Kids do all kinds of things that we don’t like, things that drive us nuts. Sometimes they do things that are dangerous, things that scare us half to death. They cross lines and test boundaries. These little people we call our kids are trying new things and trying to figure out the world around them. In order for them to do this successfully requires that we set and help them understand limits, boundaries and consequence.

Setting Boundaries and Consequence

Boundaries and consequence work together with love and empathy to teach and help our kids perceive and interact with the world in positive ways.

Setting Boundaries: A boundary is a statement or action of personal limits. It communicates, “This is where I end and you begin. This is what I am willing to do and what I am willing to allow you to do or not do to me. Dr. Henry Cloud describes it like your own fence around your personal property that keeps the bad stuff out and your personal treasures in. This doesn’t mean we never let anyone inside our boundary, it simply means that there is a clear boundary and a gate by which you can let others come and go in a way that is comfortable and wise.

• When kids make demands or requests of us. My kids often make demands at the dinner table. They say things like, “Dad, get me some water” or “I want a different glass or plate or utensil.” These demands are often made of my wife or me when we are busy preparing one of our small children’s food or finally sitting down to eat our own meal. Sometimes, parents respond simply by not responding. They ignore the request. Sometimes parents snap back at the kids, “Can’t you wait a minute? I’ll do it, just wait!” Sometimes parents just give in to the demand against their will. There is a better way that acknowledges the child’s request but asserts our own personal boundaries as well. We can say, “I would love to get that for you as soon as I done fixing your sister’s plate or after I am done eating. If you don’t want to wait, you are welcome to get it yourself.” If you are not willing to do the task for your child at all you can say, “Thanks for asking. I’m eating right now. If you would like water, you are welcome to get it yourself. Thanks.”

• Use “yes” as a boundary setting tool. When a child asks you to buy something for them at the store, say “Yes, you are welcome to buy that with your own money if you would like to earn the money and bring the money with you when we come to the store.” In essence we are saying, “no, I’m not going to buy that for you with my money” but we are not putting a limit on what they can do with their own money. This can artfully place appropriate boundaries out of what we are willing to do while also teaching them and motivating them to do things for themselves.

• When a child hits or is aggressive. We can firmly state our own personal boundaries. “I will not let you hit me.” This may include backing away to get out of arm or leg range, putting a hand out to stop hits and kicks or gently holding a child if they are receptive and need you to help them calm themselves.

Establishing Consequence: A consequence is simply the effect that follows any given action. Consequences are inevitable. They are natural and constant. There is no action that does not have a consequence. Kids sometimes struggle to see and understand the natural consequences of their actions and definitely struggle to anticipate consequences. It can be helpful for parents to teach kids about consequences and help them anticipate consequences that will arise, whether natural or logical consequences.

• Educate them about positive and negative consequence: Consequences are not necessarily something we have to impose upon our children. It’s not something that I do to my children but it’s just part of living. Consequences are best learned as they are woven into our limit and boundary setting. It’s important to teach our kids that consequences are not just negative things, but that all of their choices have consequences. Positive choices also provide positive consequences. I’m not referring to rewards that parents give but just regular everyday benefits of making good choices.

• Allow natural consequences: Too often parents jump in and either overshadow the real life natural consequences of a situation by either giving a harsh punishment or unnecessary reward instead of simply letting them experience the natural consequences. If they choose not to complete their homework, poor grades or other consequences at school may follow. If they refuse to get shoes on before it is time to leave the house (when age appropriate), they get to carry their shoes with them to the car or go without shoes. When they refuse to go to sleep, they get tired. On the other hand, they feel good when they do something kind for a brother or friend and they get to move on to play time when they complete their chores. We all experience consequences in our everyday lives and we learn from them without any lectures or punishments.

• Follow through with realistic, rational consequences: When people think of consequences, they most often think of groundings, taking privileges away, spankings, lectures and other punishments, but these are neither necessary or effective for teaching positive skills and values. The more natural, realistic to life and related to their behavior the consequence is, the more effective it is in teaching the desired lesson. When a child makes a mess, the logical consequence is that he cleans up after himself. When a child damages something, a natural consequence is that they replace it. As referred to in the limits section, the natural consequence of a child refusing to do chores is that they postpone their own play time. When we follow through with natural consequences and show empathy we take the focus off of us and allow our child to learn from the consequence. It give us opportunity to help our child learn to solve their problems rather than causing them to blame us and see us as the problem.

Often, removing a privilege connected with misbehavior can be a powerful consequence. Being able to indulge in privileges is rewarding and pleasant for children. It is aversive for children to not be able to engage in their favorite privileges. Children remember the unpleasantness of the consequence, and their desire to not experience this unpleasantness again reinforces them to make the right choice in the future. For instance, when a young child refuses to eat any vegetables at dinner, a logical consequence can be that she doesn’t get the special dessert treat Mom baked that day.

Whether using a natural or logical consequence, parents should simply and briefly explain the consequence to their kids and not allow themselves to get drawn into an argument or debate. Should children not respond to the parents’ communication of consequences and mend their ways, parents must follow through and deliver the consequences all of the time. If parents forget, back down, or don’t follow through with the consequence as promised even just a few times, children will learn that consequences aren’t real (or at least, can be manipulated) and this knowledge will double their efforts to misbehave again in the future (because they will think they can get away with it).