Being Human

Insecurities – (we all have them!) – How to Make Yours Work For You

We all have our insecurities, but when they’re handled with an open heart and gentle respect, they can fuel the best parts of us.

 
 
 

How to Get Out of Your Own Way

The messages in our self-talk can hold us back from living and engaging in a more open-hearted, more life-giving way. Here’s how to change that.

 
 
 
Rejection – How to Claim Your Power Back

Rejection can feel awful – no doubt about it. We’ve all been there. Here’s a way to move forward from rejection, with strength.

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karenyoung_heysigmund

Relationship first, then learning and behaviour will follow. It can’t be any other way.

Anxious brains can’t learn, and brains that don’t feel safe will organise young bodies (all bodies) for fight, flight (avoidance, refusal, disengagement, perfectionism), or shutdown.

Without connection, warmth, a sense of belonging, feeling welcome, moments of joy, play, and levity, relational safety will be compromised, which will compromise learning and behaviour. It’s just how it is. Decades of research and experience are shouting this at us.

Yet, we are asking more and more of our teachers. The more procedural or curriculum demands we place on teachers, the more we steal the time they need to build relationships - the most powerful tool of their trade.

There is no procedure or reporting that can take the place of relationship in terms of ensuring a child’s capacity to learn and be calm.

There are two spaces that teachers occupy. Sometimes they can happen together. Sometimes one has to happen first.

The first is the space that lets them build relationship. The second is the space that lets them teach kids and manage a classroom. The second will happen best when there is an opportunity to fully attend to the first.

There is an opportunity cost to everything. It isn’t about relationships OR learning. It’s relationships AND learning. Sometimes it’s relationships THEN learning.

The best way we can support kids to learn and to feel calm, is to support teachers with the space, time, and support to build relationships.

The great teachers already know this. What’s getting in the way isn’t their capacity or their will to build relationships, but the increasing demands that insist they shift more attention to grades, curriculum, reporting, and ‘managing’ behaviour without the available resources to build greater physical (sensory, movement) and relational safety (connection, play, joy, belonging).

Relationships first, then the rest will follow.♥️

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Feb 4

Open
Relationship first, then learning and behaviour will follow. It can’t be any other way. Anxious brains can’t learn, and brains that don’t feel safe will organise young bodies (all bodies) for fight, flight (avoidance, refusal, disengagement, perfectionism), or shutdown. Without connection, warmth, a sense of belonging, feeling welcome, moments of joy, play, and levity, relational safety will be compromised, which will compromise learning and behaviour. It’s just how it is. Decades of research and experience are shouting this at us. Yet, we are asking more and more of our teachers. The more procedural or curriculum demands we place on teachers, the more we steal the time they need to build relationships - the most powerful tool of their trade. There is no procedure or reporting that can take the place of relationship in terms of ensuring a child’s capacity to learn and be calm. There are two spaces that teachers occupy. Sometimes they can happen together. Sometimes one has to happen first. The first is the space that lets them build relationship. The second is the space that lets them teach kids and manage a classroom. The second will happen best when there is an opportunity to fully attend to the first. There is an opportunity cost to everything. It isn’t about relationships OR learning. It’s relationships AND learning. Sometimes it’s relationships THEN learning. The best way we can support kids to learn and to feel calm, is to support teachers with the space, time, and support to build relationships. The great teachers already know this. What’s getting in the way isn’t their capacity or their will to build relationships, but the increasing demands that insist they shift more attention to grades, curriculum, reporting, and ‘managing’ behaviour without the available resources to build greater physical (sensory, movement) and relational safety (connection, play, joy, belonging). Relationships first, then the rest will follow.♥️

karenyoung_heysigmund

Love and lead.

First, we love. Validation lets them know we see them. Validation is a presence, not a speech. It’s showing our willingness to sit with them in the ‘big’ of it all, without needing to talk them out of how they feel.

It says, ‘I see you. I believe you that this feels big. Bring your feelings to me, because I can look after you through all of it.’

Then, we lead. Our response will lead theirs, not just this time, but well into the future.

If we support avoidance, their need to avoid will grow. The message we send is, ‘Maybe you aren’t safe here. Maybe you can’t handle this. Maybe your anxiety is telling the truth.’

Of course, if they truly aren’t safe, then avoidance is important.

