from Catholic Family Handbook by Rev. George Kelly, 1950’s

A wise teacher once observed that the best aid a parent can have in training a teenager is a good memory.

He meant that if you can recall your own doubts and indecisions, your striving for independence, your rebellion because your parents would not give you the emancipation you sought, and above all, the stresses, strains and temptations of your own teen years, you will be able to deal much more sympathetically with your youngster.

Some parents are guilty of precisely what their children accuse them of–they have forgotten that they too were once young, inexperienced and troubled by secret fears of inadequacy and failure. If you recall your own adolescent problems, you will more readily give your child four basic helps he needs at this critical time.

First, he needs your love.

He must know that you have a full, unqualified interest in his welfare and a confidence in his worth as a human being. The need for this love has been well expressed by Father Robert Claude, S.J., in his excellent booklet, “The Training of the Adolescent.”

Father Claude states:

An atmosphere of affection and understanding is absolutely indispensable in the training of the adolescent.

Adolescence is as a flower that is opening upon life, a flower that needs the sun of love for its full blooming.

All training, of course, must be accompanied by kindness, for more flies are caught with honey than with vinegar. And this is particularly true of the age at which a young person first becomes conscious of love and realizes for the first time the importance of this emotion.

Besides, in the solitude with which he surrounds himself, the adolescent is more than ever eager for the solace of affection.

Affection will encourage him to give you his confidence, and without that no true training is possible.

The adolescent who is taken to task in a matter of discipline is on the watch for the least kind word, the smallest sign of sympathy, to apologize and admit his fault. However, if he feels that he stands before an indifferent tyrant who thinks only of strict discipline, he freezes into an attitude of obstinate revolt.

Be patient, devoted, affable, and that with a gentle smile. The love you must show has to be founded on understanding and esteem.

Esteem: Never forget that you have before you a being who is about to enter on the most serious part of his life, a being whose eternal salvation perhaps is at stake. Esteem him for the magnificent gift of life that God has given him.

Understanding: Always give your child the impression that you understand him or at least that you are trying to understand him.

Nothing is more effective in making the adolescent retire into his shell than the impression that he is not understood.

He believes that he is interesting, he has a high idea of his own worth, and yet his parents continue to treat him as a child; they seem to be unaware of the harvest that is preparing.

Sometimes they make fun of him, or simply smile. How often has that smile, the all-too-frequent recourse of his elders, been the inspiration for secret revolt; how many young hearts has it wounded and even closed irrevocably to all beneficial influence from authority!

Secondly, he needs your encouragement.

Despite the air of supreme knowledge which young persons affect, they often inwardly doubt their ability to handle the problems which they expect to face as adults. In fact, psychiatrists and psychologists state that the greater the arrogance, usually the greater the fear of inadequacy that lies beneath the surface.

Thus the typical juvenile delinquent–the insolent youth who puts up such a bold front before the world–is actually beset by deep-seated feelings of inferiority which he tries to hide by his swagger.

Adolescents often worry excessively about their sexual development. They may fear that they will not be able to function effectively as a male or female. Many fear that they will not be attractive to the other sex; a physical condition–enlarged features, skin blemishes, being taller or shorter, stouter or slimmer than the average–may contribute to this feeling.

Many fear that they will become unpopular with members of their own sex; they want to do what everyone else does and they will resist parents’ efforts to make them different in any important respect.

To help your child achieve the feeling of personal worth he needs for his development, find ways to praise progress he has made. Look for examples of adult conduct and compliment him for them.

In this way, you will encourage him to continue moving toward independence. For example, compliment him if he goes to his books at night without your urging. Especially seek occasions to praise him for spiritual, intellectual and emotional growth.

The teenager who voluntarily decides to refrain from dessert as a sacrifice during Lent evidences admirable self-control which, in fact, some adults do not possess.

If you engage in an intellectual discussion with him, look for signs indicating a growth of his reasoning powers and willingly admit it when he scores a good point.

Many a parent wins an argument of no great importance to the family, and in doing so helps to weaken his child’s confidence in his own thinking processes.

Adolescents often are idealistic and have strong instincts for the underprivileged. Seek occasions to compliment your boy or girl on this virtue, and point out the great opportunities which exist to serve mankind in a selfless way.

Thirdly, your child needs responsibility.

In this area, perhaps more than in any other, the typical mother fails. She knows that her child must ultimately maintain his own room, clothe himself, appear cleanly dressed before the public and with clean face and hands, wear rubbers when it rains and a topcoat in cold weather.

