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When Little Stories Become Big Concerns:

Helping Young Children Learn the Difference Between Imagination and the Truth

Parents expect young children to have wonderful imaginations. A cardboard box becomes a rocket. A stuffed animal talks. A child can turn the backyard into an entire kingdom before lunchtime.

That imagination is a healthy part of childhood. But imagination can become much more complicated when a kindergarten-age child begins telling stories about real people and real events.

A child might tell a teacher: “My daddy is mean to me.”

Another might say: “Mommy hit me.”

Or:

“My uncle got mad and broke my Xbox.”

Perhaps the parent knows that nothing resembling the child’s version of events happened. That can leave parents embarrassed, frightened, angry, or wondering, Why would my child lie about something like that?

Before assuming that a 5-year-old is intentionally trying to deceive someone, parents need to understand what is happening developmentally.

According to the American Academy of Pediatrics’ HealthyChildren.org, children younger than 6 can still have difficulty distinguishing reality from fantasy. The boundary between something imagined and something that actually happened may not be as clear to a young child as it is to an adult. [healthychildren.org]

Similarly, the American Academy of Child and Adolescent Psychiatry explains that children around ages 4 and 5 commonly make up stories and “tall tales.” This can be a normal developmental behavior because children enjoy storytelling while still learning to separate fantasy from reality. [aacap.org]

So the goal should not simply be“Stop lying.”

The better goal is: Teach the child how to recognize, describe, and communicate what really happened.

Why Would a Young Child Make Up a Story?

There isn’t one answer.

Two children can tell almost identical untrue stories for completely different reasons. Understanding the reason behind the behavior is often more helpful than focusing only on the inaccurate statement.

1. Imagination and reality are still developing

A kindergartener’s imagination can be incredibly vivid.

Suppose Dad turns off the television because it is bedtime. The child becomes angry and later tells the teacher: “My dad was really mean. He screamed at me all night.”

Perhaps Dad did not scream at all. The child’s statement may be less of a calculated accusation and more of an emotional version of events: “I was really mad at Dad.”

The American Psychological Association describes lying as a normal part of childhood development and notes that children’s ability to deceive is connected with developing self-control and understanding another person’s perspective. [apa.org]

Parents therefore have to teach an important distinction: Feelings are always real. Stories about what happened are not always accurate.

A child can truthfully say: “I was really mad at Daddy.”

That is different from saying: “Daddy hit me,” if no hitting occurred.

2. The child may be trying to explain an emotion

Young children do not always have the vocabulary to communicate complicated emotions.

“Mom is mean” might actually mean:

  • “Mom wouldn’t let me stay up.”
  • “Mom made me clean my room.”
  • “Mom took my tablet away.”
  • “Mom said no.”
  • “I was angry with Mom.”

Instead of immediately correcting:

“Your mother is NOT mean!”

try: “It sounds like you were angry with Mom. Tell me what happened.”

Then help the child replace the broad statement with accurate language: “Mom told me I couldn’t play Xbox because it was bedtime, and that made me mad.”

Now the child is learning something much more valuable than simply being told not to lie. The child is learning how to communicate accurately.

3. The story may get attention

Children quickly learn which stories produce reactions. Consider these two statements:

“I played with blocks yesterday.”

and

“My uncle got mad and smashed my Xbox!”

Which statement gets more attention? The second one probably produces questions, surprise, concern, and conversations between adults. Child Mind Institute notes that children can lie for several reasons, including getting attention, testing a new behavior, improving how others see them, avoiding consequences, dealing with anxiety, or responding impulsively. [childmind.org]

If dramatic stories repeatedly create large amounts of adult attention, the child’s storytelling can accidentally be reinforced. That doesn’t mean adults should ignore concerning statements. It means they should respond calmly rather than dramatically.

Always Take Safety Statements Seriously

There is an extremely important distinction parents, teachers, and caregivers must make.

If a child says: “Mommy hit me.”

do not simply answer: “You’re lying.”

Statements involving abuse, inappropriate touching, threats, violence, fear, neglect, or someone hurting the child should be taken seriously and handled using appropriate school, clinical, or child-safety procedures. At the same time, adults should avoid interrogating or repeatedly questioning a young child. A better initial response may be: “Thank you for telling me. Tell me what happened.”

Allow the child to describe the event rather than supplying possibilities. This distinction matters because teaching honesty must never teach children that adults won’t believe them when something genuinely happens.

Other Reasons Children May Tell Untrue Stories

Avoiding consequences

A child knocks over a lamp.

“Who did this?”

“The dog knocked it over.”

Fear of punishment can make denial attractive. The American Academy of Pediatrics specifically identifies fear of disappointing parents or being punished as reasons children may lie. It also warns that extreme parental reactions can make children more likely to use lying as protection. [healthychildren.org]

Wishful thinking

Sometimes children tell the world the way they wish it were.

“We’re getting a puppy tomorrow!”

Nobody is getting a puppy.

The child may simply desperately want one.

Making a boring story exciting

“My uncle accidentally moved my Xbox.”

may become:

“My uncle got mad and threw my Xbox across the room!”

The child’s storytelling ability has developed faster than their understanding of when creative embellishment is appropriate.

Avoiding embarrassment

A child falls at recess and tells classmates:

“Someone pushed me.”

The real problem may be embarrassment rather than dishonesty for personal gain.

Testing cause and effect

Children experiment.

