love is the foundation Brad and Emily couldn’t figure out what was wrong with Caleb, their eight-year-old son. He had been an above-average learner and still did his homework, but this year he was struggling in school. He would go to the teacher after she had given an exercise and ask her to explain it again. He’d visit her desk up to eight times a day, asking for further instructions.
Was it poor hearing or a comprehension problem? Brad and Emily had Caleb’s hearing tested, and a school counselor gave him a comprehension test. His hearing was normal and his understanding typical for a third-grader.
Other things about their son puzzled them. At times, Caleb’s behavior seemed almost antisocial. The teacher would take turns eating with her third-grade students during lunch, but Caleb would sometimes push other children aside so he could be near her. During recess, he would leave other children whenever the teacher appeared on the playground, running to her to ask an insignificant question and escape the others. If the teacher participated in a game during recess, Caleb would try to hold the teacher’s hand during the game.
His parents had met with the teacher three times already, and neither they nor the teacher could find the problem.
Independent and happy in grades one and two, Caleb now seemed to show “clinging behavior” that made no sense. He also was fighting much more with his older sister Hannah,
although Emily and Brad assumed that was just a stage he was passing through.
When this couple came to my “The Marriage You’ve Always Wanted” seminar and told me about Caleb, they were worried,
wondering if they had a budding rebel on their hands. “Dr.
Chapman, we know this is a marriage seminar and maybe our question is out of place,” Emily said, “but Brad and I thought that perhaps you could give us some guidance.” Then she described her son’s worrisome behavior.
I asked these parents whether their own lifestyle had changed this year. Brad said he was a salesman, out on calls two nights a week, but home between 6:00 and 7:30 p.m. on the other week-nights. Those nights were spent catching up on emails and texts and watching a little TV. On weekends, he used to go to football games, often taking Caleb. But he hadn’t done that in a year. “It’s just too much of a hassle. I’d rather watch the games on TV.” “How about you, Emily?” I asked. “Have there been any changes in your lifestyle over the last few months?” “Definitely,” she said. “I’ve been working part-time at the college for the last three years since Caleb entered kindergarten. But this year I took a full-time job there, so I get home later than usual. Actually my mom picks him up at school, and Caleb stays with her for about an hour and a half until I pick him up. On the evenings that Brad is out of town,
Caleb and I usually have dinner with my folks and then come home.” It was almost time for the seminar session to begin, yet I sensed I was beginning to understand what was going on inside of Caleb. So I made a suggestion. “I’m going to be talking about marriage, but I want each of you to be thinking about how the principles I am sharing might apply to your relationship with Caleb. At the end of the seminar, I’d like to know what conclusions you have drawn.” They seemed a little surprised that I was ending our conversation without making any suggestions, but they both were willing to go along with my request.
At the end of the day, as other participants at our seminar were filing out, Brad and Emily hurried up to me with that look of fresh discovery. “Dr. Chapman, I think we have just gained some insight into what’s going on with Caleb,” Emily said. “When you were discussing the five love languages, we both agreed that Caleb’s primary love language is quality time.
Looking back over the last four or five months, we realized that we have given him less quality time than we had before.
“When I was working part-time, I’d pick him up from school every day, and we would usually do something together on the way home, maybe run an errand or stop by the park or get ice cream together. When we got home, Caleb would play games for a while. Then after dinner, I would often help him with his homework or we’d watch something on TV, especially on the nights Brad was away. All that has changed since I started my new job, and I realize I’m spending less time with Caleb.” I glanced at Brad, and he said, “For my part, I realize I used to take Caleb with me to football games, but since I stopped going, I haven’t replaced that father-son time with anything.
He and I haven’t really spent a great deal of time together the last few months.” “I think you may have discovered some real insight into Caleb’s emotional need,” I told them. “If you can meet his need for love, I think there is a good chance you will see a change in his behavior.” I suggested some key ways to express love through quality time and challenged Brad to build time with Caleb into his schedule. I encouraged Emily to look for ways she and Caleb could once more do some of the things they did before she started her full-time job. They both seemed eager to translate their insight into action.
“There may be other factors involved,” I said, “but if you will give your son large doses of quality time and then sprinkle in the other four love languages, I think you will see a radical change in his behavior.” We said good-bye. I never heard from Emily and Brad, and to be honest, I forgot about them. But about two years later I returned to Wisconsin for another seminar, and they walked in and reminded me of our conversation. They were all smiles; we hugged each other, and they introduced me to friends they had invited to the seminar.
“Tell me about Caleb,” I said.
They both smiled and said, “He’s doing great. We meant to write you many times but never got around to it. We went home and did what you suggested. We consciously gave Caleb lots of quality time over the next few months. Within two or three weeks, really, we saw a dramatic change in his behavior at school. In fact, the teacher asked us to come in again, and we were worried. But this time, she wanted to ask what we had done that had brought about such a change in Caleb.” The teacher told them that Caleb’s inappropriate behavior had stopped: no more pushing other children away from her in the lunchroom; no more coming to her desk to ask question after question. Then Emily explained that her husband and she had begun to speak Caleb’s “love language” after attending a seminar. “We told her how we had started giving him overdoses of quality time,” said Emily.This couple had learned to speak their son’s love language,
to say “I love you” in a way that Caleb could understand. His story encouraged me to write this book.
Speaking your child’s primary love language does not mean he or she will not rebel later. It does mean your child will know you love him, and that can bring him security and hope; it can help you to rear your child to responsible adulthood. Love is the foundation.
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