Yet long after he should be doing such things for himself, she is either doing them for him or constantly reminding him to do them. He has no reason or opportunity to develop responsibility for himself.

Such mothers deny that they prevent their child from achieving independence; they argue that they merely keep him from making mistakes.

They overlook the fundamental point that most of us learn only from our mistakes–and that when we have to accept responsibility for them, we soon correct our errors. Mistakes are the steppingstones to independence; if you would help your child, you must view with sympathy his fumbling efforts in that direction.

The boy who is personally responsible for how he looks at school may appear for a few days with hair uncombed, shoes unshined, and shirt grimy with dirt. Let him spend a few hours in detention, or suffer the sneers of classmates, and he will soon make certain that his appearance is more acceptable.

In one home, a mother habitually pleaded with her son to arise early enough each morning so that he might eat a nourishing breakfast and arrive at high school before the first bell sounded. Each morning the lad resisted. Soon he was running from the house with toast in his mouth.

One day the mother decided that thereafter he would face his own responsibilities.

The next morning the boy left home with clothes barely pulled on, without breakfast, and with no chance of reaching class in time.

After a week, however, he realized that he was an object of scorn because of his sloppy appearance; that as a result of his failure to eat a good breakfast, he had headaches all day; and that two hours spent in detention after school for being late was not worth twenty minutes of extra sleep in the morning.

Forced to accept the responsibility–and consequences–for his own actions, the boy soon developed an adult attitude. Thus he completed another step in the process of growing up.

Finally, your child needs direction.

Some parents of adolescents find this fact difficult to believe. Teen-agers often seem to resist all of their parents’ efforts to direct their actions, but their desire for direction exists, nevertheless. Probably no adolescent is unhappier than one who knows that he has no parental check over his conduct.

Educators of high school boys and girls attest to their need for guidance. In discussions among themselves, youngsters frankly admit that they lack the will power, the experience and the judgment to be provided with a free rein.

Not long ago, a news commentator appeared before a group of high school students to discuss current events. He probably thought that he would strike a popular note if he deplored the “censoring” of reading matter offered for young people.

In his view, high school students should have free access to everything published and they alone should judge whether or not the material was morally harmful. The speaker ended his talk and immediately discovered that he had erred seriously.

Far from striking a responsive note, he had set the youngsters against him. For they vigorously affirmed that they wanted and needed adult supervision of their reading matter because they lacked the maturity to choose wisely by themselves.

Another evidence of adolescents’ willingness to accept direction is the enthusiasm with which “teen-age codes” are followed in communities where they are adopted. These codes are usually devised by committees of student leaders, sometimes in consultation with parents, and thus represent the views of responsible young people.

A typical code of social behavior, adopted in Rye, New York, is a model of good judgment. It opposes open-house parties which tend to get out of hand, and advocates only parties to which specific persons are invited.

It emphasizes that one adult must be present at all teen-age parties. Parties should end at specified times–at 10 P.M. for seventh graders, 10:30 P.M. for eighth graders, 11 P.M. for high school freshmen, midnight for sophomores, 12:30 A.M. for juniors.

Youngsters should always tell their parents where they are going and should know where their parents can be reached at night in an emergency. A girl should always tell her escort when she must return home and he should comply.

Another code, devised by the St. Louis Archdiocesan Councils of Catholic Men and Women, was adopted enthusiastically by teenagers in that locality. This code, similar to the one formulated at Rye, also bans dates at drive-in theaters, alcoholic beverages at teen-age parties, and steady dating unless there is a possibility of marriage within a short time.

A comment by a St. Louis youth reveals the true desire of youngsters for firm rules showing how far they may reasonably go. “More than anything else, the code eliminates confusion,” he commented. “How late a person should stay out, what he should and shouldn’t do–the code settles those questions for us and our parents. Now all we do is to refer to the book.”

This desire for direction is evident in the workings of high school student governments. When youngsters know the rules and the penalties for violating them, they have a true feeling of freedom. They know exactly how far they can go and they expect to be brought back into line if they cannot control their conduct.

In their response to codes of conduct, and their willingness to be governed by rules, adolescents deliver a message which parents should heed.

If your teen-ager knows what is expected of him and your demands are reasonable, and if you make it plain that he will be deprived of privileges or punished in other ways for violations, you should achieve highly successful results.

