The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically I

Teach Your Children Well 201

Adult: It’s a little confusing because you get really

good grades. How can you be stupid if you get

really good grades?

Cindy: I don’t know.

Adult: Maybe you’re not stupid.

Cindy: No, I’m stupid. Like sometimes I don’t

understand what I read right away and I have to

go back and read it again.

Adult: That happens to me sometimes, too. It’s

interesting—I don’t think I’m stupid because I

have to read things twice.

Cindy: That’s you.

Adult: Does your teacher know the other kids think

you’re stupid?

Cindy: Yes.

Adult: What does your teacher say about that?

Cindy: She tells me she thinks I’m very smart.

Adult: Does that help you think you’re not stupid?

Cindy: No.

Adult: Is there anything else about school you don’t

like besides that the other kids think you’re

stupid?

Cindy: Well, nobody likes me.

Clearly, such inflexible interpretations often defy
logic. And in many instances these interpretations con-
tribute to a child’s cumulative level of frustration or