UpPsychling

Broken pottery cup getting repaired

We can attempt to live a life free from battle scars, to reach the end of our time in pristine condition, but that’s not what we’re here for. The sterility necessary for such a life would be near impossible, offering an arid life at best, involving as its highest priority the avoidance of relationships in any form. The truth is that so often, it is our falls or fails that become the foundation for our magic.

At the heart of the ancient Japanese art is the idea that an object’s imperfections should be embraced, never hidden.

Clay pottery begins its life as a shapeless, earthen mass. With time, effort and the tender hand of an artist striving for perfection, that shapeless earthen mass is turned into something else – a cup, a bowl, a plate, a vase – something valued for its usefulness, the time it took to create and of course, its inherent beauty.

But what if that object, valued for its flawlessness, breaks?

According to Kintsukuroi, that piece can now be something even stronger and more beautiful than it was in its original form.

Rather than hiding the break or collecting the broken pieces and scraping them from dustpan to bin, the piece is repaired, its broken seams joined with gold. The break becomes an important part of the object and speaks eloquently of its history.

The same applies to people. We have our breaks, our cracks along the seams, our battle scars. They come with every version of life.

Relationships come with the biggest battle scars of all, be it with a lover, a friend, parent, brother, sister, child. We will walk away richer for being in relationship to another, hopefully happier, but never unscarred. It’s an unavoidable part of being human.

We feel our edges. We stretch against them. We hold steady. We stagnate. We find courage and daring and we push beyond. Sometimes. Sometimes we are pushed. Sometimes we fly. Sometimes we drop. Hard. Sometimes we wonder how we’ll ever get back up.

Not only are the cracks unavoidable, but they are also important as it’s from these cracks that our new growth shoots. It’s tempting to hide these breaks, to push them deeper to somewhere under our skin unseen by us, the people who love us, and the rest of the world. But when handled with tenderness and grace, we can fill these cracks with gold, own our history, and be stronger for the opportunity. We can ‘up psychle’.

It’s the fragility in us – and it’s there in all of us – that brings the opportunity to find the gold. It’s these cracks that speak of our resilience, our strength and our humanity, ultimately leading to something even more beautiful than perfection.

2 Comments

Anon

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Too many students are being stifled by anxiety, and this number is on the rise.

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

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