You, mothers, must awaken them, foster them, direct them, raise them up to Him who will sanctify them, to Jesus; to Jesus, and to Mary, their heavenly Mother, who will open the child’s heart to piety, will teach it by prayer to offer its pure sacrifices and innocent victories to the divine Lover of little ones.
-Pope Pius XII

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Rev. Fr. George A. Kelly, The Catholic Family Handbook

Don’t stress sin too much

In giving your child the moral training he needs, avoid the extreme of referring to all of his transgressions in terms of how they will affect his relations with God.

It is true that parents must never encourage children to be lax about moral matters, for a sin is always hateful in the eyes of God.

Nevertheless, some parents–fortunately a very tiny minority–use their child’s religious sense as a weapon to force him to do things which should not normally be expected of him.

A mother discovered that she could get her daughter to comply instantly with her commands if she accused her of “sinful disobedience” for failing to do so. Soon the mother had a means at her disposal to force the child to do excessive amounts of housework. As a result, the girl grew up lacking respect for authority and with a scornful attitude toward all the commandments.

When parents constantly thunder about sin, their children may develop an abnormal fear of God, viewing Him as a judge who will thrash them for the slightest offense. Such children may come to lose their trust in God’s mercy–a trust they will need in later life to meet the crosses which will inevitably be theirs to bear.

In his book “Your Child’s World,” Dr. Odenwald describes a nine-year-old patient who had become so terrified of the dark that he had extreme difficulty in sleeping.

“This boy feared that because of his sins–really not sins at all but rather the normal actions of a boy his age–he would be severely punished by the Almighty,” Dr. Odenwald writes.

“Another boy reached the point where he confessed his sins to the priest on Saturday, but felt unworthy to receive Communion on Sunday because he might have offended God unwittingly by committing some mild offense.

A five-year-old girl, who was attending a Sunday School, was so impressed by a sermon on hell and damnation that she could not get it out of her mind. Because of her one-sided introduction to the idea of punishment for sins, she displayed psychotic tendencies even at this early stage.”

Attitudes on Confession

Most Catholic parents fully respect their child’s right to privacy in regard to confession. Of course, you should not question him about what he told the priest, or what the priest told him. To do so would be depriving him of the right to privacy in confessional matters which is his. His decision to receive or not receive the sacraments of Penance and the Holy Eucharist also must be his to make.

While you must stand guard over your child’s spiritual welfare, never place him in a position where his failure to confess or receive Communion will make him conspicuous.

The reason for this warning is that a child who is unworthy to receive Communion or fears to confess his sins may be tempted to partake of the Holy Eucharist sacrilegiously if his failure to receive will make him stand out in the crowd.

Before the rule for the Eucharistic Fast was relaxed, a person who did not wish to receive Communion might create an excuse by saying that he had inadvertently swallowed water. Since beverages one hour before
Communion are now permitted, and water is permitted at any time, such an excuse is no longer valid.

The person who does not wish to receive may find it more difficult to hide the fact that he may not be in a state of grace. Be doubly cautious, therefore, that you do not use pressure upon your child so that he receives unworthily to hide the existence of another sin.

Parents should be alert for opportunities to suggest the reception of Penance and the Holy Eucharist, however. If a child consistently resists the sacraments, they may fairly assume that he is troubled by some moral problem.

Without mentioning the matter directly, a parent might tell him anew that God will forgive any sin and that any problems brought to the priest in the confessional will receive sympathetic consideration.

Children may need to be reassured that they have nothing to fear in confessing their sins and that their secrets will be kept from all mankind.

If your own attempts to encourage your child to frequent the sacraments prove unsuccessful, you should discuss the subject with your pastor.

“At a certain moment when going to confession to a Capuchin father, St. Therese came to understand that it was just the opposite: her “defects did not displease God” and her littleness attracted God’s love, just as a father is moved by the weakness of his children and loves them still more as soon as he sees their good will and sincere love.” -Fr. Jacques Philippe,The Way of Trust and Love, http://amzn.to/2fpXVzl Painting by Millie Childers

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How many more deadly influences there are now than in Father Kelly’s time! We, as parents, have a difficult line to walk. It takes prayer, forgiveness (especially forgiving our own failings), everyday proactive diligence and confidence in the help of Our Lord!

From The Catholic Family Handbook, Rev. George Kelly

The kind of adult your child will become will depend upon his heredity and upon three environmental factors: the influence you exert over him at home, the influence of church and school, and finally the influences of the society in which he lives–the television programs and movies he views, radio programs he hears, books he reads, and companions with whom he associates.