“What happens if I say this?”

Child Mind Institute specifically identifies testing out a new behavior as one reason children lie. [childmind.org]

Don’t Give a Kindergarten Child a Permanent Label

One of the most important things parents can do is separate the child from the behavior.

Avoid: “You’re a liar.”

Instead say: “That story wasn’t what really happened.”

There is an enormous psychological difference. One defines the child’s identity. The other identifies a behavior that can be corrected.

Parents want the child thinking: “I told something that wasn’t true, and I can fix it.”

Not: “I’m a bad kid.”

Child Mind Institute similarly recommends avoiding labels such as “liar” and instead helping children practice truth-telling and giving them opportunities to correct what they said. [childmind.org]

Teach Three Categories: Real, Pretend and Mistake

One simple activity can work particularly well with kindergarten-age children.

Create three categories:

REAL

Something that actually happened. “We went to Grandma’s house Saturday.”

PRETEND

Something imagined for fun. “A dinosaur lives in Grandma’s basement.”

MISTAKE

Something you thought happened but later discovered wasn’t right. “I thought Dad took my toy, but it was under my bed.”

This third category is important. Children need to know that being wrong doesn’t automatically make them dishonest.

Activity: The Truth Detective

Turn learning into a game.

Tell the child several statements:

  • “We ate breakfast this morning.”
  • “An elephant drove me to work.”
  • “You have three hundred brothers.”
  • “We went to the store yesterday.”
  • “A dragon sleeps in our garage.”

Ask:

“Truth, pretend, or mistake?”

Then reverse roles. Let the child create statements and make the adult figure them out. The important rule is: Pretending is wonderful when everybody knows we’re pretending. This allows parents to encourage imagination without confusing imagination with factual communication.

Activity: Let’s Try That Story Again

When a child gives an obviously inaccurate account, avoid immediately launching into a lecture. Give the child an opportunity to correct it.

Child:

“Uncle broke my Xbox.”

Parent:

“Let’s stop and think. Did Uncle really break the Xbox, or are we making up a story?”

If the child admits making it up: “Good job fixing your story. Now tell me what really happened.”

When the child tells the truth: “Thank you. Telling the truth helps me trust what you tell me.”

The correction itself becomes practice.

Give Children Better Words for Their Feelings

Some “lying” problems are really communication problems. Teach replacement phrases.

Instead of: “Daddy is mean!” teach: “I’m mad at Daddy.”

Instead of: “Mommy hates me!” teach: “I’m sad because Mommy told me no.”

Instead of: “My teacher is horrible!” teach: “I didn’t like what my teacher told me to do.”

Instead of: “My brother always beats me up!” teach: “My brother pushed me when we were playing.”

The goal isn’t to tell children what they are allowed to feel. It is teaching them: Say what you feel, and describe what happened accurately.

Create a Family Rule About Honesty

Keep the rule simple enough that a 5-year-old can remember it:

“In our family, it is always safe to tell the truth. We may still have to fix what happened, but telling the truth helps us solve the problem.”

That final part is important. If admitting the truth guarantees an explosive reaction, children have another reason to hide it. The American Academy of Pediatrics recommends making clear that truthfulness matters while avoiding harsh punishment. Parents’ own honesty is also an important model for their children. [healthychildren.org]

Praise Truth-Telling, Especially When It Is Difficult

Imagine the child spills juice on the carpet. The child says: “I did it.” The parent might immediately want to talk about the carpet. First recognize honesty: “Thank you for telling me the truth.”

Then address responsibility: “Now let’s clean it up.”

This teaches two different lessons:

  • Honesty earns recognition.
  • Honesty doesn’t erase responsibility.

The child still cleans the mess.

Try a “Truth Reset”

Give a child a brief opportunity to reconsider. “I’m going to give you one minute to think about what really happened. Then we’ll start again.”

Afterward: “Okay. Let’s start over. Tell me what actually happened.”

A reset removes some of the pressure associated with being caught. It also provides practice using self-control before speaking.

Use Books and Stories

Children understand abstract concepts better through concrete examples.

Read a story involving honesty and pause occasionally:

“Was that something that really happened?”

“Why do you think the character said that?”

“How could the character fix it?”

“What could the character say instead?”

You can even make your child the hero of a homemade story:

Once there was a little boy who sometimes had stories pop into his head so quickly that they came out of his mouth before he stopped to decide whether they were real or pretend…

Let the child decide what the character should do next. That turns an uncomfortable behavioral issue into a skill-building exercise.

Parents and Teachers Need the Same Strategy

A kindergarten child spends much of the day away from parents. Consistency among the important adults in the child’s life can therefore make a major difference. Parents can talk privately with the teacher and say:

“We’re working on helping him distinguish between something that really happened, something he imagined, and something he wishes happened. If he tells an unusual story, please take any safety concern seriously, but when appropriate, you can also ask him whether he is telling you something real or telling an imagination story.”

Parents and teachers can use common phrases:

“Is this real, pretend, or something you’re not sure about?”

“Let’s slow down and tell what happened from the beginning.”

“How were you feeling when that happened?”

“Thank you for fixing the story.”

Consistency makes the lesson much easier for the child to learn.

Bring Grandparents, Babysitters and Family into the Plan

Children can become confused when different adults respond dramatically differently.

  • A grandmother may laugh at an exaggerated story.
  • A parent may become angry.
  • A teacher may ask repeated questions.
  • An uncle may say: “Don’t tell lies!”