But if they are safe and we support avoidance, we are inadvertently teaching them to avoid anything that comes with anxiety - and all brave, new, hard, important things will come with anxiety.

Think about job interviews, meeting new people, first dates, approaching someone to say sorry, saying no - all of these will come with anxiety.

The experiences they have now in being able to move forward with anxiety in scary-safe situations (like school) will breathe life into their capacity to do the hard, important things that will nourish and grow them for the rest of their lives. First though, they will be watching you for signs as to whether or not anxiety is a stop sign or a warning. The key to loving bravely and wholly is knowing the difference.

Teach them to ask themselves, ‘Do I feel like this because I’m in danger? (Is this scary dangerous?) Or because there’s something brave, new, hard, important I need to do. (Is this scary-safe?). Then, ‘Is this a time to be safe or brave?’

To show them we believe they are safe and capable, try, ‘I know this feels big, and I know you can do this.’ Then, give them a squeeze, hand them to a trusted adult, and give them a quick, confident goodbye. Their tears won’t hurt them, as long as they aren’t alone in their tears.

It doesn’t matter how small the steps are, as long as they are forward.♥️

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Jan 28

Open
Love and lead. First, we love. Validation lets them know we see them. Validation is a presence, not a speech. It’s showing our willingness to sit with them in the ‘big’ of it all, without needing to talk them out of how they feel. It says, ‘I see you. I believe you that this feels big. Bring your feelings to me, because I can look after you through all of it.’ Then, we lead. Our response will lead theirs, not just this time, but well into the future. If we support avoidance, their need to avoid will grow. The message we send is, ‘Maybe you aren’t safe here. Maybe you can’t handle this. Maybe your anxiety is telling the truth.’ Of course, if they truly aren’t safe, then avoidance is important. But if they are safe and we support avoidance, we are inadvertently teaching them to avoid anything that comes with anxiety - and all brave, new, hard, important things will come with anxiety. Think about job interviews, meeting new people, first dates, approaching someone to say sorry, saying no - all of these will come with anxiety. The experiences they have now in being able to move forward with anxiety in scary-safe situations (like school) will breathe life into their capacity to do the hard, important things that will nourish and grow them for the rest of their lives. First though, they will be watching you for signs as to whether or not anxiety is a stop sign or a warning. The key to loving bravely and wholly is knowing the difference. Teach them to ask themselves, ‘Do I feel like this because I’m in danger? (Is this scary dangerous?) Or because there’s something brave, new, hard, important I need to do. (Is this scary-safe?). Then, ‘Is this a time to be safe or brave?’ To show them we believe they are safe and capable, try, ‘I know this feels big, and I know you can do this.’ Then, give them a squeeze, hand them to a trusted adult, and give them a quick, confident goodbye. Their tears won’t hurt them, as long as they aren’t alone in their tears. It doesn’t matter how small the steps are, as long as they are forward.♥️

karenyoung_heysigmund

I`m so excited to be speaking about separation anxiety at the Childhood Potential Online Montessori Conference.

The conference will involve conversations with over 40 other experts, and will take place from 27-31 January 2025. This is for anyone who is an important adult to a young child or toddler.

I`d love you to join me. See more here
: http://childhoodpotential.com/?a_box=ncw8h43m&a_cam=1

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Jan 28

Open
I'm so excited to be speaking about separation anxiety at the Childhood Potential Online Montessori Conference. The conference will involve conversations with over 40 other experts, and will take place from 27-31 January 2025. This is for anyone who is an important adult to a young child or toddler. I'd love you to join me. See more here : http://childhoodpotential.com/?a_box=ncw8h43m&a_cam=1

karenyoung_heysigmund

New, hard, important, brave things will always come with anxiety. It’s the anxiety that makes these things brave.

The only way for kids to never experience anxiety is for us to never put them in front of anything growthful, new, hard, brave. They’ll never feel the discomfort of anxiety, but they also won’t grow and strengthen against it.

We’ll never get rid of anxiety and we don’t need to. The key to strengthening young people against anxiety lies in helping them feel safer with it.

Here are 3 ways to do that. First though, and most importantly, establish that they are actually safe - that they are relationally safe, and that they feel safe in their bodies.

1. Take avoidance off the table. Avoidance makes anxiety worse by teaching the brain that the only way to stay safe is to avoid. Little steps matter - any step, even the tiniest, is better than none.

