Teach Your Children Well 185whelmed by the universe of potential solutions. First
you’ll want to introduce the categories to your child at
an opportune moment; then, when you’re trying to gen-
erate solutions using Plan B, use the categories as the
framework for considering solutions:
Parent: I’ve noticed that you haven’t wanted to go
to gymnastics lately. What’s up?
Child: I don’t like my new coach.
Adult: You don’t like your new coach. You mean
Ginny? How come?
Child: It’s boring. All she has us do is stretch. That’s
boring.
Adult: OK, let me make sure I’ve got this straight. You
haven’t wanted to go to gymnastics lately
because it’s boring... just a bunch of stretching.
Child: Right.
Adult: I can understand that. The thing is, you usually
really like gymnastics, and you’re really good at it,
so I’d hate to see you give it up.
Child: I don’t care.
Adult: Really? You sure you don’t care?
Child: Not if it’s just going to be a bunch of
stretching.
Adult: Well, I wonder if there’s a way to solve this
problem so you’re doing more of the things you
like in gymnastics.