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.

You still have leverage!

"How do I get my child to listen?" - a question we frequently hear from exasperated parents.

When They Just Won't Listen

It's a common issue that can leave you feeling pretty helpless, especially if you are committed to managing without threats or other fear-based tools.

Here's a very effective option that is especially useful with school-age children or extra-large preschoolers. It's called "Deferred Leverage". Here's how it works.

Suppose you ask your child to do something, but he refuses to move or even respond at all. You quickly see that more talk will not resolve the matter. That's when you quietly decide to not pursue your directive at the moment and wait for your child to do what most children do a hundred times a day - ask for something.

When They Just Won't Listen

Instantly, your quiet, but very sincere response will be, "We can talk about your request when you . (do what I asked you to do)."

  • Now, before you discuss his request at all, make sure your child actually does what was asked of him, not just accept his promise that he WILL do it.

  • Also, be sure to commit only to "talking about his request." If you say that he may do what he is requesting after he does what you asked, you are using bribery. But, if you commit only to talking about his request, you are simply keeping priorities straight.

  • If your child pressures you to make a quick decision before his task is done, you must stay firm. If his window of opportunity to do or get what he wants is gone by the time he finishes his task, so be it.

  • The disappointment of a lost opportunity will be the natural and logical consequence of his refusal to honor your leadership in the first place. He won't like the outcome at the moment, but you will gain respect and retain your rightful leadership.

  • In the end, he will learn to appropriately honor your requests in the future.

This plan really does work. If you fail to use it, your child will call your bluff the next time. Follow it, and you will strengthen your leadership, guaranteed. Now, just DO it.

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.