Episode 211: How to Practice Digital Minimalism with Grace and Compassion with Jennie Crooks

Welcome to another episode of The Balanced Parent Podcast! In this episode, we’re diving into the world of digital minimalism. I’m joined by Jennie Crooks, a licensed clinical social worker specializing in anxiety and OCD and the founder of the West Coast Anxiety Clinic, to explore the benefits of decluttering our physical spaces and digital lives. 

Here’s a summary of what we discussed:

  • Anxiety's connection to smartphone use for avoidance and comfort

  • Impact of phone distractions on anxiety

  • Navigating autopilot behaviors and device distraction

  • A 30-day challenge to shift from autopilot to mindful awareness

  • Exploring beliefs and challenges related to phone dependency and social media use

  • Balancing teaching, sharing, and setting boundaries with social media

  • Getting caught in autopilot habits

To connect with Jennie, visit her website westcoastanxiety.com and follow her on Instagram @becomingjennie.

Resources:

Before the challenge, take the Quizlet to assess phone dependency or addiction and test your beliefs.

Remember, practicing digital minimalism with grace and compassion means taking intentional steps to create space for what truly matters, so you can be more present for your family.

Episode 210: How to Be Happier as a Parent with Marc Fussell

Parenting is a journey filled with highs and lows, and it can sometimes feel overwhelming. In this episode, we’ll dive into an essential but often overlooked topic: your happiness and well-being as a parent. Together with Marc Fussell, founder of the nonprofit Take 2 Minutes, we’ll explore how positive psychology can help you find joy, take better care of yourself, and foster a healthier, happier home environment for your family.  

Here are the key takeaways:

  • Distinguishing positive psychology from toxic positivity by recognizing and processing emotions

  • Strategies for parents to support themselves and their children during challenging days

  • Maintaining emotional well-being as a parent 

  • Prioritizing self-care for parents through mindset shifts and manageable steps

  • How parents can help children manage negative emotions and develop self-regulation strategies

  • How parents and individuals can use tailored practices (e.g.grounding exercises and gratitude) to address specific emotional challenges

If you want to connect with Marc, you can visit his website at take2minutes.org.

Remember, your happiness and well-being as a parent are essential—not just for you, but for your entire family.  

Episode 209: Finding Ease in Chaos: Overcoming Parental Overwhelm with Sam Bennett

In this week’s episode of The Balanced Parent Podcast, we’ll discuss the challenges of overwhelm and how parents can manage the demands of multiple roles. I’m joined by Sam Bennett, author of The 15-Minute Method and productivity expert. We’ll share strategies for bringing more grace, compassion, and ease into our parenting experience.

Here are some of the topics we covered in this episode:

  • The 15-minute method to combat overwhelm and prioritize self-care

  • Finding 15 minutes for self-care amidst busy schedules

  • Overcoming all-or-nothing thinking and perfectionism in productivity

  • Rediscovering self-identity and passions through intentional 15-minute activities

  • Creating journal prompts to help reconnect with self and passions

  • Managing external influences and practicing intentionality in personal choices

  • Establishing personal boundaries to protect energy and time

To learn more about Sam, visit her website therealsambennett.com. You can follow her on Facebook @therealsambennett, Instagram @therealsambennett, Twitter @realsambennett, Tiktok @therealsambennett, YouTube @sambennett and LinkedIn @therealsambennett.

Resources: 

Remember, even 15 minutes can make a difference—take a small step today toward grace, ease, and balance in your parenting journey.

Episode 208: Empowering Children to Forge Their Own Paths with Seth Marlowe

Welcome to another episode of The Balanced Parent Podcast, I sit down with Seth Marlowe, author of Path Breaker Parenting, to discuss how to support kids, especially teens and young adults, in finding their own unique paths—not what society or culture dictates.

Here’s a summary of what we discussed:

  • Reevaluating the high-achieving path and prioritizing personal fulfillment for teens

  • Encouraging children’s self-awareness and questioning societal expectations for authentic decisions

  • Balancing authentic self-expression with future academic and career opportunities

  • Reducing pressure on teenagers by promoting a healthier, less stressful approach to academics and personal growth

  • Guiding parents in transitioning from a taskmaster role to a mentor role in supporting their children and balancing everyday tasks

  • Encouraging intrinsic motivation in children by allowing consequences and avoiding overprotection

  • Navigating the challenge of resisting achievement pressures while maintaining values

  • Understanding the uncertainty in parenting, especially regarding how lessons and values might take time to land with children

To connect with Seth, visit his website pathbreakerparenting.com. Follow him on Instagram @pathbreakerparenting and Facebook @pathbreakerparenting.

Resources:

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent podcast, we are going to be talking about how to support our kids in finding a future, a path that is right for them and not necessarily what society and culture has told us we need to be doing. So we're used to doing things a little bit differently around here. And we're going to extend this conversation into the teen years and into young adult years and to help me with this conversation, I'm bringing in Seth Marlowe, he's the author of Path Breaker Parenting, a beautiful book on kind of how to do things differently with our teens and supporting them and becoming their full selves and having rich and happy lives. So Seth, I'm so happy to have you here with us today. Will you tell us a little bit more about who you are and what you do?

Seth: Yeah. Hey, it's awesome to be here. Laura, I think I reached out to you maybe in the spring or summer. So several months waiting and looking forward to this. This is cool. I'm really happy to be here.

Laura: I apologize for the way. I always take the summer off to be with my family, which is one of the reasons why I love working for myself. I get to do those things.

Seth: You get to do those things. Plus you got a popular podcast. So, you know, you got, you got, you gotta be selected. So it's great to be here. Yeah, I mean, so I live in Charlotte with my wife Donna. We raised two daughters, Lauren and Brooke. Lauren is 26 almost 27 which is just ridiculous. I can't, I can't believe that. And, the youngest Brooke is 24 she's actually getting married this Saturday. So in five days. So, thank you. So we're, we're doing a lot of, well, my wife is mostly doing a ton of prep this week and I'm just running around doing errands and doing, we're trying to do what I'm told. But yeah, we,you know, going all the way back into elementary school and really into early middle school just made a decision as parents that we, we just felt like what we were seeing in society and, and the, the, the rigid structure, the expectations that were placed on kids, the reasons for those things just made less and less sense to us. And then we started to see what all of that was causing in the behaviors of our daughter's friends and some of the stress levels and the anxiety levels in them.

And that even emboldened us further to say we're just not gonna do that. You know, we're gonna focus on some different things and try to raise them in a way that, you know, the, the go to thing I always say is that we told them as we, we have lost and we have no interest in raising high achieving teenagers. We are really focused on trying to enable you to thrive as young adults. That's what we're trying to do. And so we're focused more on the long game and we're gonna set aside all these things that you're told that you're rewarded for as a teenager and try to help you understand how to do some of the things that are gonna lead to longer term happiness and thriving. So that's what we did. And then as they became young adults, you know, about a year, a little over a year, year and a half ago, I just started to get a lot of encouragement from them and some others that you really ought to write a book. And I didn't think I'd ever do that. And then one day I just opened Google Docs and I started typing and, and now it's out there. 

Laura: That's awesome. Seth, you know. Okay. So you, you said something just now that really, oh, it, it got, it brought some fields up inside me. We have no interest in raising a high achieving teenager. Oh, I feel like that's going to hit a lot of people. Partially because many of the listeners, many of the parents who are listening were high achieving teenagers. I'm a high achieving teenager and I was reflecting back on my life like that did not serve me well, I had a lot of anxiety. I had no idea who I was. I was doing things because I looked good on a resume versus being really connected to my heart and to my soul. I ended up at a school that didn't have the major that I was interested in. I wanted to be a marine biologist.