2. Show them you can handle their anxiety and the big feels that come with it:

‘Of course you feel anxious. You’re doing something big. How can I help you feel brave?’

Or, ‘I know this feels big, and it feels like you can’t. I know you are safe and I know you can. You don’t need to believe it because I know it enough for both of us. I know you won’t believe it until you see it for yourself. That’s okay, that’s what I’m here for - to show you how amazing you are and that you can do hard things. I can take care of you through the ‘big’ of it all. What’s one little step you can take? Let’s take it together. And don’t say ‘no steps’ because that’s not an option.’

3. Help them understand why they feel the way they do when they are anxious, otherwise they’ll interpret sick tummies, sore tummies, racy heart, clammy skin, big feelings as a sign of deficiency or potential disaster. It isn’t. It’s a sign of a brain and body trying to protect them, at a time they don’t need protecting.

As long as they are safe, the need to avoid is often more about needing to avoid the thoughts, feelings, and physiology of anxiety, rather than avoiding the thing itself. This is why the physiology of anxiety will continue to drive anxiety until we make sense of it. ‘Hey Warrior’ will help you do make sense of it for them.♥️

View

Jan 28

Open
New, hard, important, brave things will always come with anxiety. It’s the anxiety that makes these things brave. The only way for kids to never experience anxiety is for us to never put them in front of anything growthful, new, hard, brave. They’ll never feel the discomfort of anxiety, but they also won’t grow and strengthen against it. We’ll never get rid of anxiety and we don’t need to. The key to strengthening young people against anxiety lies in helping them feel safer with it. Here are 3 ways to do that. First though, and most importantly, establish that they are actually safe - that they are relationally safe, and that they feel safe in their bodies. 1. Take avoidance off the table. Avoidance makes anxiety worse by teaching the brain that the only way to stay safe is to avoid. Little steps matter - any step, even the tiniest, is better than none. 2. Show them you can handle their anxiety and the big feels that come with it: ‘Of course you feel anxious. You’re doing something big. How can I help you feel brave?’ Or, ‘I know this feels big, and it feels like you can’t. I know you are safe and I know you can. You don’t need to believe it because I know it enough for both of us. I know you won’t believe it until you see it for yourself. That’s okay, that’s what I’m here for - to show you how amazing you are and that you can do hard things. I can take care of you through the ‘big’ of it all. What’s one little step you can take? Let’s take it together. And don’t say ‘no steps’ because that’s not an option.’ 3. Help them understand why they feel the way they do when they are anxious, otherwise they’ll interpret sick tummies, sore tummies, racy heart, clammy skin, big feelings as a sign of deficiency or potential disaster. It isn’t. It’s a sign of a brain and body trying to protect them, at a time they don’t need protecting. As long as they are safe, the need to avoid is often more about needing to avoid the thoughts, feelings, and physiology of anxiety, rather than avoiding the thing itself. This is why the physiology of anxiety will continue to drive anxiety until we make sense of it. ‘Hey Warrior’ will help you do make sense of it for them.♥️

karenyoung_heysigmund

Anxiety is about felt safety. It doesn’t mean your young one isn’t safe. It means they don’t feel safe.

The question then is, what would help them feel safer? This doesn’t mean anxiety will go away, and we don’t need it to. What we’re looking for is what would help you feel braver and safer, even when you’re anxious?

It also doesn’t mean school is doing anything wrong. But maybe there are little shifts that will make a big difference.

There will always be anxiety whenever there is something brave, new, hard, or growthful to do. But anything we can do to help them feel safer, will help anxiety feel more manageable, and hard things feel more do-able.

So let’s have the conversation. What’s@one thing school could do that would help your child feel safe enough, so they could do brave enough. There are no wrong answers.♥️

View

Jan 19

Open
Anxiety is about felt safety. It doesn’t mean your young one isn’t safe. It means they don’t feel safe. The question then is, what would help them feel safer? This doesn’t mean anxiety will go away, and we don’t need it to. What we’re looking for is what would help you feel braver and safer, even when you’re anxious? It also doesn’t mean school is doing anything wrong. But maybe there are little shifts that will make a big difference. There will always be anxiety whenever there is something brave, new, hard, or growthful to do. But anything we can do to help them feel safer, will help anxiety feel more manageable, and hard things feel more do-able. So let’s have the conversation. What’s@one thing school could do that would help your child feel safe enough, so they could do brave enough. There are no wrong answers.♥️

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