Most children tend to be hardheaded and spoiled in the course of their teenage years. Such children are continually into problems and at all times messing with the things against which they have been warned (Li et al. 4308; Plath et al. 43). As in my case, parents may attempt every kind of punishment they can think of, but nothing might seem to work. For instance, they could resort to smacking the teen’s bottom or hands, making him/her go without a meal, taking him/her to live in the countryside alone, and many other things to no avail (Horton-Salway 1088; Shuttleworth 17). Once in a while, teachers may summon the parents of a hardheaded teenager to inform them of his/her behavior in school (McKay and Bannon Jr 913; Singh 363). In most cases, the parents of such a child are stressed over his/her behavior as they are certain that he/she is headed in the direction to becoming a brat.
I was sometimes the cause of chaos both in school and at home. Though I was a wild teenager, I was a top athlete in track and field. Despite my hardheadedness, my excellence in athletics with the help of my coach kept me in school. One day I decided to stir the emotions everyone at home as I feared being punished for failing to do the assigned household duties. I dug a shallow grave outside our homestead and requested my friend to bury me while leaving my head exposed. Since my mother was always the one who arrived first from work, when she saw my head protruding above the soft soil she screamed before fainting. She thought that I had been killed and buried there. When I heard neighbors and other people coming, I pushed the soil up and ran away. When I returned home the following day, my father was so angry with me that he took me to a rehabilitation center where I stayed for six months. It was there that my behavior was rectified to make me a noble person.
Horton-Salway, Mary. “Gendering attention deficit hyperactivity disorder: A discursive analysis of UK newspaper stories.” Journal of Health Psychology, vol. 18, no. 8, 2013, pp. 1085-1099, www.ncbi.nlm.nih.gov/pubmed/23027784. Accessed 24 Mar. 2018.
Li, Jing, et al. “The relationship between moral judgment and cooperation in children with high-functioning autism.” Scientific Reports, vol. 4, no. 1, 2014, pp. 4306-4314, www.ncbi.nlm.nih.gov/pmc/articles/PMC3945921/. Accessed 24 Mar. 2018.
McKay, Mary, and William Bannon Jr. “Engaging families in child mental health services.” Child and Adolescent Psychiatric Clinics, vol. 13, no. 4, 2004, pp. 905-921, www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&ved=0ahUKEwie2oKk7IfaAhUF6xQKHWQuCvYQFghAMAQ&url=https%3A%2F%2Fpcit.ucdavis.edu%2Fwp-content%2Fuploads%2F2012%2F08%2F8_McKayEngaging-Families-McKay-Bannon.pdf&usg=AOvVaw0FWqJ9K_Xt0-Vf32GP2Vls. Accessed 24 Mar. 2018.
Plath, Debbie, et al. “Engaging families in early intervention for child conduct concerns.” Children Australia, vol. 41, no. 1, 2016, pp. 49-58, researchdirect.uws.edu.au/islandora/object/uws%3A39370. Accessed 24 Mar. 2018.
Shuttleworth, Sally. The mind of the child: Child development in literature, science, and medicine 1840-1900. Oxford University Press, 2013, onlinelibrary.wiley.com/doi/abs/10.1002/jhbs.21550. Accessed 24 Mar. 2018.
Singh, Ilina. “Not robots: Children’s perspectives on authenticity, moral agency and stimulant drug treatments.” Journal of Medical Ethics, vol. 39, no. 6, 2013, pp. 359-366, jme.bmj.com/content/early/2012/08/27/medethics-2011-100224. Accessed 24 Mar. 2018.