I continue to fantasize about studying whales and working as a whale conservationist. I will probably get to do that sometime someday. I won't do it by getting, you know, a phd in marine biology. I will do it in a workaround way, but I ended up at a college where they didn't even have my major. So I ended up in a career kind of by default, kind of. Okay. So what is the next best thing for me? Because the college looked good, you know, on paper anyway, I just so like, I feel very much a product of this path that you talk about in your book. And what are the, what are, can you tell me the path of like the traditional path that we are sold, that is you know what we need to do and support our kids in doing. 

Seth: Yeah, it starts step one. It starts in middle school. The conversation with our daughters was in middle school when you're gonna start to be told that grades start to matter. Now. They don't, they don't count for your air quotes. Permanent record yet. You're told this is when you have to kind of learn how to make good grades because then when you get to ninth grade, that's when they count and that's when they go on your record. But grades start to become important in middle school. I think today probably it's a little earlier. I think a lot of kids are getting those speeches and that pressure in elementary school. But when our girls were that age, it really started more in middle schools. Step one of the path is, grades, there becomes this high emphasis on academic excellence. Step two of the path I'd say has, has gotten worse in the last 15 to 20 years, which is accumulate credentials or you can think of that as accumulating achievements. It's an achievement culture, it's not, it's no longer good enough just to get good grades and we could talk about why, right. But now you've got to add all of these other achievements on top of academic excellence and pursue those things. Step three is you start to get pressure probably late middle school, early high school around. What, what are you gonna be? What are you gonna do when you grow up? So, what's your career gonna be? So you start having to focus a lot on that and thinking about that and you know, when you're 15 or 16 years old with no real world experience, and so you're trying to get good grades, you're trying to achieve all these things and you're trying to figure out what you're gonna do for 40 or 50 hours of your life every week, for decades.

So that's step three, step four is then you after high school for most parents and kids, you venture straight off to college, right? You go into college because that's the best way to become successful and make good money and you enjoy the college experience, which for a lot of people is wonderful. And you get a degree. Step five out of six is you come out of college and now that thing you decided to be, you start being that right, you start doing the thing that you picked and of course you're told and you're, it's gonna be wonderful, right? You're gonna pick the right thing and you're gonna get a great job, you're gonna make good money. And then the last step of the path step six is then you will, you will achieve financial stability and security, which is going to lead to happiness and fulfillment and it kind of ends up being that, that happiness and fulfillment gets centered around that thing you decided to be, which means your life tends to get centered around your career or your job. And what you're trying to do is assemble happiness and fulfillment around that thing. So that's, that's the path that outlined the book grades, achievements, and decide what you want to be. Go to college, get a degree, get out of college, get a great job and then find your happiness and fulfillment centered on that career.

Laura: And what are you suggesting we start thinking about differently, doing, doing differently with our kids?

Seth: I'm kidding. I think the biggest thing is that we tried to sit down at a high level. What we tried to do with the girls is say, there are situations in which you could follow every step of this path and you could be amazingly happy. You could find complete and total happiness and fulfillment following this path. It's absolutely possible and some people do it. So it's not that it's wrong for everyone. So, the direction of them was we're not saying this is wrong for you. What we're saying is you and everyone else, your age is being sold that it's right for everyone. And that's what we're not really sure of. And so we think at each one of these steps, there's options to consider what might be right or wrong for you. So if you are just really into academic excellence, you love being a student, most of the coursework and subject matter you take in school you actually enjoy, then you will probably be great at academics and get good grades. That's not a bad thing.

But if you are sitting in a classroom at 14 years old with a topic or subject matter that you have absolutely zero interest in. And the only reason you are forcing yourself to memorize, this is so that you can get a grade that's gonna go in your GPA. That's gonna help you get into one of 100 or 100 and 25 colleges out of 4000, we don't think that's healthy. So for us, in those classes, we're telling you grades don't matter. We don't care what your grades are in those classes because for the rest of your life, you're never going to be forced to learn anything. You'll get to choose what you learn if you do this right? So if you take that and kind of extrapolate each of the six steps, that was more of the conversation. This step may be right for you or it might not be right for you. We just don't believe in that. It's being sold is right for everyone.

Laura: I love this invitation to engage your kids very consciously in this, like intentional questioning and internal like kind of checking in with, you know, the parents that I work with and that listen to this podcast are doing that and have been doing that from the very beginning with their kids. They are questioning like, do I need to teach my kids to say please? And thank you or will they learn that organically through practice and modeling? You know, so they're doing a lot of that questioning right from the very beginning. So this is not, I think a new practice for us, but I think we're getting at what you're getting at though is teaching our kids to do that questioning, starting to engage them early on in the process of understanding. Okay, this is what culture and society is telling us is right for you. But actually you're the person who knows what's right for you and we're going to figure that out together. Yeah. Is that right? 

Seth: Yeah. No, I think it's good, it's a great read. I mean, I, I think obviously when you're 12 or 13 or 14 or 16, it's, it's hard to know what's right for you, right? I mean, your brain's going crazy. You're, you're emotional, you're a hot mess most of the time. And so, you know, you, you don't necessarily know at 15 or 16, what's long term, right? For you, right? You, you barely know what's right for you like today. You're trying to figure that out on a day to day basis when you're that age. So it was, yeah, it was just giving them a lot of freedom to explore and think and experiment and not feel so rigidly beholden to, you know, these, these standards and so a simple little example would be that I, I just, hate this class. I have, I don't like this subject matter. It's not interesting to me at all, but I have a huge exam coming up next Thursday and the direction would be to study an hour or two enough to get an C on the exam because you don't want to fail classes. And then instead of studying four or five more hours to try to get an A in something you don't care about. I'd rather you spend that time on, I don't know, emotional intelligence or how you build a growth mindset or how you talk about yourself or how you interview or how you write an email.

It's all kinds of things that I would say is better for you to spend your time on than trying to get an A in something that you have no interest in. Because really the only reason your grades in high school are ever going to matter is on a transcript. When you're trying to get into a very selective college, all adults know that once we leave high school, whatever grades we made in high school are pretty much irrelevant. We all know that. Now we oftentimes don't tell you that. But that's what it's ok for you to understand and believe is that school is compulsory so you have to go but what you choose to do while you're there and what you choose to do outside of school, we're going to give a lot of freedom for you to experiment, explore there. 

Laura: Okay? I can I want to push back on you on something you just said not because I believe in the pushback, but just because I, I know that this is the push back we would receive. So, wouldn't you say that by encouraging our kids to kind of do a mediocre job, you know, and get ac on a test on a subject that they don't really care about, you might end up limiting their options going forward. So let's say they're making this decision at 15, they're freshman in high school, but by the time they are seniors, they want to go to an elite college. They've made that decision consciously through a lot of guidance, but now they're limited because they did so poorly. Do you know what I mean? Like, like did so poorly, you know, this? But what would you say to that? What would the response to that be? 

Seth: Yeah, I mean, I think it's a good question and I've gotten that question before. I think the, like the other version of that question a little bit is if you're giving your kids that, that ability to cop out, then it's an accountability thing. I want my child to be accountable to trying hard, right, to achieving things and to learning how you put in effort and you get a result and that's important. And I completely agree with that. I think it's a matter of what it is that you hold them accountable to. So that's the first part of the question and we can talk more about what I mean by that. I think the second part is yes. If, if in ninth and 10th grade they just really weren't academically involved and engaged and they had a 2.8 GPA and then suddenly they get into junior year and they become very motivated academically and to your point that they want to try to get into an Ivy League or they want to try to get into Duke or Stanford or something like that at that point, you know, the, the question will be okay. You know, what are you had something that was important for two years in your life and now you've actually changed what's important to you and guess what that's gonna happen like 1000 times in your life. So now what you need to do is this thing that's now become important to you that wasn't previously important to you. Let's figure out how you achieve that goal.

