Revisiting this review: I have actually noticed a difference by implementing some of these techniques.
My favorites are (for birth to age 9):
1. Telling rather than asking my child to do something. Example, instead of politely asking, "Can you get your coat on?", I politely tell him, "Go get your coat on." The author's theory here is that by asking, your child thinks he has some say in the matter, when he really doesn't because he needs to go get his coat on. So when he refuses and then you get angry, he gets confused. More often than not, now, my child will actually go get his coat on without me needing to tell him twice.
2. Not repeating a request. I admit, I was truly skeptical about this one, but it works in practice. Using the same example in #1 above, if my child does not go get his coat on, instead of telling him again, you are to break it down into smaller steps. For example, maybe you need to first tell him, "Put down your toys." then, "Go to the laundry room (or wherever you keep the coats)" and then finally, "Put on your coat." It may seem like a pain to have to do this, but seriously it works and it will save your sanity by not having to scream at your child to go get his freakin coat on.
3. There is some more in the book on connecting with your child before giving a directive. I was already trying to do this, and will continue to try to remember to do this.
I will probably revisit this book every couple of years for a refresher.
Initial review: I like the concept of the three different roles parents need to play depending on the age. I only read the chapters dealing with The Governor Phase - early years to around age 9. I will try the tips out for the younger kids and depending how it goes, I'll revisit the book in a few years to read chapters re: the older kids.