The Think Space

The Think Space is a plan to help children take responsibility for their own behavioral choices while offering adults a safe and responsible way to remove themselves from the emotional loop of misbehavior.

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QuikTips Bundles

QuikTips is a series of short, practical articles that feature easy-to-use tools for low-stress child management.

Bundled in small packets, and arranged by topic for easy reference.

Learn more....

Everything you say to a child either builds him up or tears him down.
There is no middle ground.

- Carolyn Richert

What are QuikTips?

QuikTips is a series of short, practical articles, written by Calvin and Carolyn Richert, that feature easy-to-use tools for low-stress child management.

All techniques presented meet strict scientific and ethical guidelines and have been carefully "road-tested" for effectiveness in everyday use. Every method is thoroughly positive and, when used as intended, can help children develop skills of self-management, confidence, empathy and the many other positive character qualities needed in becoming well-adjusted, productive adults.

Also available for purchase: QuikTips Bundles are pre-printed small packets, arranged by topic for easy reference.

Less Stress - More Success: Part 1 of 3

"It's time to take out the trash, Shawna," mother reminds her very "busy" 6-year-old.

"Okay mom," Shawna responds cheerfully, "I'll be glad to do it because it's so good for me!"

Is that the way it goes at your house?

"Are you kidding?" you snicker. "My kids are more likely to run and hide than to answer that way."

Of course, anyone who works with kids knows that they tend to 'live for the moment'. Most of them could care less about the future benefits of chores or other character building 'interruptions'.

So, why do we 'row upstream' in spite of the objections of our children?

Because the fact is, routines are good for them: the discipline of daily rhythms is in their best interest.

  • Numerous studies show that children who grow up in environments that are reasonably structured are much more likely to excel as adults than children who have little structure in their lives.

  • Our own experience confirms those findings. It's common, for example, that the development of an 18-month-old child who joins our school, skyrockets during his first months with us. Among other reasons, the more structured environment results in growth that simply astounds most parents.

  • Routines avoid many of the stresses that children invent for the adults in their lives. With certain blocks of time already committed to pre-set activities, there is simply less time available to negotiate other choices and activities.

  • Once they get used to their schedule, children who know what's coming next are more relaxed and easier to manage. What's more, they truly like to know what's next. In fact, when you interrupt the pattern, they'll quickly let you know that you messed up!

Is the extra effort on your part worth it? You bet. That goes for both you and the kids.

And don't let the objections of your children fool you. On a deeper level, they actually appreciate the discipline of focusing on and getting good at the things you are helping them achieve.

In our next article, we'll explore various areas of a child's life that can benefit from routine, ritual and structure.

Our MISSION

To train adults in the use of positive guidance tools that encourage the inner growth of children.

Learning to communicate with and motivate children to make decisions with their heads and hearts.

Our LOGO

The Heart represents the inner child, which is our primary focus.

DWD Logo - Heart with Arrow

The Arrow shows the outward flow of a balanced child’s energy & awareness.

Our TAG LINE

"... from the inside out" defines the foundation of true character development.

OUTSIDE-IN is how almost all adults teach children until they learn the skills of DWD.

Our FOCUS

  • To help children balance the ‘all about me’ syndrome of childhood.
  • To raise children to be authentic at their core instead of superficial.
  • To guide children to use respect as their basis of interaction with others.