Now, you may not be able to achieve that goal straight out of high school. You may need to do something for a year after high school or go to a certain type of university and prove yourself further and then route your way in or you may end up going to an Ivy League for graduate school. I don't know. Right. But you're not prevented from doing that. It's going to be harder for you now than if you had been academically engaged from the beginning. But it's still possible. And guess what, a year from now when you're a rising senior, you may change your mind again and now you don't want to be so academically driven. So I think that the law, it's a long answer to say I would rather, instead of air quotes, forcing them to be academically engaged from day one because they might decide they want to go to a new college that just didn't feel right. I would rather let's do this together in a way that feels more natural to you. And if something changes and clicks in for you, then let's address it at that point. 

Laura: I really like that. I, and I think again, like there's this, you're bringing it, you're bringing to this conversation, this sense of I'm trying, I'm looking for the word, not detachment, but like it's going to be okay. I think that, you know, we know what's going on with our teenagers. The teenagers in this world right now are the unhappiest they've ever been. They're the most stressed they've ever been. Suicide rates are the highest they've ever been. And what you what the response you just had allows for less pressure, less stress, less kind of my life is hanging in the balance. Feeling that I think a lot of teenagers are grappling with. Wouldn't you agree?

Seth: I, yeah, 100%. I cause you know, the, I think in one of the things you said in the question again, it's a very good question. I get this question often, so what if they decided they suddenly wanted to try to get into an elite university? And so what if they can't? And so now they're limited, right? I think the other part of the conversation we had with them is getting a degree from a highly elite university, Princeton, Harvard, Stanford cal, whatever, do whatever you wanna call it, it enables it certainly can enable some doors to open that will not open without it. I will fully acknowledge that. But I think the conversation we had with them is if there are 1000 different doors that could possibly be open for you, when you enter into the real world, you start doing stuff, there might be five that are locked because you don't have a degree from an elite school or 10, maybe 20 but there's gonna be 980 others that are still going to be wide open for you, right?

And so it's a little more of giving them this understanding that you don't need to feel like if you don't do this thing then you're highly limited. It is if you don't do this thing. Yeah, that probably means that you don't get access to this, this, this and this. That's probably true. But you know what, you and I could spend an hour on, let's spend an hour on everything else that you are gonna have access to. And I'm gonna bet there's a bunch of stuff in there that you're gonna love doing and you're not gonna worry about those five things that you don't get access to because you didn't do that thing. 

Laura: Oh, I really like this. So, and what you're doing is you're advocating too that parents become that coach for their kids. They become the person who is supporting them and thinking about things differently in your book, you use the terminology parenting as being a mentor as opposed to being a taskmaster. I'm kind of curious because that's really what I heard you saying there too. I'm kind of curious if you have some, some suggestions for how parents can make that shift. I think that like lots of my listeners are already attempting to be mentors as opposed to task masters. But making that shift is hard. Do you have any I don't know ideas for parents who want to make that shift, but they're finding themselves continuing to step into that taskmaster role even though they're trying not to. 

Seth: Yeah, I mean, I think we were so bought in and not doing that and I would still find myself being task, mastering them. A lot of times I'd be like, you know, I would finish the conversation and walk downstairs and go, I just task, mastered the heck out of her. Literally. That's all I just did. And so it is so hard to not do it because there are certain things that you think I just gotta make her do because it's for her own good. So I think it's, it's not you, you're never gonna not do it altogether. You're just not. But I think the first thing I'd say is you really do have to get comfortable. You know, I said earlier, we're not trying to raise high achieving teenagers. You as the parent have to get comfortable with your kid, not being on, not walking up on stage all the time, not being handed trophies and awards all the time, not getting certificates, not being recognized, not being in the honor society, right? You have to get used to that if, if you're truly going to mentor them and not taskmaster them, you will have to give up that need and that desire to see them excelling at things.

Now again, the parent would say, so are you saying that kids shouldn't try to excel at anything? Absolutely not. They should be excelling at things that they truly want to excel at, for their own reasons, not because society or you is telling them it's important. So I think that's the first thing that I talked to a lot of parents about is you really do have to, you know, a lot of conversations with Brooke and Lauren and our daughters where I know, like, I know it's hard for you right now to see that a lot of your friends are getting all these achievements and they're getting all these awards and they're getting all this recognition and you're not just have to trust me that like 8 to 10 years from now, all the stuff that you're doing now it's gonna hit then I promise you. And so I think that's the first thing you have to do. And I think the second thing that I, you know, I suggest that a number of parents do is that all of us as parents, but we've been in the working world. I would say every one of us has been micromanaged by someone. We've all worked for someone or been in a situation where we were micromanaged. And so asked parents, how, how does it make you feel when you're micromanaged when someone's constantly telling you what to do because they know better than you, right? It's for your own good. This is what you need to do.

Here's how you do it. And then I asked them, I want you to think about who's the best mentor you've ever had in your life, working world or other? And what's your relationship like? And how do you feel about that mentor versus how you feel about that micromanager? And then I wanna ask you, what's your relationship with your teenager? And so when you say my teenagers shut down and my teenagers won't talk to me or they just go to their room and they, whatever. Did you want to spend time with the person who was micromanaging? Did you want to listen to them? Did you respect a lot of what they had to say or did you feel like you were constantly getting run over? And so a lot of it is done because you, you feel it's for their own good, their kids, I'm the adult. Right? I know what's for their own good. So I've got to make them do this stuff, but you really have to understand the mindset that that creates for them and what it causes in, in the dynamic of your relationship. 

Laura: Okay. So I, you know, I have almost 12 years old. She turns 12 in two days. 

Seth: And you're getting ready to hit it. 

Laura: Oh, we've been in it. You know, this is, this is, she was three. She was, you know, she has always told us exactly who she is and what works for her. You know, whether I wanted to hear it or not, whether I was ready to kind of deconstruct my thinking on parenting and children. It was going to happen regardless because she was going to make it happen, which is such a gift to me because not everybody gets kids like that, right? So not everybody has the gift of a kid who forces you to deconstruct what you and unlearn, I think, right? So it's super like a super big blessing. And at the same time, like I do find myself slipping into that taskmaster role because it feels like we gotta get stuff done. Like she's got to unload, like unload her lunch box every day where it won't be, you know, ready to be filled up again the next morning. Like I mean, we can't have like her wet towels all over the floor, ruining the flooring, you know, like there's things that have to be done.

So what do we and I know that you, like you were talking about a much bigger picture form of mentoring, right? With when it comes to like in your book, you're talking about it from a bigger place. But what about these? I think that they're related, right? So I think how we show up in these smaller moments with our kids impacts their ability to trust us to be mentors on the bigger bigger picture things. So what do we do in those like the day to day tasks that have to get done so that we're not the task master and we're also not just the maid cleaning up after them. 