Everyone has good intentions, but the child receives several different lessons. Instead, create a simple support plan.

The family’s response can be:

1. Stay calm.

2. Listen.

3. Take safety statements seriously.

4. Ask the child to distinguish real from pretend when appropriate.

5. Help the child restate what actually happened.

6. Praise the correction and honesty.

7. Avoid calling the child a liar.

Repeatedly hearing the same message helps the child learn the skill across settings.

Keep a Simple Parent-Teacher Pattern Log

If the behavior happens frequently, parents and teachers can collect information for two or three weeks.

Record:

  • What the child said
  • Where it happened
  • Who was present
  • What happened immediately before it
  • How adults responded
  • What the child appeared to gain or avoid
  • Whether the child corrected the story afterward

Patterns may emerge. For example:

Mostly after correction?
The child may be escaping consequences.

Mostly around peers?
Attention or social approval may be important.

Mostly fantastic stories?
Imagination may be playing a large role.

Mostly during difficult tasks?
Frustration, anxiety, attention or learning concerns could be contributing.

This turns the question from“Why is my child lying?” into the more useful question:

“What problem is this behavior helping my child solve?”

When the Story Is Serious, Don’t Conduct Your Own Investigation

Stories such as:

“Mom hit me.”

“Someone touched me.”

“Daddy said he would hurt me.”

are different from:

“We have twelve puppies at home.”

When potential abuse or safety issues are involved, adults should take the statement seriously and follow appropriate safeguarding procedures. Parents understandably want to determine immediately what happened. But repeated, leading questions can create additional confusion.

A teacher or caregiver can remain calm and listen without suggesting answers. That protects two important principles simultaneously:

Children must know adults will listen when they report something unsafe.

And:

Adults should not turn every unusual kindergarten story into an interrogation.

When Should Parents Seek Professional Help?

Occasional invented stories at kindergarten age are usually very different from a persistent behavioral pattern. The American Academy of Child and Adolescent Psychiatry notes that frequent or elaborate lying can sometimes accompany other emotional or behavioral difficulties and may warrant professional evaluation. [aacap.org]

Child Mind Institute similarly explains that habitual lying becomes more concerning when it causes significant distress or problems in the child’s functioning. [childmind.org]

Consider discussing the behavior with the child’s pediatrician or a licensed child mental-health professional when:

  • false stories become extremely frequent;
  • the behavior is damaging friendships or school functioning;
  • stories consistently involve serious allegations;
  • the child seems unable to distinguish fantasy from reality well beyond what is developmentally expected;
  • lying appears connected with significant anxiety, impulsivity, aggression or learning difficulties;
  • the behavior suddenly changes dramatically;
  • the child experiences significant distress; or
  • parents and teachers are unable to improve the pattern despite consistent intervention.

Professional assessment is not about giving the child the label of “liar.” It is about determining what need the behavior may be communicating.

A Two-Week Honesty Challenge

Families can turn this into a positive exercise. For 14 days, create one daily opportunity to practice honesty.

Day-to-day goals can include:

Days 1-3: Practice “real or pretend?”

Days 4-5: Practice naming feelings accurately.

Days 6-7: Practice telling what happened in the correct order.

Days 8-9: Read stories about honesty.

Days 10-11: Role-play mistakes and telling the truth.

Day 12: Practice a “truth reset.”

Day 13: Have the child teach someone else what honesty means.

Day 14: Celebrate the child’s progress.

Celebrate the skill, not perfection.

“I’m proud that you’re learning how to tell people exactly what happened.”

What Parents Should Remember Most

Kindergarten-age children are still learning something adults take for granted: our words tell other people what happened in the world.

A 5-year-old saying something untrue does not automatically mean that the child is manipulative, dishonest, or developing poor character.

The American Psychological Association describes lying as a normal developmental phenomenon and emphasizes teaching children honesty rather than viewing childhood lying only as misconduct. [apa.org]

Children need adults to teach the difference among:

what happened,

what they felt,

what they imagined,

and

what they wished had happened.

Those are remarkably complicated distinctions for a young mind.

Conclusion

When parents hear that their kindergarten-age child told a teacher, “Dad is mean,” “Mom hit me,” or “Uncle broke my Xbox,” the first reaction may be embarrassment, fear or anger.

Slow down.

Listen.

Take potentially serious disclosures seriously.

Then start teaching.

Don’t merely tell a child,“Don’t lie.”

Teach them how to tell the truth.

Teach the child to describe events accurately. Give them words for difficult feelings. Help them separate imagination from reality. Allow them to correct inaccurate statements. Praise honesty while still requiring accountability. Ask teachers and family members to reinforce the same skills.

Most importantly, create a home in which telling the truth is expected but also emotionally safe. A child’s imagination is something parents should protect. The lesson isn’t to stop children from telling stories.

It is to teach them when a story belongs in the world of imagination and when their words need to describe what actually happened.

About the Author

John S. Collier, MSW, LCSW-S is a Licensed Clinical Social Worker Supervisor and the Executive Director of Southeast Kentucky Behavioral Health, LLC. His career in social work and behavioral health has given him the opportunity to work with individuals and families facing trauma, mental health challenges, relationship difficulties, major life transitions, and the everyday struggles that shape human growth.

