How to Get What You Need From a Tough Conversation

Tough conversations can wear the strongest of warriors down – but they don’t have to. Here’s how to get want you want from a tough conversation, without damage or argument. (This skill is like a little bit of magic!)

The Take-Aways

  • In any relationship, there comes a point, probably many points, when you have to have tough conversations about something you need.
  • It’s easy to fall into the trap of thinking the only way to respond to this is in one of two ways – say nothing and keep going as though nothing has happened, or ask aggressively for what you need. The problem with keeping quiet is that  it might be looking after the other person, but it can be really unhealthy for you. It’s also likely to be unhealthy for the relationship because eventually, that need that you have will keep pushing for attention. That can end with an explosion, a huge argument, or someone just walking away from the relationship. The problem with being aggressive and screaming for what you need this is that it puts the other person into the position where they have to defend themselves or shut down to protect themselves. That makes it less likely you’ll be heard.
  • In any relationship, the more you push against someone, the more likely it is that they’ll push back. This is because we humans always need balance, to keep ourselves from toppling over in any relationship. 
  • A powerful way to maximise your chances of getting what you want is to yield a little. This doesn’t mean agreeing or giving in. It means is giving the other person a little bit of what they need, so they are more open to giving you what you need. It means acknowledging, validating and compromising, and letting the other person know that you want to find a resolution that will work for both of you.
  • This can be really difficult, especially if they’ve done something that’s upset you, but remember, this is about getting you what you need.
  • For example, if you’re wanting to talk to your parents about a party you’d like to go to, try to start the conversation by acknowledging what they might need. More than likely, with parents, whatever they do is done from love and the need to keep you safe. Start by acknowledging this with something like, “I get that you don’t want me to go to the party because you’re worried I won’t be safe, I really get that.” Then you come in with something to show you’re open to compromise, “What if I promised to be home by a certain time?”
  • This doesn’t mean you’ll always get what you want, but by yielding you’re more likely to get more of what you want more of the time. 
  • The more open you can be to the other person’s view, – and remember, that doesn’t mean agreeing with it, it means being open to it, listening to it, acknowledging it – the more likely it is that you will get more of what you want.

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It is this way for all of us, and none of this is about perfection. 

Sometimes there will be disconnect, collisions, discomfort. Sometimes we won’t be completely emotionally available. 

What’s important is that they feel they can connect with us enough. 

If we can’t move to the connection they want in the moment, name the missing or the disconnect to help them feel less alone in it:

- ‘I missed you today.’ 
- ‘This is a busy week isn’t it. I wish I could have more time with you. Let’s go to the park or watch a movie together on Sunday.’
- ‘I know you’re annoyed with me right now. I’m right here when you’re ready to talk. Take your time. I’m not going anywhere.’
- ‘I can see you need space. I’ll check in on you in a few minutes.’

Remember that micro-connections matter - the incidental chats, noticing them when they are unnoticeable, the smiles, the hugs, the shared moments of joy. They all matter, not just for your little people but for your big ones too.♥️
Too many students are being stifled by anxiety, and this number is on the rise.

Far from being ‘another anxiety workshop’, this comprehensive approach will draw on neuroscience, evidence-based strategies, and highly respected therapeutic models in developing a fresh, impactful approach to working with anxiety in young people.

We will explore anxiety from the ground up, developing a ‘roadmap’ for a therapeutic response to anxiety that will include key information, powerful strategies, and new responses to anxiety to effect immediate and long-term change.

This workshop is for anyone who works with young people in any capacity. 

Includes full catering, handbook and PD certificate.

For the full range of workshops in Australia and New Zealand, see the link in the bio.♥️
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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