Seth: Yeah, it's a great question. I mean, I think that's why we, we kind of were saying there, there's actually things you have to make your kids do. You know? I think when I, when I say taskmaster, you're right. It's, it, it, you know, but I, I would say, and we, we were, we were good at, this is sometimes and we were not good at other times. You know, like the lunch box example, well, if she doesn't unload her lunch box, then it's not ready in the morning to be loaded. You know. We would try really hard to say great, fine. So in the morning when we're trying to get ready for school and her lunch box isn't unloaded, you know what I'd say is in the morning, if your lunch box is unloaded, I'm not making you lunch. And so if, because you didn't load your lunch box, you're not gonna have lunch that day. Then listen, you're not gonna die, you're gonna be hungry all day, but it's not gonna kill you.

And I think that probably being hungry all day, it might be the thing in your head that goes all right. I gotta start, I gotta start up to my lunch box. So there was a lot of not forcing, enabling them to suffer consequences because not eating lunch is not a huge consequence, but they gotta feel it right. And so there's certain things that, you know, I say we, our rule was basically, we're gonna, we're gonna provide a lot of freedom and then we're gonna add rules when you prove to us that you can't manage and take advantage of freedom. So if you're, if you're not old enough or mature enough or you're not in your mindset right enough to handle that type of freedom there, then we're gonna take the freedom away from you and we're gonna add a rule. But I'm not gonna start by giving you a bunch of rules and then trying to lighten up, I'm actually gonna do the opposite because I wanna see what you do with freedom because if I can see what you do with freedom, I think I can do a better job of helping you learn the areas where you need to manage that freedom better. And the rest of it, if you, if you mess that up, I don't think it's gonna kill you. And so I want you to suffer that consequence because that's how you learn. So I don't know if this is a great answer to the question.

But I mean, there's certain things and especially as they get older that they, that you, you have to make them do right? You have to make them do certain things. But I think as a parent, I would just say on a daily or weekly basis. Really, I would even say, take a list and write down, like write down the must list and write down the, not that big of a deal list. And under the must say these are the things that yes, myself, my partner, everyone in our home agrees. These are must, this is what I'm gonna make them do and everything else. You know, I'm gonna let them suffer consequences and I think if you do that and really, really honest with it, that must be a list that will be about that big and then not that big of a deal will be that big. 

Laura: Yeah. Oh, I like that. I like those lists and I, I think it would be even more impactful to do, make those lists collaborative, collaboratively with the kiddos to sitting down and crafting those lists together. 

Seth: I surely agree 100%. Yeah. 

Laura: Well, you might not. Right. And then you have to get to have the opportunity of, you know, no, you definitely won't.You know, gosh, my kids don't agree at all with the idea that, like, okay, so once a week we clear, you know, we put things away in our bedroom so that the floors can be vacuumed or swept. You know, they don't understand the need for that. Maybe I should just let them, like, maybe I should just let them not have their rooms be vacuumed for a month or so, and just see if they like the dust bunnies that we'll be flying around. Sorry, I interrupted you.

Seth: You know, I no, you didn't. I was starting to interrupt you. I had this conversation with a good friend a couple of months ago. We were on this topic. He's got a, you've got about a 15 year old son and he said if he does not force him, his son basically doesn't bathe, his son just thinks unless he makes him bathe himself. And so we were, he and I were having this conversation, this debate and I'm like, why are you making him clean himself? He said, because I come on, man, he's like, I have to, I have to teach my kid that. And I said, I don't know. Is it working? He was no, I kept having to make it. I said, you know, what might, what I bet would work? Is that some point? Or maybe soon he'll have a crush on somebody and he'll be sitting next to that person on the bus or in a classroom or something. And he'll really want that person to, you know, go to a movie with him or do whatever and that person will choose not to because he smells at some point, it will have an impact on someone that's important to him that will cause him to think.

Oh, people, my peers, my friends, the people who I want to be close to me don't want to be close to me because I stink and when he has that realization in his head, you won't have to make him anymore. And so I wouldn't say my buddy came away, agreeing with me. We kind of agree to disagree on this thing. But in terms of, I'd say a little bit of our parenting style, that was definitely a little more of our parenting style is that there's just a number of things that I'm just not gonna force you to do it because I would rather at some point, the world is going to teach you that you really don't want to do that. And when and when you suffer that consequence is when you will yourself internalize the importance of it because I know and just growing up and being in the working world, when someone tells me I have to do something versus I own my own figure out it's important to do something. The latter tends to work better. And so that was more of the parenting philosophy is to try to find ways to, to let that happen more naturally instead of forcing it. 

Laura: Oh I love that. And I mean, just to pull out what we're talking about here, we're talking about intrinsic motivation as opposed to extrinsic motivation, right? We're talking about it coming from within the child. I think that it is really scary for a lot of us parents who are kind of parenting in this helicopter parenting world to allow our kids to fail, to allow our kids to suffer those consequences. You know, I was thinking back to my own childhood days. I'm not really sure how my parents didn't know I had ADHD but I didn't and every time they didn't, I did. But every time I had wanted to take my lunch to school for like a field trip or whatever, I always forgot it always every single time because it was outside of my routine and I thrived on routines and my dad would always rescue me.

He would, you know, he was a school teacher. He had a planning period in the morning. He could always run home and grab it and bring it to me. And I just think that like if they had not done that one time, I would never have forgotten my lunch box again. On a trip, I would never have forgotten it again because I, but I never had the consequences. And of course, my dad did that out of love and care and because he could, he had a job where he was able to. And at the same time, I think it kept me from learning a powerful lesson, you know, but I think that we keep our kids from learning some of the things that they need to learn because we want to prevent their suffering. Right? How do we stop ourselves from doing that?

Seth: It's a great story. I it's a really good example and I, I think a lot of people would say, come on, it's not that important if your dad brought your lunch box to you. And I think you go maybe that one singular act. Okay. Fine. But usually for most of us as parents, it's, it's multiple acts. It's many things that we end up doing that. You know, we talked at the beginning of, we talked at the beginning about how teenagers are, have never been more stressed and anxious. I would say that was a big motivator to write the book. But honestly, the biggest motivator was, is my daughter is became young adults and I started observing young adults, more their friends or people they worked with or just natural conversations or things they observe. What actually really motivated me most to write the book was just how much young adults are struggling. I mean, it's bad with teens with stress and anxiety, but young adults right now are just getting it. You know, they are, they are very disillusioned. They are really struggling with meaning and purpose. They still are like carrying achievement pressure. They are very money driven. They've been told their whole lives to try to get a really good job and make good money and they're just so fixated on job and title and money. And so that has been the biggest motivator is that some of these things like taking your lunch box to your kid when they forget it. When they're 15, the world is so unforgiving and dynamic now that there are so many consequences they didn't suffer and so many things they didn't learn and they're entering into this world with two main issues.

Number one, they're entering into the world with this expectation that all these achievements and degrees and certifications they did are gonna be highly valued. And all of the data is telling you it's not valued anymore. It's not, they're very much struggling to find employment and the kind of money they expected to make. So they are immediately getting slapped upside the head with expectations that are really high and a reality that is really low. And when your reality is far from your expectations, you're unhappy, right? And I think the second thing is they're finding that, a generation or two ago, there was a lot of stability in employment and much more stability in the world. Right? You grew up, you got into this field, you got this job, you worked for 40 years, you retired and it doesn't work that way anymore. And it's a very volatile and very unforgiving world with a lot of change. And they're just being overwhelmed by that because they really haven't been taught to deal with a ton of change on their own. They've really been kind of task mastered and told what to do. And So I think you hear a lot of like 40-50 60 year old people saying, oh, this generation now is so entitled and they're so like, you know, all this and that and what I say, every single time someone says to me is, well, what did you expect? But what, what would you expect to happen when they're raised the way they're raised and they're not prepared to, to thrive in this world, of course, they're, they're walking around going, wait a minute. Where are my rewards? Me? Where are my rewards for? Everything I did that I was told would lead to happiness and that I'm not happy. So of course, of course, they look and feel entitled because us, you, the adults were the ones that did this to them. 