John writes The Mind’s Trestle Board as a place to explore the intersection of mental health, relationships, personal responsibility, faith, morality, fatherhood, emotional development, and the lifelong work of becoming a better human being.

His writing is grounded in the belief that growth does not require perfection. It requires honesty, humility, reflection, responsibility, and a willingness to keep working on ourselves. Through both his professional experience and personal reflections, he encourages readers to look beneath their immediate emotions and consider the values, choices, commitments, and relationships upon which a meaningful life is built.

References

American Academy of Child and Adolescent Psychiatry. (2017). Lying and children: Facts for families, No. 44. [aacap.org]

American Academy of Pediatrics. (2025). When children lie: What parents can do. HealthyChildren.org. The guidance notes that children younger than approximately age 6 can have difficulty separating reality and fantasy and recommends calm responses and modeling honesty rather than harsh punishment. [healthychildren.org]

Arky, B. Child Mind Institute. Why kids lie and what parents can do about it. Clinical expert Matthew H. Rouse, PhD. [childmind.org]

Koplewicz, H. S., MD. Child Mind Institute. (2025). When should you get help for a child who’s a pathological liar? [childmind.org]

Talwar, V., PhD. American Psychological Association. The truth about why kids lie. Speaking of Psychology, Episode 200. [apa.org]

Talwar, V. The Truth About Lying: Teaching Honesty to Children at Every Age and Stage. American Psychological Association. The book emphasizes staying calm, addressing motivation, using positive discipline, recognizing honesty, modeling truthfulness and encouraging open communication. [apa.org]

When Helping Becomes Enabling

If You Don’t Let People Suffer the Consequences of Their Actions, You Will Always Be a Safe Space for Their Worst Behavior

“Sometimes the most loving thing you can do is stop protecting someone from the consequences of the choices they keep making.”

There is a hard lesson that many good-hearted people eventually have to learn:

Helping someone and protecting someone from accountability are not the same thing.

We want to believe love means staying. Forgiving. Helping. Giving another chance. Paying the bill. Making the excuse. Cleaning up the mess. Answering the late-night call. Fixing the problem one more time.

Sometimes that is love.

But sometimes what we call love slowly turns into enabling.

Psychology Today describes enabling as behavior that shields someone from the natural negative consequences of their actions. Cleveland Clinic similarly explains that repeatedly rescuing someone can keep that person from learning to make better choices and becoming more independent.

Eventually, we have to ask ourselves a difficult question:

Am I helping this person become better, or have I simply become a comfortable place for their worst behavior to land?

—

When Grace Loses Accountability

Grace is important.

People make mistakes. People struggle. People relapse. People fail. People sometimes hurt those they love.

Everyone deserves opportunities to learn and change.

But grace without accountability can become permission.

There is an enormous difference between saying:

“You made a mistake, but I believe you can do better.”

and saying:

“You can keep making the same choice, and I will keep protecting you from what happens afterward.”

The second message may never be spoken aloud.

But behavior communicates it.

If someone repeatedly creates financial problems and another person always pays the bill, what incentive exists to change?

If someone repeatedly speaks disrespectfully but knows everyone will eventually pretend nothing happened, what has that person learned?

If someone continually fails to meet responsibilities and someone else quietly picks them up, the consequences never reach the person responsible.

What began as compassion can slowly become participation in the problem.

—

Consequences Are Not the Same as Punishment

This distinction matters.

A consequence does not necessarily mean punishment.

A natural consequence is simply what happens because of a choice.

If I spend money irresponsibly, I may not have enough money later.

If I continually break promises, people may stop trusting me.

If I repeatedly disrespect someone, that person may decide to limit contact with me.

If I fail to fulfill a responsibility, I may lose an opportunity.

Cause and effect are among life’s greatest teachers.

Research and clinical guidance on natural and logical consequences emphasize that predictable responses to behavior help people understand the relationship between choices and outcomes.

When we constantly interrupt that process, we may also interrupt the lesson.

—

The Rescue Cycle

Enabling rarely begins with someone saying, “I want this person to continue behaving badly.”

It usually starts with love.

Something happens.

We rescue them.

They promise it will not happen again.

Things improve temporarily.

Then it happens again.

We rescue them again.

Eventually, something important changes.

The rescue becomes expected.

Cleveland Clinic notes that enabling often comes from love and a desire to help, yet repeatedly assuming the role of problem solver can prevent a loved one from learning to make healthier choices.

The person stops wondering:

“What will happen if I make this choice?”

and begins assuming:

“Who will fix this when it goes wrong?”

That is when helping becomes dangerous.

—

You Can Become a Safe Place for Bad Behavior

There is something beautiful about being someone’s safe place.

A healthy safe place says:

“You can tell me the truth.”

“You can admit you failed.”

“You can cry here.”

“You can ask for help.”

“You don’t have to pretend to be perfect.”

But an unhealthy safe place says something entirely different:

“You can mistreat me and I will remain available.”

“You can ignore your responsibilities and I will handle them.”

“You can break my trust repeatedly and I will keep resetting the clock.”

“You don’t have to change because I will absorb the consequences.”

That isn’t emotional safety.

It is insulation from accountability.

And there’s a difference.

—

Boundaries Change the Message

The APA Dictionary of Psychology defines a boundary as a psychological demarcation that protects a person’s integrity or helps establish realistic limits in a relationship or activity.

A boundary therefore isn’t primarily about controlling another person.

It is about deciding what you will participate in.

That’s an important distinction.