It is true that you, as his parent, will influence him the most. But it is a serious mistake to believe that he can be exposed to bad influences without the danger of being corrupted by them.

The Church has long recognized that even the best home training for a truly Christian life can be counteracted by other influences which oppose parental teaching and example.

It is precisely for that reason that she has insisted, wherever possible, that children attend schools which teach principles of godly living. It is also for this reason that she firmly urges parents to watch constantly over external influences to which their children are subjected.

These outside pressures are probably more pernicious today than at any time in Christianity’s history. Almost everywhere established standards are under attack.

Note the trend toward secularism which seeks to remove God’s influence from the everyday lives of the people. This trend prevents the reciting of prayers to the Almighty in many public schools and in many public meetings and is responsible for the shocking divorce rate and widespread practice of birth control.

As a result of the secularist trend, almost half of the adults in the United States hold no church affiliation at all, and millions of others who claim to be Catholics, Protestants or Jews make no visible effort to apply God’s teachings in their everyday affairs. Evidence of this movement away from God is apparent also in the growing materialism of American life.

This materialism leads persons to believe that success lies not in the development of the interior spirit but rather in the attainment of things–bigger motor cars, larger homes, more efficient appliances and the like.

A second destructive trend is that toward socialism. It is reflected in efforts to remove the home as the center of influence in a child’s life and to substitute the school or other state-supported organization.

Because of the state’s growing tentacles, for example, we see the pronounced campaign to educate youngsters about sex in the classroom instead of in the privacy of their homes.

Finally, the attack on established standards is nowhere more evident than in the flagrant obsession with sex. In modern America, sex stimulation is unending.

Almost everywhere there are lurid photographs, provocative songs, enticing scenes in films, and the glorification of sexy women in popular newspapers and magazines.

This flood of sex is not something which puritans alone are aware of; it strikes the eye of almost every observant foreign visitor. For as Pitirim A. Sorokin, the famous Harvard sociologist, pointed out in his book “The American Sex Revolution,” every aspect of our culture is literally packed with this obsession.

“Its vast totality bombards us continually, from cradle to grave, from all points of our living space, at almost every step of our activities, feeling and thinking,” Dr. Sorokin wrote.

“If we escape from being stirred by obscene literature, we may be aroused by the crooners, or by the new psychology and sociology, or by the teachings of the Freudianized pseudo-religions, or by radio-television entertainment.

We are completely surrounded by the rising tide of sex in every compartment of our culture, every section of our social life.”

These influences–of secularism, socialism and sex–strike at our fundamental religious beliefs and actions. They are insidious poisons, and unless you control their intake with the utmost care they may corrupt the minds and hearts of your children.

They exist in almost every area of public communication. They can be found on television, in movies, in books and magazines.

It is an error to assume, however, that those media are, in themselves, dangerous. As the late Pope Pius XII pointed out on many occasions, all instruments of communication can be marvelous forces for good.

They can be used to uplift minds and hearts and to intensify our devotion to the Almighty and our spiritual growth.

Much that your youngster might encounter in these media may be harmful or merely tasteless and–at least in a moral sense–neutral.

Much, however, will also help him to gain a mature understanding of the world and a greater insight into idealistic achievements of which he may be capable.

Therefore do not condemn movies, or television, or books out of hand. Rather, exercise a diligent watch over them.

Encourage your child to seek out what is good and helpful on the spiritual, emotional and intellectual levels, and restrain him from the bad.

In this necessary function as guardian of your child’s development, use the guidance of professionals and their listings of movies, plays, books, etc., which are suitable for children of different ages.

To protect your youngster from evil forces outside the home will require much patience and application. There are so many sources of possible moral harm that you will have to be constantly alert.

Your constant concern will be reflected, however, in your child’s wholesome development. Eternal vigilance is the price of sanctity.

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The Catholic Family Handbook – Father George Kelly, 1950’s

Father Kelly helps to get it into perspective:

Lying and stealing

Minor transgressions can be expected of every pre-school child; if nothing more, they indicate his desire to learn exactly what penalty will be imposed if he violates your rules. The three or four year-old probably cannot understand that all of us must obey God’s laws. Later, of course, he must be taught that lying and stealing are sins because they violate that law.

It takes a wise parent to understand the difference between a young child’s imagination and his lying. When children learn that speech has the power to affect others, they often make up stories simply to notice the effect upon adults. In such cases, you probably need not do any more than indicate your mild disbelief.

