| n and women who worked on "the pile" | | | | taunts go to their souls. They put the moment in |
| immediately after 9/11 are falling ill presumably | | | | perspective and move on. Kids who have not |
| due to exposure to toxic materials. While the | | | | been taught, or kids who've encountered nothing |
| workers say they were not aware of the danger, | | | | but taunts react outwardly and inwardly and don't |
| responsible authorities claim to have issued proper | | | | move on. They expect more problems, prepare |
| warnings. | | | | themselves for them and react again and again. |
| It has been suggested that leaders should have | | | | The goal is to raise our children to be self |
| stopped workers from venturing anywhere near | | | | regulating. The primary tool is insight. |
| the pile until proper protection for them could be | | | | Insight begins with the willingness, and later, the |
| acquired. On the other hand, the government | | | | ability to look critically at one's own process. |
| points to the fact that many of these workers | | | | Looking critically inevitably forces us to ask the |
| entered Ground Zero unwilling to listen to the | | | | question, "Is that a good idea?" Asking the |
| cautionary disclaimers of authorities. | | | | question creates a buffer between the thought |
| This leaves us to ask where the boundaries of | | | | and the action. The conclusions that follow are |
| responsibility are drawn for our leaders. It is | | | | insights. It is that first moment when you |
| challenging, at times next to impossible, to control | | | | pondered why you said or did a thing that insight |
| the actions of impulsive, strong willed, self | | | | is born. It is the parent's job to teach the child |
| sacrificing individuals. | | | | how to ask those questions of themselves. |
| A leader's main responsibility is to the effort of | | | | Insight leading to self-regulation is a process very |
| leading. While they may be unable to control the | | | | much like learning to ride a bicycle. One can |
| actions of every individual they are charged with | | | | certainly learn to ride all alone, but having an |
| the task of preparing them to respond to | | | | encouraging coach allows for moments of fear |
| different circumstances, to look out for one | | | | and indecision followed by resolve to plunge ahead. |
| another and to follow the directives of authority. | | | | Removal of the training wheels with a firm hand |
| A leader is responsible if they fail the | | | | on the shoulder and encouraging words flooding |
| requirements of leadership. A leader is not | | | | the brain push through imbalance and suddenly it |
| responsible if everything possible was diligently | | | | all comes together. And it stays like that for a |
| applied in the act of leading. Bad outcomes happen | | | | lifetime. Better yet, the moment is stored in a |
| even when everything is done correctly. | | | | memory linked to the connection between parent |
| In the same way that leaders are responsible for | | | | and child. |
| those they lead, parents are for their children. | | | | So, as leaders, are we responsible for the actions |
| Parenting is the ultimate form of leadership. It is | | | | of our children? Before answering that question |
| infinitely complex because it spans the | | | | ponder these: Have I devoted every possible |
| development of both child and parent. It is the | | | | effort to help my children reach their full potential? |
| template for the child's evolving perception of | | | | Have I been mindful of their unique characteristics |
| authority, membership, boundaries, and fairness. | | | | and understanding that at times they may |
| It is our job, as parents, to equip our children with | | | | behave in ways that are difficult to control? Have |
| the proper tools to deal with the myriad of | | | | I guided them to gain insight into themselves and |
| situations they are sure to encounter throughout | | | | their own personal process? Have I helped them |
| a lifetime. When the tools are absent, children | | | | grow into self regulating individuals? Perhaps then |
| struggle. Children who have been taught how to | | | | a better question is, have I taken responsibility for |
| deal with issues, such as bullying, don't let the | | | | the relationship I have with my children? |