Instead of:

“You aren’t allowed to yell anymore.”

A boundary might be:

“If you begin yelling at me, I will end the conversation until we can speak respectfully.”

Instead of:

“You have to become responsible with money.”

It might become:

“I love you, but I will no longer pay debts created by choices I didn’t make.”

Instead of:

“You have to stop lying.”

It might be:

“I cannot maintain the same level of trust when I continue discovering dishonesty.”

APA guidance on professional boundaries makes a similar point in another context: limits can protect both people and support healthier relationships rather than serving as rejection.

A boundary doesn’t require the other person’s cooperation.

That’s what makes it a boundary.

—

“But What If They Suffer?”

Perhaps they will.

Watching someone you love experience consequences can be painful.

But discomfort is not always damage.

Sometimes discomfort is information.

It says:

Something isn’t working.

Something needs to change.

This choice costs more than I thought it would.

When we immediately remove every uncomfortable consequence, we may unintentionally remove the motivation to do something differently.

Psychology Today specifically identifies cleaning up or shielding someone from the natural negative consequences of problematic behavior as a form of enabling.

This doesn’t mean we abandon people in danger.

It doesn’t mean refusing medical care.

It doesn’t mean allowing a child or vulnerable adult to experience preventable harm.

And it certainly does not mean retaliating against somebody.

It means understanding an important truth:

There is a difference between protecting someone from danger and protecting someone from responsibility.

—

Stop Carrying What Belongs to Someone Else

Many people become exhausted because they are carrying responsibilities that were never theirs.

Another adult’s finances.

Another adult’s honesty.

Another adult’s employment.

Another adult’s temper.

Another adult’s relationships.

Another adult’s choices.

Another adult’s responsibilities.

We convince ourselves:

“If I don’t do it, nobody will.”

That may be true.

But occasionally, nobody doing it is exactly what allows reality to finally become visible.

If you always catch someone before they fall, that person may never realize how close to the edge they have been living.

—

Love Them Enough to Let Them Own It

Accountability does not require cruelty.

You don’t have to humiliate someone.

You don’t need to say, “I told you so.”

You don’t have to enjoy seeing another person struggle.

You can remain compassionate while refusing to rescue.

You can say:

“I love you, but I can’t fix this for you.”

“I believe you can handle this.”

“I’ll support you while you work through it, but I won’t take responsibility for something that belongs to you.”

“I forgive you, but forgiveness doesn’t erase the need for change.”

“I am here when you’re ready to do something different.”

That isn’t abandonment.

Sometimes it is the most honest kind of support we can give.

Cleveland Clinic makes this distinction directly: healthy help supports improvement, while enabling prevents someone from learning better choices and becoming more capable of standing independently.

—

Boundaries Will Reveal Relationships

There is another uncomfortable reality about setting boundaries.

Some people will not like them.

A person who benefited from your lack of boundaries may experience your new boundary as unfair.

Someone accustomed to unlimited access to your time may call you selfish when you begin saying no.

Someone accustomed to having you fix every problem may tell you that you’ve changed.

They may be right.

You have changed.

You stopped confusing love with unlimited tolerance.

You stopped confusing forgiveness with permission.

You stopped confusing compassion with rescuing.

And you stopped measuring the health of the relationship by how much mistreatment you could endure.

—

The Goal Isn’t to Make Them Suffer

This deserves emphasis.

The purpose of consequences is not suffering for suffering’s sake.

Healthy accountability shouldn’t be revenge.

The goal isn’t:

“I’m going to teach you a lesson.”

The healthier position is:

“I’m no longer going to prevent life from teaching the lesson.”

That is an enormous difference.

One is punishment.

The other is stepping out of the cycle.

—

Conclusion: Stop Being a Safe Place for the Worst Version of Someone

We should all strive to be safe people.

Safe enough that someone can be honest.

Safe enough that someone can acknowledge a mistake.

Safe enough that someone can ask for help.

Safe enough that someone can admit failure and try again.

But being emotionally safe does not mean becoming a consequence-free environment.

Sometimes love comforts.

Sometimes love forgives.

Sometimes love gives another chance.

And sometimes love quietly steps aside and says:

“This belongs to you.”

Because if you repeatedly protect someone from the consequences created by their own choices, eventually you may stop being a safe place for their healing and become a safe place for their worst behavior.

Perhaps one of the greatest expressions of respect is believing another adult is capable of facing reality, taking responsibility and changing.

You can love someone without rescuing them.

You can forgive someone without trusting them immediately.

You can care without carrying.

You can support without enabling.

And you can say no without becoming cruel.

Sometimes the boundary isn’t where love ends. The boundary is where unhealthy love ends and healthy love finally begins.

—

About the Author

John S. Collier, MSW, LCSW-S is a Licensed Clinical Social Worker Supervisor and Executive Director of Southeast Kentucky Behavioral Health, LLC. His professional work focuses on behavioral health, counseling, leadership, personal growth, relationships and helping individuals build healthier and more meaningful lives.

Collier is also the author of The Mind’s Trestle Board, where he explores the intersection of psychology, relationships, responsibility, faith, morality, leadership and personal development. His writing often challenges readers to examine not only the behavior of others, but also their own choices, boundaries and responsibilities.

Through his clinical experience and reflective writing, Collier encourages a simple principle: meaningful change requires honesty, personal responsibility and the willingness to do the difficult work of becoming better.