Laura: We sold them a promise. We sold them a lie that was never gonna come true. Right.

Seth:  Right. And then when they're pissed off that the lie isn't true. We call them entitled. 

Laura: Yeah. And so I love that you're talking about being upfront with our kids and helping them understand. I think that I keep coming back to and you know, I just keep coming back to the struggle that I know we as parents have with understanding this, your argument intellectually and agreeing with it on the one hand and then that internal struggle of like, but I'm never, I'm never going to see my kid get called up, you know, and get this award. I never, you know, I'm like, don't they have to be on a sports team, like, don't, you know, like, I mean, like, it's just, you know, in this achievement, it's just doing something so radically counterculture is really hard to do. So as a parent, when you're in that place of like,okay, I am not going to make my kid learn an instrument. I am, you know, whereas like everyone around me the kids are learning five instruments in a language, you know, like I'm not going to, you know, make my kid do these things. What are some things that we can be saying to ourselves that help us feel more rooted in our convictions?

Seth: Oh, that is a good question, Laura. You're really making me think on that one. The first thing that's popping in my head is honestly like the friends and family who have read the book, one of the chapters that gets brought up most to me is the chapter titled Play The Long Game, which is I think it, yeah, it's in the growth mindset section of the book. I don't know if you remember or not, but it's, it's really a, it's the concept of a parent. It's back to that high achieving teenager versus a thriving young adult. And it's as a parent trying to continually remind yourself of, as a human being as you're the parent? Am I innately inside out driven, really, really happy? Am I happy? Are most of the people who I know best? Are they innately inside out driven? Really, really happy? And the answer for most of us a lot of times is no, right? Or you're happy sometimes and sometimes you're not. And when you really, I think when you really start to think about what is the cause of unhappiness, right? Why, am I not happy? Or why is my best friend suffering, with being happy? I think if you do that a lot of times, you will know in your heart and mind and soul the causes of it. And I think when you think about that and then you turn around and you go is forcing my kid to play three instruments, going to lead to happiness. I think you know the answer. I really do. I think in your heart, mind and soul, you know the answer. And so I think it's just just trying to center back to that as often as possible.

Play the long game, is that, do I am I? Do I really want to see them walk on stage as many times as possible and get the awards and the achievements or when they're 22, 24, 26, 28. Do I want them to just be freaking killing it? Just thriving human beings, just so happy and so content and so fulfilled, what's more important. And so the whole back half of the book is if, if you, if you intellectually agree with it, you know, but I'm just struggling with this. The whole back half of the book starts sitting down and having conversations like this, right? So, you know, you look through it. So the sub, the subtitle is new conversations to engage your team and empower, self directed, thriving. So the whole back half of the book is like literally scripted conversations to say,okay, I'm intellectually agreeing with you and I'm gonna stop caring about awards and certificates right now. I'm gonna do it, dang it. And I gotta sit down with my teenager and say it's time for us to change things up. Okay, we're not gonna worry about some of the stuff we've been worried about. So how do you have that conversation? What are some of the ways that you start to get into that dialogue? What does that look like? What do you say? What are you probably gonna hear back? And so that's what I tried to do in the book is just to give some of those scripts. And it was, obviously what was so cool about writing the book is I spent almost the whole last summer, summer of 2023 after I opened the Google Doc and started typing, having lots of conversations with Lauren and Brooke going okay. I feel like Lauren when you were like, in sixth grade we had a conversation and it went like this is how you remember it because this is the way I wrote it. But I don't know if that's exactly how it went. Right, because that was 13-14 years ago. And so that was so cool last summer trying to go back and replay all of these conversations and then say so I think what you heard was this, this and this and then she, you know, one of them would go. No, that's, that's not what I heard at all that. What hit me was this or it was that. And so it's, it's really trying to kind of help you as a parent to go. If you're intellectually looking at this, you're going, I agree, but I'm just not sure how to really start executing this weekly monthly for over a period of time. That's the goal is to try to give you some of those conversations and scripts to sit down and go, we're gonna change some things up and let's start working on this and let's see how it goes. 

Laura: Yeah, I really love that in your book that you have those um kind of conversation starters and throughout the book, not just in the last part, There was one part to where i'm where you were talking about your daughter, your second daughter. And let's see, I wanna, let's see, I wanted to just see how it's how you worded it. I'm looking for the actual so she transformed her entire existence by applying much of what we had tried to instill in her. We often wondered if it had just never landed. So she wasn't someone who you attempted to do all of this and she still struggled to launch. Right. So she came, she tried a semester of college. She came back home was clearly not doing well. And so you had done all of this and it maybe just hadn't landed yet. And you mentioned that too that we can't always be sure how things are going to land with our kids. We can be attempting to have these conversations and they might not be ready for it. They might hear something different than what we intended. And so I'm just kind of curious about that process with your second daughter, your youngest daughter. What was the, like, the ultimatum that you gave her? How did you get her kind of moving? And into the place where she is now? Because I think that that's a fear. I think that that's a fear that people have. Like, if we don't keep them on this path that society tells us is the path, then what if they just end up on our couch when they're 25? 

Seth: Yeah. That's where she ended up at 19. Yeah. I think she's a, she's a great example of, yeah, there's a lot of stuff you feel like they need to learn, like they need to learn, work ethic and they need to learn, you know, accountability and they need to learn responsibility and how to deal with money and how to make decisions and how to, you know, they, they need to, they need to learn to do. I need to teach them all these things before they get out in the real world. And you try to do that and, and with her older sister, a lot of that landed and yeah, up until that point, a lot of it just, I would say what she ended up telling me is that it's not that it didn't land and a lot of it was in there, it was in my head. I just had no self-confidence and I was directionless and lost and I just did not know what to do. I didn't know how to apply any of it. And she's so different from her sister. I mean, anybody who has more than one kid, you know, they're just so different. They're wired so differently that they're so different. And so what we did is yeah, she would, she, you know, our message was never like college is terrible and evil and you can't go to college. It was, listen, if you decide that you want to go to college, that's okay. And you are fortunate enough that if you go we can pay for it.

You, you have that, you have that uh privilege. If you don't go, then the money we have saved and would have spent, we're gonna give you access to with our guidance and it's a lot of money. And so the first thing we would say is that we want to sit down and help you understand how much money it is. We want to help you understand that Instead of going to college, we could give you $1000 a month for almost the entire decade of your twenties. And so I want to help you understand what $1000 a month would mean? What does that mean? Because kids don't get that and nobody tells them that. So it wasn't that college was wrong or terrible. So Lauren knew at 15, the oldest, that she didn't need to go to college. Brooke, the youngest, really decided to go to college because she just didn't know what else to do. And it's what all her friends were doing. And so I wouldn't say we tried to talk her out of it. I think what we said is, I'm not sure this is the best reason to go to college. But if that's what you built and decided to do, we've given you a lot of freedom and so you go do that. And so she went, and she just regressed terribly in that one semester. And so she did drop out and then about six months after dropping out, she was living at home, she wasn't doing anything. So the ultimatum was, my wife and I agreed and then I took her to dinner because I think my wife was like, I don't know if I can give her the ultimatum, you know, because Brooke's the sweet one and everything. So I had to go do it, had to do the heavy I had, I had to do, I had to do the deed. I had to be heavy.And, and honestly what I said to her is Brooke. I just, I feel like you have so many good qualities and traits and characteristics inside of you. You have so much value that you can create and give to the world and you're just sitting at home under the security of I. It's just, it's not, it's not enabling you, it's actually holding you back. So here's what we're gonna do.

