November 2018 archive

Conflict & Rumination

We’ve all been here—the argument with your adolescent. The conflict is exhausting and the battle hardly seems worth it—then one of you makes the comment “Just never mind; I won’t say anything else about (insert subject here).”

Whether said in frustration, disgust, or in earnest—most people are true to their word; they say nothing else.  But some ruminate. They stew. They mull it over, turning the subject, conversation, and action surrounding the conflict over and over in their minds—keeping it fresh.

This type of “chewing over” of a subject keeps the “instant replay reel” active long after the conflict has subsided. That’s because for some, switching gears is a task that proves unmanageable, can look like an inability to “move-on,” and can actively sabotage healing and understanding.

What happens when you love someone who ruminates and won’t let “it” go? What happens when the constant references to the “thing” they were never going to speak of again, can no longer go unnoticed? What happens when the body language, facial expressions, and side comments are relentless? What happens when the obsession and hyper-focus on the subject of conflict causes rifts in a relationship?

What happens? Resentment, ill-will, bitterness, and disengagement from the person is what typically happens. Although reasons for hanging on are as individual as the person themselves, resolution can be more universal.

First, it is important to change the way we think about conflict. Conflict is healthy, can be respectful, and a way to grow with—not apart from—your adolescent. True adolescent conflict typically surrounds issues of autonomy and it is why this type of conflict can be so transformative, bringing to the table a level of understanding not previously known.

Second, it is always important to stop when the conflict is becoming unproductive. Getting stuck in cyclical disputes heightens emotions and makes positions intractable. As hard as it may be to disengage, do it. A physical reset will change the dynamic, perspective, and possibly preserve feelings. While vocalizing that you need to take a break and taking it is beneficial, making the same vocalization and storming off, slamming doors, or muttering just loud enough for the other person to hear as you walk away is not helpful. Reset time is for disengagement, to recompose, and then reengage—not get the last word.

Third, don’t be afraid to ask the question. While many disengage from conflict agreeing to disagree, some continue to hold the baggage and continue to damage the relationship. For those with intractable positions, simple questions like, “Is something still bothering you?”, “Do you want to talk?” or “Do you know why you’re still upset about this?” can go a long way in getting to the root of disagreement. If the questions are answered, it is not unusual to hear the words “everybody,” “always,” and “never.” Get clear about this. Who is everybody, when is always, and what is never? Shrink the broad circle to a smaller more manageable ring.

Fourth, for both the parent and the adolescent—do what you say you are going to do. If the conflict ends and you aren’t over it, don’t commit to letting it go. Instead, commit to engage in helpful and healthy conversation. If the conflict ends and you are over it, acknowledge that and move on.

In the end, viewing conflict through an adolescent lens of independence can help re-frame the fight. While conflict is a fact of life, how we engage, manage, transform, and disengage is ultimately a choice. By letting go of the conflict and not ruminating—the parent-adolescent relationship can grow stronger and evolve along its natural continuum into a strong, healthy, and supportive parent-adult child relationship.

Discover your strengths. Use your talents.

NeuPaddy / Pixabay

In 2009, I was considering graduate school but was not sure I wanted to continue down the legal services path—in other words, I didn’t think the world needed one more lawyer, and I was sure that I did need another student loan. My plan was to explore areas where I could use my legal skills and experience, and to parlay those into something more amenable to having a family.

It was around this time I picked up a book by Tom Rath titled StrengthsFinder 2.0. This was a very different book from the other career books I had perused. It focused on innate talent development and not industry categories and titles. It was really an assessment tool to help me discover who I was at my core—those instinctual and inborn talents that drive me to do the things I do and enjoy the things I enjoy.

But alas, in 2009, it did not change my life. In fact, I read it, loved it, talked about the core idea of working towards and within one’s core strengths—then— I kept doing things like I had always done them. I looked at different industry categories and titles, trying to find job descriptions that sounded comparable to what I thought I wanted, examined job functions, and tried to anticipate if I would like the daily tasks. This was not the way to find my best self but it was the only way I knew.

From 2009, when I was searching initially, through 2016, life took me down a strange and sordid career path and after landing back in my home state. I was still in legal services, swimming in a job culture I hated for a company that did not value its people; I had hit career “rock bottom” and knew I needed a change.

In 2016, I rediscovered the book and my strengths while on my journey to becoming a teacher. Not only did I discover them, but I’ve put them into action. I’ve executed on plans I never thought I would have the strength or courage to explore, much less map out and try. Some experiences were positive, some neutral, some negative, but all were eye opening. What I found was that all the academic, professional, and life experience I had meant something. The twists and turns on the life path were all preparation for placing me right where I am today—on an “encore career” path that enhances my strengths.

Imagine my delight when I also discovered another StrengthsFinder Book entitled “Teach With Your Strengths: How Great Teachers Inspire Their Students.  Combined with the original “StrengthsFinder 2.0I’ve validated what I’ve always known: I am an experience-informed person. I reflect on the past to make decisions about the future. I think about problems carefully, solve problems thoughtfully, and am an anticipator of events. I see people as individuals and am interested in them as such.

“Don’t let what you cannot do interfere with what you can do.” – John Wooden

Letting go of the ‘expectation’ that I must be someone’s definition of ‘well-rounded’, that I must spend copious amounts of time struggling through challenging areas, while neglecting successful ones has been freeing. It has allowed me to reach my fullest potential—to culminate all of my experience, utilize all of my strengths and find my calling in the classroom.