—

References

American Psychological Association. (2018). Boundary. APA Dictionary of Psychology. APA Dictionary of Psychology.

Stringer, H. (2025). The benefits of better boundaries in clinical practice. American Psychological Association.

Wu, J. (2020). How to recognize (and correct) enabling behavior. Psychology Today.

Cleveland Clinic. (2023). 4 signs of enabling and how to stop. The article discusses the distinction between helping and repeatedly rescuing someone from the consequences of problematic choices.

Johnson, L. (2023). Helping children learn: The importance of natural and logical consequences when working with children who have experienced trauma. Outcomes First Group. The resource explains natural and logical consequences and their role in learning cause and effect.

Standing Between Childhood and Adulthood: Understanding One of Life’s Most Important Life Stages

There comes a time in life when a young person is no longer a child but not yet an adult. It is a season filled with change, growth, questions, and self-discovery. This stage, known as adolescence, is one of the most important periods of human development.

During this time, young people begin to ask questions that will help shape the rest of their lives:

  • Who am I?
  • Where do I belong?
  • What do I believe?
  • What kind of person do I want to become?

Psychologists and developmental researchers have spent decades studying this stage of life. Although they approach it from different perspectives, most agree that adolescence is a critical period for developing identity, values, relationships, and independence.

A Bridge Between Two Worlds

Adolescence can be compared to standing on a bridge.

On one side is childhood, where parents make most decisions and provide protection and guidance. On the other side is adulthood, where people are expected to take responsibility for their choices and actions.

Young people spend years crossing that bridge.

As they do, they experience major changes in their bodies, emotions, relationships, and thinking. These changes can feel exciting one moment and overwhelming the next. Many adolescents want more freedom while still needing support and guidance from trusted adults.

This tension is normal. In fact, it is part of healthy development.

Erikson: The Search for Identity

Psychologist Erik Erikson believed the most important task during adolescence is developing a clear sense of identity. He called this stage Identity vs. Role Confusion. According to Erikson, young people begin exploring who they are and who they want to become. They may try new activities, develop different interests, form new friendships, or question beliefs they have always accepted.

This process is not rebellion for the sake of rebellion. It is often a search for identity.

When adolescents successfully develop a sense of who they are, they gain confidence and direction. When they struggle to find that identity, they may experience confusion about their place in the world.

Piaget: Learning to Think in New Ways

Developmental psychologist Jean Piaget focused on how thinking changes throughout life.

According to Piaget, adolescence marks the beginning of the Formal Operational Stage, where individuals become capable of abstract thought. This means they begin thinking about ideas rather than just facts. They can consider:

  • Justice and fairness
  • Morality
  • Politics
  • Faith and spirituality
  • Future careers
  • Life goals

A child may ask, “What happened?”

An adolescent is more likely to ask, “Why did it happen?” or “What should have happened instead?”

This new ability to think deeply helps adolescents understand the world, but it can also create stress as they become more aware of life’s challenges and uncertainties.

Kohlberg: Developing a Moral Compass

Psychologist Lawrence Kohlberg studied how people develop moral reasoning.

As children grow into adolescence, they often begin moving beyond simple ideas of right and wrong based on rewards and punishments. Instead, they begin considering values, fairness, and ethical principles.

For example, rather than asking, “Will I get in trouble?” an adolescent may ask:

  • Is this fair?
  • Is this the right thing to do?
  • How will this affect others?

This growing moral awareness helps young people form personal values that can guide them throughout adulthood.

Marcia: Exploring Different Identities

Psychologist James Marcia expanded on Erikson’s work by studying how people develop identity.

Marcia found that adolescents often move through different stages of exploration before settling on a stable identity.

Some follow beliefs and goals chosen by others. Some explore many possibilities before making decisions. Others struggle to decide who they want to be.

These periods of exploration are often necessary because identity is not something that appears overnight. It develops through experience, reflection, and personal growth.

Bronfenbrenner: The Power of Environment

Psychologist Urie Bronfenbrenner believed development cannot be understood without looking at the environment around a person.

According to his ecological systems theory, adolescents are influenced by many different systems, including:

  • Family
  • Friends
  • School
  • Community
  • Culture
  • Society

Each of these environments shapes development in important ways.

A supportive family can provide stability during difficult times. Positive friendships can strengthen confidence and self-esteem. Good schools and mentors can help adolescents discover talents and future goals.

Bronfenbrenner’s theory reminds us that young people do not grow alone. They grow within relationships and communities.

Attachment Theory: The Need for Secure Relationships

Psychologists John Bowlby and Mary Ainsworth developed Attachment Theory, which emphasizes the importance of secure relationships.

Many people assume adolescents stop needing their parents as they get older. In reality, research shows that strong, supportive relationships continue to play a vital role in healthy development.

Even when adolescents seek independence, they still benefit from trusted adults who provide:

  • Encouragement
  • Stability
  • Guidance
  • Emotional support

Healthy attachment helps young people develop confidence, resilience, and healthy relationships later in life.

The Adolescent Brain

Modern neuroscience has added another important piece to our understanding of adolescence.

Research shows that the brain continues developing well beyond the teenage years. The areas of the brain responsible for judgment, planning, and impulse control mature more slowly than areas responsible for emotions and rewards.

This helps explain why adolescents can sometimes make decisions that seem irrational to adults.

It is not because they lack intelligence.

It is because their brains are still developing.