You have 90 days to move out, you have 30 days to come up with a plan. If in 30 days, you haven't come up with a plan with how you're gonna move out in 90 days, then we're gonna give you a plan that you're gonna have to follow. So you can either create your own or you can follow ours. And then by 90 days you have to be out of the house and you have to try this for at least 3 to 6 months and if it doesn't work and you fall flat on your face, you can move back home for a couple, two or three months and then you have to go out again. But we're gonna force your hand here and get you out into the world because I think when you get out in the world, you've got a ton of stuff inside of you that's gonna start to come out, but it's just not happening here. And so I was walking back from, we were, we walked to dinner and we were walking back and I was sitting here thinking God, I hope I didn't just break this kid. You know, I really, really hope I did not just break this kid. And she just goes, hey, dad, I know what. And she goes, thanks. I really needed this. And it was just like, okay. And four or five days later, she came downstairs with her plan. She moved out in less than 30 days and she never moved back. And it was like from that moment forward the first night she got into her apartment, she told me this story last summer, we were going through this. She's like the very first night in the apartment, something clicked in my head. And just as you, you read the chapter, right? One thing leads to another. It was just one thing after another thing after another thing. And she said it wasn't that none of the stuff that you guys did with me landed. All of that was in my head when I got on my own and I was starting.

I was like, all right, what did, what did mom and dad talk to me about this? Hell, what did I learn about that? She's like, it all started to come into play. It just played out in a very different way than it did with her sister who was really starting to apply all this stuff when she was 15. Brooke really wasn't ready to apply for it until she was 19,20 21.  So it just, it, it just played out in very, very different ways. And honestly, last thing I'll say is I've, I've been, I've been writing my I've been writing, she's getting married this Saturday. And so I've been writing my father the bride's speech, which nobody wants. You don't want the dad standing up there for 10 minutes throwing out, right? So I'm trying to write like this really good three minute thing and it's really focused on, I tell you, man, like Brooke more than anybody in my life showed me and inspired me and taught me that transformation is possible, you know, and that she just completely transformed herself from where she was and to where she is now. And I think for a long time in my life, I thought people don't really change. People are who they are and she really has taught me that. No, you know, anybody at any time can just completely transform their existence. If they really just decide I'm just not gonna be like this anymore.

Laura:  Oh, it's, isn't it, aren't we so lucky to get to be inspired by our kids and think about, like, yeah, how rarely when your kids are adults, it's the coolest thing.

Seth:  Like, when your kids become adults and like, they're, they're adults now so they're not little kids. It is, it is. It's so cool to see how it plays out and the conversations you have are so different and you don't really parent them anymore, right? You just hang out with them or whatever and it's just such a different dynamic. It's very cool.

Laura: I think it sounds amazing. I, you know, my relationship with my mom is so wonderful. So, like we're really good friends, we love spending time with each other. It's so, you know, so different than it was when I was a teenager. And I so look forward to that with my kids, although I love having them being little and at my, you know, in my home, Seth, you've given me a lot to think about and I really appreciate the conversation. I really loved your book, Path Breaker Parenting. And I hope that my listeners will check it out. Can you tell us a little bit more about where they can follow up with you, learn from you? Get the book. I wanna make sure they can get in touch. Yeah. Sure. 

Seth: Yeah, the website is pathbreakerparenting.com. There's a, on the home page there's a slot to put your email address and email me. So if you got questions or you just wanna riff about anything on parenting or, or something that you're reading the book, shoot me an email. I respond to every email, that I get. I've gotten to Zoom meetings with some parents and have read the book and just said, you know, and sometimes it's, I don't agree with some of the stuff in here, which is fine.I'm not right about everything. Right. It's totally ok to disagree. But, but let's, let's try. Yeah, let's have a conversation and see, maybe there's one or two things that we end up agreeing on, that help you as a parent so that they can get in touch with me there.There's links there to, to buy it. It's on Amazon and Barnes and Noble. And then, and then we just finished the audio book about three weeks ago. And so actually broke our youngest, came into the studio and read parts of it with me. So we Brooke lives in the same city. Lauren lives a long way away in San Diego, but Brooke lives here so we were able to kind of get in the studio together and so she read parts of the book. And so that was really cool. So, the audio books at Amazon as well? 

Laura: Oh, that's so exciting. You know, a lot of my listeners are, you know, audio book fans because this is how, you know.

Seth:Yes, my sister is a mama too and, you know, after I published it, she was on me right away. She's like, dude, you have to do an audio book. I'm like, it's kind of expensive. She goes, moms need audio books. She's like, we like, we don't have time to read books. We listen, we listen to books in our car and I was like, all right, I got you. I, I'll do it. So, yeah, yeah. She yeah, she definitely told me that I needed to get done. 

Laura: This is actually one of the books though that I would recommend. I think it would be a great listen, but I, I do think like having a hard copy just because it has those written out conversation starters um that are, are really helpful. I will say Seth, I'm really choosy with the people who come onto this podcast. I get a lot of pitches from college prep companies, companies who are, you know, like, have good, you know, good goals, you know, they, they want to help parents make sure that their, you know, kids are happy and thriving. But they are definitely very much. I get a lot of pitches from people who are heavily invested in the path that you're talking about breaking a new book. So I was so excited to get to have you come on and talk with me about a different way of doing things. I think that for my listeners, we've been deeply invested in doing things differently with our kids from the moment they were born. And it's really helpful to have a guide for how to keep doing things differently as they age.

Seth: Well, I appreciate that. And it's, it's been awesome to be on., I'll say one really quick thing in closing. You know, you mentioned a lot of people who are coming to you with, you know, the path in college prep and all that. The last thing I'll say is the, the requirement lie, you know, very quickly is our youngest daughter, Brooke really never wanted to be in a corporate career that just wasn't her jam and she's not, she's a full time nanny and then she does some stuff, things on the side, you know, in the gig economy to make money. The oldest daughter Lauren really did. She wanted to be in a big corporate job. She wanted to live in a big metro city. She wanted to take the elevator down and walk to work and stop at Starbucks on the way. She's had this whole vision of this kind of, you know, corporate career and she is currently in a job. And the first thing on the job description says a four year college degree is required. That's her job today at a Fortune 200 Company. And she never spent a minute in the college classroom. So the whole concept of it is required in order to have these really high paying great jobs, honestly is a lie. And she was told that very early on. And so she was taught how to navigate that world and how to get interviews with the right people and how to conduct interviews. So that's never been an issue for her in a six year career. That air quote requires a college degree. So that's one of the things I'd say to your listeners is, it is worth checking out is to understand a little bit more about that requirement in life. 

Laura: Yeah, I love that. I listened to a podcast episode that you and your daughter did. I'll link it in the show notes and that was really lovely to get to hear Lauren's perspective. And in that podcast, you guys talk about some of the resources that Lauren used to learn the skills that she needed in order to kind of circumvent that requirement for a four year college degree. So it was really great, that's awesome. 

