As a parent, I began my journey of parenthood, and life, thinking back upon my own childhood. What were my likes and my dislikes as a child?  What types of discipline had I received either through an external organization (i.e. faith, school, other), extended family situation, or at home, that had caused me internal strife?  Did I always feel safe when receiving this discipline? If not, why not? Moreover, this internal dialogue that has occurred throughout my life, has effected my personal and professional development. What could I do to ensure that my own children are raised in an environment that is reflective of my desires? Are there measures that I can take to ensure that my children are raised in a positive environment? Importantly, do not try being a better parent than your own parents, rather be the best parent that you can be for your children. 

Discipline is a vital aspect of growth.  Reflectively, praise is equally as important for fostering growth as discipline is in the life of a child.  We, may recall our own parent’s techniques of parenting, discipline, and praise.  We may also recall our schools resources for using discipline and praise.  As a child, I recall having received discipline and praise by both my parents and my school. I recall measures taken by both, that in today’s standards would be considered drastic and possibly reprehensible. 

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At-risk is a relatively new term in our world. We hear the terminology, but few of us can fully explain what it is to be “at-risk.” What does it mean to be at-risk? Who are we considering to be at-risk? Why are they at-risk? What are the factors that may cause them to be at-risk? What are the risky behaviors, attitudes, and perceptions that might label a child as being at-risk? Are at-risk behaviors roadmaps of an egregious life to come?

When a child begins leaning towards behaviors, attitudes, and perceptions that are risky, they are behaving in a fashion that practitioners might diagnose as at-risk.  Such behaviors are indicative of children who are having problems in school: whether socially, academically, emotionally, or psychologically.  These children are finding it difficult to adjust to a particular environment. The problems may, and often include, difficulties within the home:  including socioeconomic, demographically, and geographically.   At-risk children are often witnesses of, or engaged in, behaviors that are of a high risk nature such as: victims of abuse, neglect, and maltreatment; substance abuse; premarital sex; teen or familial suicide; school dropouts; teenage pregnancies; victims or witnesses of violent crimes; and domestic violence.  

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As adults we need to recognize that our successes and failures are mere historical reminders of events that have occurred in our lives.  Likewise, children need to be taught, that while successes and failures are a makeup of our history, that we do not need to identify with our successes nor our failures. For we are no more our successes than we are our failures.  If you look to the past for reassurance, your approval will be overshadowed by events that have previously occurred in your life.   Reminding children that their successes and their failures are mere reminders of their historical achievements is essential in developing a positive sense of self. Successes and failures are simply our attempt to live life. We will most assuredly fail and succeed throughout our lives. Moreover, those events that we consider failures and successes should prove learning tools rather than barriers with which we live our lives.

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