Understanding this can help parents, teachers, and mentors respond with patience rather than frustration.

Preparing for Adulthood

Developmental psychologist Jeffrey Arnett proposed that the process of becoming an adult often continues into the twenties. He called this stage Emerging Adulthood.

According to Arnett, many young people continue exploring:

  • Careers
  • Education
  • Relationships
  • Personal values
  • Life goals

The identity questions that begin during adolescence often continue well into early adulthood as individuals work toward becoming the people they hope to be.

More Than Growing Older

All of these developmental theories point to the same conclusion:

Adolescence is far more than a stage of physical growth.

It is a time when identity is formed, values are developed, beliefs are tested, and character begins to take shape.

Young people are learning how to think for themselves, make decisions, build relationships, and understand their place in the world.

They are not simply getting older.

They are becoming the adults they will one day be.

For parents, teachers, mentors, and communities, this stage provides a unique opportunity to offer guidance, encouragement, and positive examples. The lessons learned during these years often remain with people for the rest of their lives.

The bridge between childhood and adulthood can sometimes feel uncertain, but it is also filled with possibility. Every question explored, every challenge faced, and every lesson learned helps build the foundation for the future.

About the Author

John S. Collier, MSW, LCSW-S is a Licensed Clinical Social Worker Supervisor, behavioral health executive, writer, and advocate for individuals, families, and communities facing life’s challenges. He serves as the Executive Director of Southeast Kentucky Behavioral Health, LLC, where he oversees behavioral health, substance use, developmental disability, and community support services throughout Kentucky.

John began his career in human services with a bachelor’s degree while serving in multiple roles within Kentucky’s public and community-based systems. In 2004, he became a Certified Social Worker and continued expanding his clinical expertise, eventually earning his Licensed Clinical Social Worker credential and Supervisor designation. Throughout more than two decades of service, he has worked with children, adolescents, adults, and families affected by trauma, mental illness, addiction, disability, grief, poverty, and systemic barriers to care.

His professional experience includes outpatient behavioral health, case management, crisis intervention, child welfare, developmental disabilities, substance use treatment, and organizational leadership. These experiences have provided him with a unique perspective on human growth and development across the lifespan.

As a clinician and leader, John has developed a special interest in understanding how people grow, adapt, and overcome adversity. Much of his writing explores the intersection of psychology, personal growth, faith, character development, relationships, and resilience. Through both clinical practice and leadership, he has witnessed how childhood experiences, family relationships, community influences, and life transitions shape the adults people eventually become.

John is also the author of The Mind’s Trestle Board, a collection of articles and reflections that examine life’s challenges through the lenses of psychology, personal experience, and timeless principles of growth and wisdom. His writing seeks to make complex psychological concepts understandable and relevant to everyday life while encouraging readers to pursue self-awareness, purpose, and healthy relationships.

When writing about adolescence and human development, John draws upon both established developmental theories and his extensive experience working with young people and families. He believes that understanding the challenges of each life stage helps individuals, parents, educators, and communities better support one another during times of change and growth.

Through his clinical work, leadership, and writing, John remains committed to helping others build stronger foundations for mental health, meaningful relationships, and personal fulfillment.

References

American Psychological Association. Identity versus identity confusion. APA Dictionary of Psychology.

American Psychological Association. Erikson’s Eight Stages of Psychosocial Development. APA Dictionary of Psychology.

Arnett, J. J. (2015). Emerging Adulthood: The Winding Road from the Late Teens Through the Twenties.

Bowlby, J. (1988). A Secure Base: Parent-Child Attachment and Healthy Human Development.

Bronfenbrenner, U. (1979). The Ecology of Human Development.

Erikson, E. H. (1968). Identity: Youth and Crisis.

Kohlberg, L. (1981). The Philosophy of Moral Development.

Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551-558.

Piaget, J. (1972). The Psychology of the Child.

Ragelienė, T. (2016). Links of adolescents’ identity development and relationship with peers: A systematic literature review. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 25(2), 97-105.

Core Competency #9, Developmental Perspectives Across the Life Span.

“The journey from childhood to adulthood is not merely a passage of time. It is the formation of identity, character, values, and purpose. The adults we become are often shaped by the questions we ask, the challenges we face, and the guidance we receive during these formative years.” – John S. Collier, MSW, LCSW-S

Do Not Break Their Spirit: A Parent’s Call to Lead with Love

There are few responsibilities in life more important than raising a child. Parents are entrusted with more than providing food, shelter, and safety. They are shaping hearts, building confidence, and helping young people discover who they are. The words we speak, the standards we set, and the way we respond to mistakes all leave lasting impressions.

Many parents begin with good intentions. They want their children to succeed, make good decisions, and develop strong character. Yet sometimes, in the pursuit of these goals, parents unintentionally wound the very people they are trying to help. Constant criticism, unreasonable expectations, harsh discipline, and emotional distance can discourage a child and leave lasting scars.

Children need guidance, but they also need grace. They need correction, but they also need compassion. They need structure, but they also need understanding.

When Correction Becomes Discouragement

Every child will make mistakes. Learning, growing, and maturing all involve failure. A healthy parent understands that mistakes are opportunities for teaching rather than occasions for humiliation.

Unfortunately, some parents unknowingly create an environment where children feel they can never measure up. Nothing is good enough. Every success is overshadowed by a failure. Every effort is met with criticism. Instead of feeling encouraged to grow, children begin to feel defeated.

