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Want to Feel Happier, More Confident, and More Powerful? Here’s How.

Want to Feel Happier, More Confident, More Powerful - Let Your Body Talk

Changing feelings and thoughts can be difficult (oh there’s an understatement for you!) but here’s some exciting news … there’s a back door, and it starts with your physical experience – the way you move, your surroundings, even what you’re wearing just to name a few. The research on this is growing – and the findings are fascinating …

Before it was even a concept, we were talking the talk of embodied cognition, using metaphors of physical experience to explain thoughts, feelings, emotional responses.

We talk about feeling ‘weighed down’ by guilt – connecting a physical heaviness to the emotion of guilt. We ‘warm up’ to people, others ‘leave us cold’, tying physical temperature to our emotional reactions to people. We ‘weigh up’ different options, giving heavier weighting to more important considerations. Similarly, when we talk about difficult concepts ‘going over our heads’, we align the idea of something being physically out of reach, to our understanding of a concept being similarly beyond grasp. .

The idea that our thoughts are initiated by our physical experience has been demonstrated by an impressive body of research.

Embracing the metaphor ‘something smells fishy’ – a metaphorical expression of suspicion – a study published in the Journal of Personality and Social Psychology explored the embodied cognition in fishy smells.

Researchers found that participants who were incidentally exposed to fishy smells showed increased suspicion about the intentions of others. Those participants also showed less co-operation in a task that required them to trust others to share resources or responsibilities.

Furthermore, when researchers induced suspicion in participants, those participants showed a heightened sensitivity to fishy smells, and greater accuracy in labelling fishy smells, but not other smells such as apple fragrance oil, minced onion, caramel, and orange nectar.

Another study demonstrated how the physical experience of weight influenced the perception of importance. Basing their study on the observation that heavy objects require more effort and have greater impact the body than light objects, researchers found that when people held a heavier weight, they perceived issues as more important.

Clearly not everything that is important is physically weighty – but – when we speak about people dealing with important things – addiction, break-ups, job loss, depression, we speak about how they have ‘fallen hard’, are ‘dealing with some heavy stuff’ or we ask the question, ‘how much harder do they need to fall?’.

Other research has found that participants judged a stranger more favourably when they were seated in a softer, more comfortable chair, than when they were seated in a harder chair. (All participants reported the chairs as feeling ‘normal’.)

Our thoughts, feelings, physical experience and behavior are inextricably linked. They influence each other. Change one, and the others will eventually catch up.

Thoughts and feelings are generally the most difficult to change but the promise of a recent study is that we can change our cognitions – the processes happening in our mind that might be getting in our way – by attending to our bodily experiences.

In the study, researchers found that people with a greater body awareness showed a greater propensity for mind to be influenced by their body.

What does this mean in everyday life?

Bodily experiences can influence cognition without us realising. So much of our behaviour happens before we are even aware that a decision needs to be made – or has been made.

However, by paying attention to our bodily experiences, we can lift the curtain on our seemingly automatic responses, catch them, influence them (by adjusting our physical experience), and modify behaviour.

To feel more powerful, for example, stand tall. It’s no accident that we talk about ‘shrinking away’ from, or ‘standing up to’, people or challenge.

To feel more confident, more powerful and less anxious, adopt a power pose and hold it for two minutes. Think superhero style with your body expanded, chest out, and hands on hips. 

There is a greater chance of being viewed favourably, or receiving a favourable response when the other person is physically comfortable. Perhaps this is why pillow talk is such an important part of relationships. When we feel relaxed, close, comfortable, conversation is more likely to be patient, relaxed, tender.

The metaphors we use everyday are a clue to embodied cognitions.

Thoughts and feelings can sometimes feel like they are impervious to change, as though while we were sleeping they were set in stone, locked in a vault, and guarded by black suited, unsmiling security guards. The rub is that behaviour, whether healthy or otherwise, shoots out from whatever is happening upstairs.

The good news is that there is a back door, accessible by paying attention to and modifying our bodily experiences. A behaviour, attitude, thought or feeling that isn’t working so well can be shifted by changing something in the physical environment – temperature (warm up to/ freeze out), comfort (soften up/ harden up), posture (open up to or stand up to (the positive)/ shut down to or shrink away from (the negative)), music (calm/powerful/energetic/sleepy), lighting (light up/dim down). Difficult conversation? Offer the comfy chair. Want someone to warm to your point of view? Check the temperature of the room.

The marketers and savvy store owners are already onto this, luring us with colour, images, lighting, music, smells – all without us realising. (Campbell’s Soup have increased sales by removing a spoon and adding steam (which embodies warmth) to their in-store displays.)

Armed with the knowledge that our cognitions are influenced by our bodily experiences, you have a sweet spot for effecting more positive behaviours and responding to the world more effectively.

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Their calm and courage starts with ours.

This doesn’t mean we have to feel calm or brave. The truth is that when a young person is anxious, angry, or overwhelmed, we probably won’t feel calm or brave.

Where you can, tap into that part of you that knows they are safe enough and that they are capable of being brave enough. Then breathe. 

Breathing calms our nervous system so theirs can settle alongside. 

This is co-regulation. It lets them borrow our calm when theirs is feeling out of reach for a while. Breathe and be with.

This is how calm is caught.

Now for the brave: Rather than avoiding the brave, important, growthful things they need to do, as long as they are safe, comfort them through it.

This takes courage. Of course you’ll want to protect them from anything that feels tough or uncomfortable, but as long as they are safe, we don’t need to.

This is how we give them the experience they need to trust their capacity to do hard things, even when they are anxious.

This is how we build their brave - gently, lovingly, one tiny brave step after another. 

Courage isn’t about being fearless - but about trusting they can do hard things when they feel anxious about it. This will take time and lots of experience. So first, we support them through the experience of anxiety by leading, calmly, bravely through the storm.

Because courage isn’t the absence of anxiety.

It’s moving forward, with support, until confidence catches up.♥️
‘Making sure they aren’t alone in it’ means making sure we, or another adult, helps them feel seen, safe, and cared as they move towards the brave, meaningful, growthful thing.❤️
Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️
In the first few days or weeks of school, feelings might get big. This might happen before school (the anticipation) or after school (when their nervous systems reach capacity).

As long as they are safe (relationally, physiologically) their anxiety is normal and understandable and we don’t need to ‘fix’ it or rush them through it. 

They’re doing something big, something brave. Their brains and bodies will be searching for the familiar in the unfamiliar. They’re getting to know new routines, spaces, people. It’s a lot! Feeling safe in that might take time. But feeling safe and being safe are different. 

We don’t need to stop their anxiety or rush them through it. Our work is to help them move with it. Because when they feel anxious, and get safely through the other side of that anxiety, they learn something so important: they learn they can do hard things - even when they feel like they don’t have what it takes, they can do hard things. We know this about them already, but they’ll need experience in safe, caring environments, little by little, to know this for themselves.

Help them move through it by letting them know that all their feelings are safe with you, that their feelings make sense, and at the end of the day, let those feelings do what they need to. If they need to burst out of them like a little meteor shower, that’s okay. Maybe they’ll need to talk, or not, or cry, or get loud, or play, or be still, or messy for a while. That’s okay. It’s a nervous system at capacity looking for the release valve. It’s not a bad child. It’s never that. 

Tomorrow might be tricker, and the next day trickier, until their brains and bodies get enough experience that this is okay.

As long as they are safe, and they get there, it all counts. It’s all brave. It’s all enough.❤️