A very excellent and feel-good way to be the boss of your brain.
by Karen Young (BSc)(Psych)(Hons)MastGestTher
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Boundaries are about what WE do to preserve physical safety, relational safety, and values. They aren’t about punishment. They’re the consequences that make sense as a way to put everything right again and restore calm and safety.
When someone is in the midst of big feelings or big behaviour, they (as with all of us when we’re steamy) have limited capacity to lead the situation into a better place.
Because of this, rather than focusing on what we need them to do, shift the focus on what we can do to lead back to calm.
This might sound like:
The rule (what we want them to do): Phones go in the basket at 5pm.
The boundary (what we do when the rule is broken), with love and leadership: ‘I can see you’re having trouble letting go of your phone. That’s okay - I’m just going to sit beside you until you’re ready. Take your time. You’re not in trouble. I’ll just stay here and watch over your shoulder until you’re done.’
Or …
‘I can see this phones in the basket process is dragging out and chewing into our night when we start it at 5pm. If that keeps happening I’ll be starting this process at 4pm instead of 5pm.’
And if there’s a bit of spice in their response, part of being a reliable, sturdy leader is also being able to lead them through that. Even if on the inside you feel like you’re about to explode 🤯 (we’ve all been there), the posture is ‘I can handle this, and I can handle you.’ This might sound like,
‘Yep you’re probably going to have a bit to say about it. That’s okay - I don’t need you to agree with me. I know it’s annoying - and it’s happening.’
‘I won’t listen when you’re speaking to me like this. Take your time though. Get it out of you and then we can get on with the evening.’
Then, when the spicy has gone, that’s the time to talk about what’s happened. ‘You’re such a great kid. I know you know it’s not okay to talk to me like that. How are we going to put this right? Let’s yet 5pm again tomorrow and see how we go. If it causes trouble we’ll start earlier. I actually think we’ll be okay though.’♥️
Nov 10
So ready to get started with ‘Hey Little Warrior’ in Melbourne. This is my fourth time this year presenting this workshop in Melbourne and we sell out every time.
So what do we do here?! We dive into how to support young children with anxiety. It’s my favourite thing to talk about. I love it. Even more than whether or not I want dessert. We talk about new ways to work with anxiety in littles so they can feel braver and bigger in the presence of it. This workshop is loaded with practical strategies. I love presenting this workshop.
(And yes - always yes to dessert. As if I would ever skip the most important meal of the day. Pffftt.)
@compass_australia
Oct 27
They’re often called sensory preferences, but they’re sensory needs.
In our adult worlds we can move our bodies and ourselves to seek regulation. If we don’t like noise we’re less likely to be DJs for example. If we don’t love heights we’re less likely to be pilots or skydivers. If we feel overwhelmed, we can step outside, go into an office, go to the bathroom, or pop on headphones for a break. If we need to move, we can stand, walk to get a tea. At school, this is so much harder.
When bodies don’t feel safe, there will be anxiety. This will potentially drive fight (anger, tantrums), flight (avoidance, running away, movement), or shutdown (in quiet distress and can’t learn).
These are physiological issues NOT behavioural ones.
Whenever we can, we need to support physiological safety by accommodating sensory needs AND support brave behaviour. What’s tricky is disentangling anxiety driven by unmet sensory needs, from anxiety driven by brave behaviour.
The way through is to support their physiological needs, then move them towards brave behaviour.
Schools want to support this. They want all kids to be happy and the best they can be, but there will be a limit on their capacity to support this - not because they don’t want to, but because of a scarcity of resources.
There will often be many children with different physiological needs. Outside school there is nowhere else that has to accommodate so many individual needs, because as adults we won’t be drawn to environments that don’t feel okay. In contrast, school requires all kids to attend and stay regulated in the one environment.
For now, we don’t have a lot of options. Yes there are schools outside mainstream, and yes there is home school, but these options aren’t available to everyone.
So, until mainstream schools are supported with the resources (staff, spaces, small classes, less demand on curriculum … and the list goes on), what can we do?
- Help school with specific ways to support your child’s physiology while being mindful that teachers are also attending to the needs of 25+ other nervous systems. But be specific.
- Limit the list. Make this a ‘bare minimum needs’ list, not a ‘preferences’ one.♥️
Oct 20
Brave often doesn’t feel like ‘brave’. Most often, it feels like anxiety. If there is something brave, important, new, hard, there will always be anxiety right behind it. It’s the feeling of anxiety that makes it something brave - and brave is different for everyone.♥️
#anxietyawareness #childanxiety #anxietysupport #anxietyinkids #parent #positiveparenting
Oct 18
Recently I chatted with Sharon from the ADHD Families Podcast. I loved this chat. We took a dive into anxiety and ADHD, including anxiety at school and some strategies for schools and parents to support kiddos with anxiety and ADHD. Listen to the full episode
here https://www.thefunctionalfamily.com/podcasts/adhd-families-podcast
thefunctionalfamily
Oct 16
I so enjoy your videos and your website. Keep up the awesome job. I read your Warrior book to the third and fourth grade students at the Elementary schools where I am a school counselor. You are very talented.
Thank you! I’m so pleased the information is helpful. It means a lot to hear.