Seth: It's funny that we tell this story because I think we recorded that podcast about a month after she got this job, you know, that, that again, it required a college degree. So she tells that story and kind of how she did that and what the interview process is. Another story she tells in that podcast is that the job also required, um, five years of experience and she had like two years and 10 months. So it was a really funny story that when she started on her first day, she got a call from human resources and they said, hey, we're logging you in our system and we have to put in your five years of experience. So let's start five years ago. Where were you at? Five years ago? And she said, oh, well, five years ago, I was a senior in high school and the person goes, no, no, I mean, five years ago when your work is like, wait, hang on. How old are you? She said I'm 20 I'm 23 or whatever she was. So, yeah, that she said this, this conversation was so confusing for this person that five years ago she had been in high school and then, you know, where, where did you get your, I didn't go to college. Well, wait a minute, it requires a college degree and five years of experience. You're telling me that you have less than three years experience and you never went to college. I'm just so confused. So she tells that story about how, how funny it was that, that was her first day and one of the first calls she got was those questions after she had landed the job. 

Laura: Yeah, I love, I love that story andI love the, the idea that these, this path is, is a lie that we don't have to buy into. And it's great if it chooses, you know, turns out to be the right path for you, but it doesn't have to be, you know. Yeah, thank you, Seth. Thank you so much for your time. It was, it was really great talking to you. 

Seth: You too. Let's stay in touch.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 207: Navigating Tween Years: Shifting Parental Roles and Support with JoAnn Schauf

In this episode of The Balanced Parent Podcast, I am joined by tween expert JoAnn Schauf, founder of Your Tween and You and the author of the best-selling book Loving the Alien: How to Parent Your Tween. Together,  we’ll explore how parenting roles evolve as children transition from late childhood to the tween years. 

Here are the topics we covered:

  • “Tween" years and the significance of defining and understanding this transitional stage

  • Unique qualities of developing tweens

  • Adapting empathy, expectations, and communication skills as children tween-dom

  • Understanding how tweens still need parental support and guidance

  • Repairing and reconnecting with tweens after mistakes

  • Four skills needed for effective communication

  • Identifying tween and teen body language cues for emotional readiness

  • Managing the temptation to intervene and practicing self-restraint as a parent

If you want to connect with JoAnn, visit her website at yourtweenandyou.com. Follow her on Facebook @yourtween&you, Instagram @yourtweenandyou, and Twitter @yourtweenandyou.

Resources:

Remember, parenting through this transitional stage requires flexibility, empathy, and open communication. 

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent podcast, we are going to be talking about tweens. We're gonna be talking about your role as a parent, as your child moves from those later childhood years into those Tween years. And how that role shifts and changes some critical, you know, differences. You're going to have to update your role with. And to help me with this conversation, I'm so glad to be talking with JoAnn Schauf. She is a Tween expert, the founder of your Tween and you, an online forum for supporting parents and caregivers with their tweens and the author of a book, Loving The Alien: How To parent your Tween. So Joanne, I've been enjoying your book, but I hope you will tell us a little bit more about who you are and what you do and then we'll talk in and um we'll dive into talking about the shift in our parental role as we are parenting teams.

JoAnn: Hey, good morning, Laura and everybody listening. It's so nice to be here. I really appreciate getting to be with you this morning or this afternoon or this evening, whenever you're listening, whenever you're listening. And when I my, my role and my goal is always to empower parents to be the best parent that they can. And we're, we're all on this learning curve of trying to figure out what's the best way to interact with my child. How can I inspire them? How can I empower them to be the best that they could possibly be and not have them feel badly or feel guilty or get involved in any of those emotions that aren't helpful for them. And so I started out as a psychologist in a psychiatric hospital. And then I was a school counselor in middle school, high school and colleges. But there was a point where there were so many parents in my office just pulling out their hair trying to figure out what to do with their middle school child because they were behaving so differently than they had before. And they loved this child tremendously, but they really needed some help for doing that. And so that moved me, motivated me to stop that job and open this business year between you. So it's been a great ride and so fun to empower parents through speaking through coaching with them and, and now the book. So it's, it's just been a really great ride.

Laura: I'm always so excited to find a resource for these kids who are in the middle. I feel like we have great resources for our littles and our elementary school age kids, the younger ones, you know, 3,4 5 6, even 7. Once they move into the eights, the nines and the tens, there's not a lot out there for parents who are going through that transition. The information picks up again in the teen years at 15,16 or so. But like there's this big empty space where there's not a lot of guidance for parents. So I'm always so excited to have new resources coming across my desk so that I can share them with my family. So I appreciate you seeing that need too. I have a kind of a question that is a little, no, it's in scope. I want to define what we're talking about here. So when we say the word Tween, what do we mean? Because I'm thinking back to my Tween. That word was not a word like that at all like that. I don't remember ever self identifying as a Tween and as a mom to two, I guess tweens a nine year old and an almost 12 year old. My 12 year old very much identifies herself as a Tween. She kind of likes that title for herself, but that was nowhere for me in the eighties and nineties. I'm kind of curious, like, what are we talking about? Where did that come from? Do you find it helpful as a label? Tell, can we talk just about the word Tween for a second.

JoAnn: Sure. So, for you are exactly right. Laura, there wasn't an identifier for those kids that were between nine and 13 or 10 and 13 because there was no identification of their unique needs or their personhood, even though it's such a big transition. So it came about just recently, like in the last 20 years or so. And oftentimes, what I like about it is it gives them an identity, it gives them a place and even though it's a quirky place, it's a place where they belong where they all fit in at one time. I had a teacher,  that came to me and I was asking her how it was going with their class and she goes, you know, this class is really great because they're all misfits. None of them know who they are, none of them understand what's going on. They're all working hard, they all wanna fit in, but they just don't know how to do it yet. And I thought she's really understanding the kids that she's teaching and those are the, those are the children that are in our house. Those are the ones that were raising us and they need us to lead the way for them because like I said, they just unfortunately don't know what they're doing.

Laura: Yeah, they don't, you know, whenever a kid is in a tricky phase of development, I always find it helpful to help my, the parents that I'm working with find a way to just marvel at them as opposed to kind of like a rant about what's happening? What are some of the things about tweens that you just think are fabulous. What makes you love tweens? What makes you like, man, these guys, these guys are amazing, like what they're going through.

JoAnn:  One of the things that I find really exciting for them is when they start sixth grade, most of them have never played a musical instrument and they, they, if they take band, they become so great at this, playing these instruments in one year. It's just amazing. And that's so great for their sense of self, for their identity, for their learning a new skill. And it's just amazing how they can pick that up so quickly. And I just marvel at it. I just absolutely marvel at their abilities and the progress that they make. One of the other things I really marvel about them is their ability to think changes so much, even though they will make some really crazy choices when they start to think logically and they start arguing with their parents and they start speaking up for themselves. Having that voice is a really powerful thing and I love watching that grow.

Laura: Yeah. Oh, my gosh. You know, as a parent of kiddos who have never shied away from sharing their opinions or their perspectives with me. I am looking forward to those perspectives and opinions being more rooted and like more complex thinking processes, right? Abstract thinking is what starts coming online during this period. Really skillful, skillful perspective taking starts coming online in the early part of the tweens. I mean, it's a fun time to be thinking about what's happening in their brain. 

JoAnn: It really is. And, you know, I call it the trio of trials and the trio of trials is the, looking for their identity, figuring out who they like, what they like, what they believe, who they're attracted to sexually, how hard they're gonna work at school. What kind of clothes are they gonna wear? Those are all really big things in figuring out who they are because we all, we all have to figure who we're going to be when we grow. But this is the age where they really start thinking about it and trying to identify with certain peers. And then the next thing of course is puberty, which is the huge thing that everybody always says, oh, you know, they've just got these raging hormones and I hate to hear that because it's not like a choice that they've made to have all these chemicals come into their body. And then the third one is really a lot about their brain, their prefrontal cortex. It doesn't always make good decisions like you might ask your child, you know, it was snowing outside. Why did you wear thongs to school or why did you wear flip flops to school? And they'll be like, I don't know, they don't have a good reason for it. So there's all those things going on, those three trials. And we, as parents, really get to understand that all the things that are going on they can't be blamed for, but they do, like you say, need to be odd and wonder and help me understand and then all the things that the child will feel that they're accepted. They're listening, listening to, they're heard by their parents.

