All kids tend to go through an oppositional phase at some point, though its intensity varies from one child to the next. This type of self-assertion can be challenging for young children, but also for those around them. Fortunately, there are strategies you can use to help them foster better relationships both at home and at school!
The key to a healthy parent-child relationship is trust. Your child won’t do what you ask unless they trust that it’s for their own good and protection. You can build that trust in simple, everyday ways:
- Look after your child’s basic needs (e.g., provide nutritious meals, comfort them when they’re upset)
- Establish reassuring routines
- Listen to their stories
- Acknowledge their opinions
- Take the time to explain the rules you set
- Etc.
Sometimes, children say no to test boundaries and reassure themselves. If their sandbox (that is, the space where they can say and do whatever they want) is too big or too small, the result will be the same: they’ll act out. That’s why it’s important to establish clear rules that still grant a certain amount of freedom.
In many cases, kids make a habit of digging in their heels because they realize it’s an effective tactic. When they see that throwing a tantrum, sending their parents on a guilt trip, or sulking always leads to getting their way, it encourages them to repeat this negative behaviour. There are a number of ways to prevent this from happening with your child:
- Avoid giving them negative attention (e.g., responding to insults, repeating your request 10 times)
- Stand your ground and don’t give in to their demands
- Establish a consequences system
- Refuse to negotiate and argue
- Etc.
Sometimes, a child’s opposition stems from their desire for autonomy. They may feel the need to assert themself, gradually distance themself from their parents, and prove they can do certain things on their own. If this seems to be the case with your child, try encouraging them to be more autonomous, which will benefit them not only at home but also at school. You can do this in various ways:
- Give them more responsibility
- Teach them to learn from their mistakes
- Suggest new projects
- Allow them to do certain assignments or chores unsupervised
- Etc.
Read our article on how parents can foster their child’s autonomy to learn more.
It’s not a general rule, but oftentimes children seek out negative attention because when they misbehave, they get a bigger reaction than when they do what they’re told. That’s why it’s recommended to ignore bad behaviour as much as possible and to focus instead on praising good behaviour. For example, when your child follows the rules or does something positive, you can do the following:
- Say something encouraging (e.g., “Great job,” “You’re amazing”)
- Show them how impressed you are by their accomplishments
- Celebrate when they overcome a challenge
- Acknowledge their progress
- Use non-verbal language (e.g., clapping, giving a thumbs-up)
- Etc.
If none of these tips seem to help, don’t worry! Research has shown that oppositional behaviour follows a very specific pattern: you ask something of your child, they say no, you argue, tensions rise, you make threats, they push back more and more, and the situation ultimately gets out of hand. Luckily, it’s possible to break this cycle and nip your child’s behaviour in the bud. Here are some strategies you can try:
- Give clear instructions
- Refuse to start arguing
- Keep your distance (in a safe manner) until your child settles down
- Count to three and immediately enforce a consequence if they don’t listen
- Be consistent (e.g., never repeat the same instruction twice)
- Etc.
Contrairement à l’opposition passagère, le trouble oppositionnel avec provocation (le TOP ou le trouble oppositionnel) fait partie des troubles du comportement qui persistent au-delà de l’âge adulte. Pour aider les enfants à mieux vivre avec les défis liés à leur diagnostic, vous pouvez consulter un spécialiste ou un professionnel de la santé.
Writing : Alloprof Parents' team
PETOT, D. (2003). « Pourquoi l’hyperactivité infantile évolue-t-elle fréquemment vers le trouble oppositionnel avec provocation? ». pp.97 à 103. Neuropsychiatrie de l’Enfance et de l’Adolescence, volume 52, Issue 2.