Want to be Happier?

What to be Happier? Here's How.

Happiness. Do you chase it? Do you wait for it? And do you know when to fall into its warm, woolly arms and enjoy.

There are a couple of reasons for the elusiveness of happiness:

  1. Although people think they know what will make them happy, their predictions are often inaccurate.
  2. People tend to follow the same path towards happiness over and over, despite not getting the result they want. Mistakes are repeated and when things get hairy, they go back to familiar behavior, regardless of how well that behavior has worked in the past.

New research by Stanford University has found that there is something you can do if you want to be happier – and it’s powerful. It’s all in the way the goals are set – make them concrete rather than abstract. For an extra boost setting and achieving prosocial, benevolent goals will increase happiness even more. 

Setting concrete goals reduces the discrepancy between what you expect around the goal being reached (when, if, how) and the reality. The smaller the gap between expectation and reality, the greater the satisfaction, happiness and well-being.

People tend to have inaccurate expectations about future outcomes, which means that the gap between expectation and reality are often quite wide. The secret to happiness lies in minimising the gap.

When goals are concrete, you’re more likely to know exactly what needs to be done to reach them and when they have been met. Success is measurable.

On the other hand broad, abstract goals will set unrealistic expectations and a confusing, perhaps overwhelming, path towards fulfillment.

When considering how to reach a goal, an abstractly framed goal (‘I want to be healthy’) encourages a focus on the why of the action whereas a concretely framed goal (‘I want to exercise four times a week’) turns the focus more on the details and logistics – the how. 

An abstract goal can be more difficult to assess than a concrete goal. It’s easier to measure how many times you’ve exercised than it is to measure whether you’ve lived a healthy life.

So How Does it Effect Happiness?

The ‘happiness effects’ are due to smaller gaps between the expectations and reality – the expectation of achieving that goal and the real result. A clearly defined goal is easier to achieve than a vague, generalized goal.

It’s more difficult to know when and if a goal has been met if the goal is couched in abstract terms.

Try this:

  • Rather than, ‘I want to improve my marriage’, try ‘I’ll organise a date night once a week.’
  • Rather than, ‘I want to look after the environment’, try ‘I will recycle.’
  • Rather than, ‘I’m going to eat healthier,’ try ‘I’m cutting out sugar from 2pm,’ (because you’ve still gotta live, right?)
  • Rather than, ‘I’m going to be happy,’ try ‘I’m going to have dinner/coffee with at least one friend once a week,’ (because connecting with your tribe amps up happiness)
  • Rather than, I’m going to get to know more people,’ try ‘I’m going to do a cooking class/learn Italian/join cycling group’ (or whatever works for you).

Reframing prosocial goals in more concrete terms allows for more realistic expectations and a greater likelihood of those expectations being met.

In the eternal quest for happiness, the way goals are framed is a critical one and one which, with thought and a small amount of tweaking, can turn the happiness quest from a ‘Lord of the Rings’ style journey to one less daunting and more rewarding.

What will be your goal(s) for the new year? Anything goes. We’d love to hear so feel free to leave a comment down below. You never know who you’ll be inspiring …

[irp posts=”923″ name=”Hardwiring for Happiness. How We Can Change Our Brain, Mind & Personality.”]

One Comment

lynne

Another excellent article, up lifting and very informative, clear, well written and well received.

Sometimes you just have to read something and you go “oh yeah, thats so simple”…l will be making my gaps smaller…..Thank you.

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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. 

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
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.♥️
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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