All parent's challenges: The crime scene will always test you, saying no to all criminals is just the way for all parents, even when an entire group of people is asking you to change into their bad behavior.

When the crime scene needs you.

At the core of all raising, the biggest challenge to all parents is, to say no to a lot of people, and that has consequences when it is a bad society or group of people. And same time the signal to their crime, thus, even more, you must say no.

Criminals need new blood, they are raised worse. Some don’t want to change and want you to change, they “like” their bad behavior, it is how they are raised.

The core of parenting:

• DSM Free authoritatively (Joordens, N.D)
• Crime Free higher educated (Hjalmarsson and Lochner, 2012)
• And the Human Rights, basic needs and the duty of good raising. (Ruggiero, Zermatten, Jaffé, 2018)

And, well-being: autonomous, authentic, and with the unique being. (Santos, 2019)

The episodic memory will decide to process the input (Seamon, N.D.), to the factual and procedural memory. Where procedures are a learning process, it takes some time to learn a procedure, also, the person makes their own procedures, and is learning these.

In and output creates speech, what goes in the memory, through working memory, where all input starts and enters the memory, has to be processed and recalled to the working memory to become output. This process of in and out of the input is where speech develops, triggered by the in and output of the same information. But, here the information through the senses go in, episodic decides what to keep and remember, and the information goes to the factual and procedural memory, then the information is recalled to become output, and goes back to the working memory, the way it is processed and remembered and will become output, and also speech. Speech is within the working memory and grows by in and output, where output is always the processed input, and in the way the person is. It becomes their own. People are authentic.

So, the same story will be remembered in the way each person can, and will be processed the way they can, and recalled the way they can, and can differ a bit or a lot in the outcome, but all these stories will be told uniquely, about the same event. You will hear differences when people speak. We do understand the same thing they saw. All have inverse problems, as everyone's senses are not precise, and have inverse problems. All, have their own episodic memory and their own preferences in remembering, which can not be forced, this is always unique, and their own preferences. And, the person stands in another place than the others so, all people will sense all a bit differently.

The goal in parenting is to develop each child, authentic, autonomous, and with academic skills, so they can be the best they can be, but they will always be unique, and on unique places compared to others, even in the same situations. Also, the will, the preferences are important to understand and respect, because the person has to become autonomous and develop, the person starts depending, like all baby’s, and grows out to be independent, and then will be totally independent in the peak of their life and will help all depending, at that time, and then become depending again, as we all will get older and depend again, at a point.

Also, these moments differ a bit. Some stay very fit until very old and stay very independent, others are never really totally independent.

So, we raise to best we can be and to become who we are. All authoritatively, which works out itself, as that is sophisticated, and about studies, and addressing the child to most sophisticated ideas, and about becoming autonomous, authentic and with the unique self, and to become equal to all grown-ups. It is about human rights, science, becoming autonomous, authentic, unique and being best you can be, as equal, thus all against crime and against DSM, and all about well-being.

Who is authoritative, does all it has to do. Include IQ to grade, and you understand the child's pace and are on time with input, and not too early, or too late. (Bock, 1998)

A note. Harder tasks are what creates more IQ. So, gain difficulty over time. (Krakovsky, 2017)

What do we ask of criminals?

So we actually ask the criminal to be better educated, and better raised, and better-raising others, and better-approaching others, and have better ethics when being better raised, and we ask about authoritative raising and approaching. That is the core of crime. Which went wrong for them, they got not good input and by the not correct approach. Therefore, they have now criminal behavior, and even ask others to join.

One studied finds it easier to say no. Studied on the topic specifically. Because you are “raised” against their crime, and with all the arguments against it. And recognize their faults.

So, when you study even more on a high level, the easier it is to say no to all crime. Especially when they ask more types of crimes, you can still say no.

What do criminals do?

Criminals groom, try out, want you to lower standards, want isolation, and want not any of this good parenting from you, or some parts not.

You have strife with all criminals, in any way, because you know they don’t do the same good as you.

Change management

Use Change Models, to change people (Ogden, 2017). For example, The Stages of Change Model from Prochaska, and DiClemente, (1982) From pre-contemplation: When criminals don’t want to change, to get them contemplation: considering a change. Then, preparing them and let them make small changes. To we then have to let them do the correct actions: where they actively engage in a new behavior. To then there is maintenance: to keep them forever working in the right ways, will help them change.

Studies to solve

Health Science, Psychology, Change Management, Human Rights. And, about parenting, education, change management, human rights, and children’s rights, and all science about health, and changing, and environmental psychology, and all influences on people, and DNA, and behavior. About, what the human is, and needs, and how to create the best environment to let the DNA be its best, with the best behavior. With Academic Skills, Science Steps, and learn to process the input of these studies, and studies comparable to these, and to create the best output. We really need the best environment thus need and the best information, and the best techniques, to process and to make our output. Our output will be their input, and they have to process this too and will change into better people, we did too by studying.

Conclusion:

Raise their education, and in the right style, authoritatively. Stay true to your sciences, and learn even more. And be authoritatively, and understand well-being: autonomous, authentic with unique self. And, change them with change models.

References:

Bock, V. (1998) The Secret Weapon: An
IQ-to-Grade Conversion Chart. vcbconsulting. Retrieved from https://vcbconsulting.com/gtworld/iqgrade.html?source=post_page-----5fe79e0bae83----------------------

Joordens, S. (N.D.)Introduction to psychology. The University of Toronto. Retrieved from https://www.coursera.org/learn/introduction-psych

Santos, L. (2019) The science of well-being. Yale. Retrieved from https://www.coursera.org/learn/the-science-of-well-being

N.D. (2013)Bandura and Social Learning Theory The Curious Classroom. Retrieved from https://youtu.be/NjTxQy_U3ac

Seamon, J. (N.D.)Understanding Memory: Explaining the Psychology of Memory through Movies. Wesleyan University through Coursera. Retrieved from https://www.coursera.org/learn/memory-and-movies

Ruggiero, R, Zermatten, J, Jaffé, P. (2018) Children’s Human Rights — An Interdisciplinary Introduction. The University of Geneva at Coursera. Retrieved from https://www.coursera.org/learn/childrens-rights

Hjalmarsson, R., and Lochner, L. (2012) The impact of education on crime: International evidence. CESifo DICE Report. Retrieved from https://www.economics.handels.gu.se/digitalAssets/1439/1439011_49-55_research_lochner.pdf

Krakovsky, M. (20th of October, 2017)Why mindsets matter. Wu Tsai Neuroscience Institute Stanford University. Retrieved from https://neuroscience.stanford.edu/news/why-mindset-matters

Prochaska, James & Diclemente, Carlo. (1982). Trans-Theoretical Therapy — Toward A More Integrative Model of Change. Psychotherapy: Theory, Research & Practice. 19. 276–288. 10.1037/h0088437.

Ogden, J. (2017). The psychology of health and illness: An open access course. The psychology of health and illness.pdf