FLASH CONTENT IS MISSING
Political Headlines

The Need for ethiKids continues

Front page admissions. Magazine headlines and images ridiculing our leaders for “indiscretions.” TV news and commentary. Comedians. Internet teasers and flashes drawing readers into the details. It is nearly impossible to protect our children from this recent flurry of political falls from grace. The disclosures have become so routine it is seen as simply the way it is. How can we keep our kids from becoming anesthetized with every new story? Should we?

One of the core differentiators of ethiKids’ methodology is our recognition that values are rarely simple. We can discuss them as unique principles, but living ethically means navigating among two or more competing values at any given moment. Our “what’s the deal?” stories are designed specifically to give children practice in building awareness of values conflicts and in making decisions based on their own emerging sense of integrity. They need practice to find those overarching values that consistently define their choices – their own internal compass.

Helping kids develop these character muscles requires balancing listening (and letting them find their way) with supporting (sharing your lessons). To be developmental and sustainable – they need to do the work. They need to practice: articulating their thoughts and feelings; identifying the dynamics and forces at play; defining what they stand for and ultimately putting these decisions into action successfully. This approach builds a sense personal responsibility.

Your Bottom Line An Approach
People make mistakes. That doesn’t make them bad people.
  • “Do you know someone – a hero or a friend – who made a mistake but has not made that same kind of mistake since?”
  • “Did that person tell the truth about that mistake – or pretend that it didn’t happen?”
  • “What difference does that make?”
  • It’s a great time to share a story about a mistake you regretted – and how you made it right. They might be struggling with a mistake they’d like to put behind them too. Imagine how it might help them to hear how much better you felt once you “owned it” and moved on.
Shame on the leaders.
  • “Do you know anyone who acts like a big shot at school – someone who acts like they are better than everybody else?"
  • "Why do you think this happens? (trying to get to the underlying motivation, for example, insecurity, in an attempt to build empathy and self awareness) “When someone acts like a big shot, what kinds of rules do they think they can ignore?”
  • “How do their classmates really feel when that happens?” “Do people tell them what they feel?"
  • “Should there be any consequences when someone starts acting better than everybody else ?"
Shame on the tabloids. Personal business should stay personal.
  • “Does it matter to you if one of your schoolmate’s parents allows him/her to do things that you aren’t allowed to do?”
  • “Can you be friends with someone who has different values?”
  • “What sorts of things related to your home-life should people talk about at school? Are there things that should stay private?"
  • "Do you believe everything you read in the tabloids is true or the whole story? Is it like spreading rumors?"

Here is a Fiona and Luke story™ where the learning relates to our recent headlines.

internet stealing