When children repeatedly hear messages such as:

  • “Why can’t you do anything right?”
  • “Your brother never has this problem.”
  • “If you would just try harder.”
  • “You’re always messing things up.”

They may begin to believe these statements about themselves.

Discouragement does not always come from yelling. Sometimes it comes from unrealistic expectations. A child who constantly feels like they are failing an impossible standard eventually stops trying. They lose confidence, motivation, and hope.

Children need to know they are loved even when they struggle.

Common Ways Parents Provoke Their Children

Most parents would never intentionally harm their children emotionally. Yet certain behaviors can slowly damage trust and self-esteem.

Being Unreasonable

Children need rules, but rules should be fair, understandable, and age-appropriate.

When expectations are impossible to meet, children become frustrated and discouraged. A parent who expects perfection sets their child up for failure.

Healthy discipline asks:

  • Is this reasonable?
  • Is this expectation appropriate for their age?
  • Am I teaching or simply demanding?

Rules should help children develop responsibility, not create constant fear of failure.

Showing Favoritism

Few things hurt a child more deeply than feeling less valued than a sibling.

Favoritism sends the message that love must be earned. Whether intentional or not, repeatedly praising one child while criticizing another creates resentment and insecurity.

Every child is unique. One may excel academically while another shines socially or creatively. Parents should celebrate each child’s strengths rather than comparing them to one another.

Comparison steals confidence.

Acceptance builds it.

Belittling and Mocking

Children are learning how to view themselves. Parents often become the mirror through which a child develops their identity.

When a parent mocks a child’s fears, appearance, efforts, or emotions, the child learns to doubt their worth.

Statements such as:

  • “That’s a stupid idea.”
  • “You’re too sensitive.”
  • “Stop crying.”
  • “You’ll never be good at that.”

may seem small in the moment, but they can echo for years.

A child’s feelings may not always be logical, but they are always real.

Listening with empathy teaches children that their emotions matter and that they can trust their parents with their struggles.

Over-Correcting Out of Frustration

Discipline should be about teaching, not venting.

Parents are human. Stress accumulates. Work becomes overwhelming. Financial pressures mount. Relationships strain under life’s demands.

However, children should never become the target of a parent’s frustration.

Correction motivated by anger often focuses on punishment rather than growth. The goal shifts from teaching a lesson to expressing irritation.

Before responding to a child’s mistake, it can be helpful to ask:

“Am I correcting my child, or am I releasing my frustration?”

The answer can make all the difference.

The Power of Active Listening

Children desperately want to feel heard.

Many conflicts between parents and children are not caused by disobedience alone. They stem from feeling misunderstood.

Active listening means giving children your attention without immediately judging, correcting, or dismissing their perspective.

Listening does not mean agreeing with everything they say. It means communicating that their thoughts and feelings matter.

When children feel heard, they become more open to guidance.

When they feel ignored, they often become defensive or withdrawn.

A child who trusts their parent will seek advice. A child who feels constantly criticized may hide their struggles.

Choosing Calm Communication

Words have extraordinary power.

A raised voice may gain temporary compliance, but calm communication builds lasting respect.

Children are always learning from what they see. Parents who respond with patience teach emotional regulation. Parents who communicate respectfully model healthy relationships.

When emotions run high, consider:

  • Taking a brief pause.
  • Lowering your voice instead of raising it.
  • Asking questions before making assumptions.
  • Focusing on the behavior rather than attacking character.

Instead of saying:

“You’re lazy.”

Try saying:

“I know you’re capable of more effort.”

One attacks identity.

The other encourages growth.

Balancing Discipline with Love

Discipline is necessary. Children need boundaries. They need guidance and accountability.

But effective discipline is rooted in love rather than control.

Healthy discipline:

  • Explains the reason behind rules.
  • Focuses on learning rather than shame.
  • Remains consistent and fair.
  • Gives children opportunities to improve.
  • Reinforces that mistakes do not diminish their worth.

Children should leave a correction feeling guided, not crushed.

They should understand that their behavior may need to change, but their value never does.

The Legacy Parents Leave

Long after childhood ends, many adults still hear the voices of their parents in their minds.

Some hear encouragement:

  • “I believe in you.”
  • “You can do hard things.”
  • “I’m proud of your effort.”
  • “You are loved.”

Others hear criticism, comparison, and disappointment.

Every parent leaves a legacy through their words.

Children do not need perfect parents. They need parents who are willing to learn, apologize when necessary, and lead with love.

The goal of parenting is not creating perfect children. The goal is helping children become healthy, confident, compassionate adults who know they are valued.

When correction is balanced with kindness, expectations are balanced with understanding, and discipline is balanced with love, children flourish.

And perhaps the greatest gift a parent can give is not a life free from mistakes, but a home where mistakes become opportunities for growth rather than reasons for shame.

Pull Quote

“Children should leave a correction feeling guided, not crushed. Their behavior may need to change, but their value never does.”

About the Author

John S. Collier, MSW, LCSW-S is a Licensed Clinical Social Worker Supervisor and Executive Director of Southeast Kentucky Behavioral Health, LLC. Through his writing and clinical work, he explores relationships, emotional health, personal growth, resilience, and the challenges individuals and families face in everyday life. He is also the author of The Mind’s Trestle Board, where he examines the connections between thoughts, emotions, behavior, and human flourishing.