Untruths affecting others are a different matter, however. If your child lies deliberately about a serious matter, you should point out to him that his action is sinful; that it harms those about whom he lies; and that it harms him by causing people to lose confidence in him.

The best way to discourage lying is to encourage truthfulness. The child who admits the truth and is willing to face the consequences of his actions displays a fine sense of maturity and deserves to be complimented for it. But do not carry your commendation for truthfulness to extremes, as though it were a novelty.

Whenever one little boy did something wrong, he ran to his father and confessed. The father invariably praised him for his honesty and neglected to punish him for his actions “because he told the truth.” The youngster, now sixteen, is the most truthful boy in town–and the greatest mischief-maker. He firmly believes that simply telling the truth absolves him of all blame for his conduct.

Children also do a certain amount of stealing. Vinnie, three years old, sees a toy which Billy is playing with and takes it as soon as he can so that he too may enjoy it. He is simply doing what comes naturally; he wants the toy and sees no reason why he should not have it. Obviously, he commits no sin. He must be taught in a calm way, however, that he must not take things which do not belong to him.

You can strengthen your child’s resistance against the impulse to steal by strengthening his own sense of possessiveness. If you treat his possessions with respect, making it plain to him that you would not use them without his permission, you make it easier for him to comprehend his obligations to others.

Probably all children pass through a “stealing” stage during which you can impress upon them the importance of not taking what belongs to others. This tendency to pilfer others’ possessions usually decreases and ceases to be a source of difficulty by the time the child is seven.

If he continues to steal after that, it may indicate that some of his strong and legitimate desires are not satisfied. For instance, the parents of a ten-year-old boy habitually compared him unfavorably with others of his age. He had a compelling urge to show that he was their superior, and he began to steal watches and other jewelry and to flaunt them before his classmates as presents he had received from his rich, admiring relatives.

Other youngsters may steal to relieve their boredom: boys who raid a fruitstand may simply crave excitement. If your child steals after he has reached the age of reason and is morally responsible for his actions, do not minimize the fact that he has sinned; but also seek to determine whether any psychological reason may have been important in causing him to act as he does.

A child should always be required to pay for objects he has stolen, even if he must work on Saturdays or forgo his allowance for months to do so.

Early sex experimentation

A child cannot commit sin until he reaches the age of reason. It follows that no moral guilt is associated with his early sex experimentation. Some parents might mistakenly regard as masturbation a baby’s holding of his sex organ, but it is as natural for him to display this interest as it is for him to examine his hands, feet or other parts of his body. He may experience pleasure when he touches his genitals, but this act has no greater moral significance than has sucking his fingers.

The normal child generally discontinues his sex experimentation when he finds other interests–and you can help him do so by giving him rattles to hold or toys to play with. However, if he continues to touch his genitals habitually after he begins to walk, he may be developing a pattern which will make masturbation more difficult to resist in later years.

You should gently and casually remove his hands each time you see him doing so. It is best to discourage this conduct in a matter-of-fact way, much as you might prevent him from picking his nose. Do not overemphasize its importance; otherwise you may accentuate his interest instead of changing it.

Sometimes two and three year-olds display a curiosity about the organs of the other sex. This interest also is natural and no evil intent is involved, but it is not proper and should not be permitted. Likewise, the little girl who lifts her dress in company is not guilty of any moral wrong, but she should be told not to do it.

By the time boys and girls are about three years old, their training in modesty should begin. They should learn that certain parts of the body must not be exposed before anyone except their parents.

A young child usually can be easily trained to be modest if his mother will tell him in a calm, unemotional way what is expected of him. Much difficulty with children in this regard results from the inability or unwillingness of parents to discuss the process of elimination without a sense of shame, and without giving it an undue importance in the child’s mind.

Sex experimentation usually ceases well before the child reaches the age of reason, and sex does not emerge as a serious problem in his development until adolescence. If your child continues to touch his genitals habitually after the age of six or seven, perhaps he seeks the pleasure which he derives from the action to compensate for some sense of insecurity. If your efforts to stop the practice fail, you should discuss his case with a doctor.

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“The bone-dry definitions in the catechism are as essential as the recipe for the cake, but if we put them together with imagination and enthusiasm, and add love and experience, then set them afire with the teaching of Christ, His stories, His life, the Old Testament as well as the New, and the lives of the saints, we can make the study of catechism a tremendous adventure.” -Mary Reed Newland

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