvious. The lack of clarity starts with the meaning | | | | its ups and downs, strengths and vulnerabilities, its |
| of "strong children" and "broken men." The ambiguity | | | | problems and opportunities. Your family is not perfect |
| extends to include how one might go about building a | | | | nor is it without its moments of perfection. As is true |
| child, strong or not, and the skills and tools needed to | | | | for other families, yours is somewhere between |
| repair broken men. If one posits that "strong children" | | | | what you hope it can be and what you sometimes |
| are kids who are well adjusted and that "broken | | | | fear it might become. Buddha expressed the tension |
| men" are adults who are maladjusted, the aphorism is | | | | of hope and fear like this, "A family is a place where |
| likely true. | | | | minds come in contact with one another. If these |
| Adults may become maladjusted, i.e., "broken," after | | | | minds love one another the home will be as beautiful |
| they are adults. This can happen due to numerous | | | | as a flower garden. But if these minds get out of |
| causes and circumstances; but since Douglas | | | | harmony with one another it is like a storm that plays |
| connects strong children and broken men, it is fair to | | | | havoc with the garden." Tolstoy's happy family, |
| conclude that he is focusing on a presumed | | | | Buddha's beautiful flower garden, and your hope |
| connection between childhood and later adult | | | | symbolize the potential for harmony and well-being |
| adjustment. His point is that it is easier to bring up | | | | for you and yours. |
| well adjusted children than it is to correct the | | | | Just as your child wants your unconditional love and |
| maladjustment of adults, when the adult | | | | encouragement, you want him to love you, to love |
| maladjustment is a result of a problematic childhood. | | | | himself, to love other people, and to love the world |
| It's certainly true that some children grow to be | | | | around him. You express your love through hugs, |
| maladjusted adults, despite receiving appropriate | | | | playing, and doing things together. You encourage him |
| developmental support and nurturing throughout their | | | | to share his feelings, fears, and frustrations. At the |
| childhood. This sad reality gives proof to the | | | | same time, you give him the freedom to grow and |
| conclusion that building strong children is far from | | | | to experience the bigger world. You want him to |
| easy and is occasionally not possible. It's also true | | | | have an exciting life of his own, knowing that his |
| that inadequate developmental support and nurturing | | | | relationship with you is secure and predictable. |
| nearly guarantee that children will grow up to be | | | | In addition, you want your child to respect you, to |
| maladjusted adults. Further, the severity of adult | | | | respect himself, to respect other people, and to |
| maladjustment is proportional to the degree of | | | | respect the world about him. You know that much of |
| inadequacy: the more severe the neglect, the more | | | | his attitude toward himself and toward the world |
| severe the adult maladjustment. | | | | about him comes from your attitude about him. |
| The hidden truth here is that the resulting adult | | | | Just as children learn to love by being loved, they |
| maladjustment is usually only partially repairable; and | | | | learn respect for self and others by being respected. |
| far too frequently, the damage is not repairable at all. | | | | Your behavior, attitudes, and beliefs will be reflected |
| The long term effects of child neglect are usually | | | | in your child. More than you may ever know, he |
| serious and often permanent. A family, community, | | | | "does as you do." |
| or society that neglects its children is committed to | | | | Children also develop attitudes toward themselves |
| the creation of maladjusted adults. It's as simple as | | | | and others as a response to the attitudes and beliefs |
| that. | | | | others communicate to them. In part, your child will |
| Despite energetic protestation, denial, and endless | | | | become what you tell him he will become. You |
| rhetoric to the contrary, the neglect of children is | | | | convey this definition of self through your physical, |
| extensive in systematic in virtually all communities, | | | | emotional, spiritual, and social interactions with him as |
| states, and throughout the country. If you doubt | | | | well as through the way you relate as his parent. |
| that, look at the inadequacy of public education, | | | | Beyond these things, there is a whole world of |
| health care for many children, inadequate housing, | | | | influences over which you have little control. Your |
| drug abuse and crime, family violence, and the myriad | | | | hope must be that you have nourished and nurtured |
| of other ways children are being neglected. Look | | | | your child's potentials so that he can effectively deal |
| carefully because what you see is the very real and | | | | with the multiple influences of the world. You hope |
| ongoing commitment of community, state, and | | | | that your loving respect has been strong enough and |
| national leaders to adult maladjustment, what Douglas | | | | clear enough to be integrated into his being as he |
| calls "broken men." | | | | moves out into a world that may not perceive him |
| If you are committed to a world of fewer broken | | | | as unique. His sense of being special comes from you. |
| men, a world where children are valued and not | | | | You can only trust that it is solid enough to last him a |
| neglected, start with your children and your family. | | | | lifetime. |
| "All happy families resemble one another; every | | | | |