Laura: Yeah, I can, I can hear you advocating for us to have some compassion for these kiddos too for just what they're going through. It's a wild ride for us but it's also a wild ride for them, right?

JoAnn: And not only compassion, Laura, but a lot of empathy, you know, empathy. So a child comes home from, you know, their friend's birthday party and says all the other girls were in a room and they weren't talking to me. And so and this happens, this just happens unfortunately. And so the parents' response needs to be, oh my gosh. That must have been really hard for you. Oh my gosh, you must have felt so alone. Oh my gosh, you weren't expecting that to happen. Those are all words of empathy. So a lot of times we want to fix the problem but if we're empathetic first with our kids. They will, they will feel that they will feel understood by us and that's such a valuable thing for parents to get to do for their children. 

Laura: Yeah, I think it too, it's important for that empathy to extend to uh times when they are, when we're kind of experiencing them as difficult or defiant or oppositional, right? Like it's important to, you know, cultivate that empathy muscle, right? So that it's accessible to us in all of those moments. And, you know, one thing I'm thinking about for myself and not just to kind of center us on this topic of our parental role shifting and changing. One thing that I have needed to remind myself as my kids make this transition is, or I guess, not remind myself, but I've noticed about myself is that what came easy for me in toddlerhood and in the early elementary ages that that amount of empathy, that amount of compassion, the ability to kind of just tap into, you know, grace and, and offer that to my kids, has gone down as I perceive them getting older as I have some idea in my mind that they should know better, you know, that that awful word should, you know, that they should know better, they should be able to do better by now because I see them being so competent, so much more competent, so much, you know, they've grown so much their skills have grown up so high.

And so I've had to be really kind of on top of myself reminding myself like this is their first time ever being nine. This is their first time ever being 10. You know, they're figuring it out, but it's, it's been a, like, that's a piece of it. That is hard for me. Are there other, like, what are some of the ways that as parents, we just need to be aware of as they're moving into this, this age as there are? Maybe, you know, some of my listeners have younger kids. So maybe they're seven and eight, they're approaching this chain to start looking out for or maybe we've got some listeners who are right in there with us. What are some of the ways our role as parents changes as our kids move into this Tween phase?

JoAnn: One of the things that so many parents have been burdened with and feel sad about in a way is their role because when they were very involved with their children in elementary school, maybe they were good friends with the teachers or on one of the boards or in PTA or they had a definite role as a parent in that school and also they had a community of other parents with them and they were all together raising these children and providing programs and all this kind of stuff. But then when you switch to middle school, that room mother role that voluntary net school changes significantly. There are no room moms in middle school. And so when, when all that changes, plus their child's changing, we have to really be mindful to help moms to realize, hey, your role as a mom is still 100% valuable.

It just looks different than it did before, different than it was before. And I think we have to really support them because I remember when my kids did that and I was like, oh my gosh, you know, I'm not, I'm not the PTA president, I'm not on the board that decides a lot of different things. And I'm like, how am I going to interact? How am I gonna find my new crew at school and how am I going to really understand all the changes that my kids are going through because they were vast, but they're, they're happening. And so being prepared mentally and emotionally for that is really an important thing to think about.

Laura: Okay, so there's this one, there's in one area, there's this shift from the way in which we have access to our kids lives. There's a shift in how much access our kids want us to have to their lives and we kind of have to be prepared for that and come to grips with it. And as you were talking, I was thinking about a camping trip, I went on with my kids class recently. So my kids go to a little bit of an alternative school. They go on camping trips once or twice a year as a class and I was chaperoning. And if I had take, if I'd been on this camping trip last year with my child, she's my nine year old. At the campfire. Anytime she would have been on my lap, she would have been snuggled up next to me. And on this trip she want she was off with her friends around the campfire. She was snuggled up with them. She, you know, was not right next to me the way she would have been even a year ago. And I gotta tell you, I had some feels in my mama heart about that. I didn't talk about them out loud to her. I didn't express them to her or I let that change my behavior on the outside at all. But, oh, there was a little like, oh, she's pulling away. There's a little twinge, you know.

JoAnn:  Right. Yeah. And the, the thing is that, that is normal for them to pull away and it's good. Yeah, we need them to do that. We want them, they're, they're gonna differentiate from us. They're going to find out who they are and they're gonna grow up and be different people. And the initial stages of that happening, it is hurtful for our hearts. We're like, hey, I used to be number one with you and now I'm, I'm further down the rung. 

Laura: Yeah, I mean, and, and not, not necessarily hurtful but just, like, like, I don't know if I was ready for that. I kind of thought you'd always want to be sitting on my lap, you know, like, just kind of, some of, it's a surprise. I like the invitation to kind of be prepared for that, that pulling away and I think there's room for honoring any feelings that arise in the midst of that. And then also being very aware of the fact that we don't have to let those feelings out onto our kids. I really, there was a section in your book that I really appreciated where you were talking about the skills kind of that we need to develop effective communication with our tweens. And there is this one part where you were very clear around the importance of emotional literacy, that emotional regulation is a critical communication skill and that you need to be aware of your emotions and you need to be able to regulate your emotions so that you're not leaking them all over your team and muddying the waters. And I feel like that's something that I really appreciated.

Can we, can we talk a little bit about some of those? Okay. No, I'm going too many directions. Sometimes this happens to me. I have ADHD and like my brain kind of pings around sometimes So I do want to talk about communication. Can we talk first circle back to what are some of the other ways our role as parents shifts, as kids enter the Tween years? 

JoAnn: One of the other things that happens is their need for us changes because like you say, they are doing all these things for themselves that they didn't, they didn't used to do, they can, you know, make their own microwave popcorn, they can even make their own mac and cheese. And so that need changes very much and, and sometimes we feel like, and what, what is our need, what is our place, how do we fit ourselves into them? Because then it becomes a situation where we have to find ways to fit ourselves with our kids. We need to create opportunities with things that they like to do. If there's a show that they really like sit down and stream and binge it with them. If they are as a fan of a certain team, watch those games with them, even let them show you how to play their video game because what you want is that connection and any, all the ways that you can think of doing that are gonna make a big difference. 

Laura: I love that, you know, a lot of the listeners  in this community followed RIEas they were growing up as the kids were little, RIE stands for resources for infant educarers and it is a, an approach to parenting with deep respect for children. And a big part of that philosophy is making sure that caregiving times are packed with connection and something that I've noticed as my kids are moving out of the kind of the early childhood phase is that, that is much harder to do. Right. So in those early years, any caregiving time, you know, we really amped up the connection during those times. So no phones during feeding, fully present during bath time, you know, all of those things, but now they're bathing by themselves, they're being dressed by themselves. They are making their own food and snacks half the time. You know, like the, the opportunities for providing love and connection through caregiving are fewer and farther between. So my husband and I have definitely had to update our kind of what connection looks like for us now, you know, with these kids who don't need us in the same way. Right. They still need us. They don't need us in the same way. 

JoAnn: They don't. And I think one of the things that is sometimes really difficult is our tweens will go into their room and hibernate. You know, that's their sacred space, that's their sacred space. That's where they can do nothing or be on their phone or do their homework. And, but oftentimes we look at that door as a barrier to communicating with them. And so I don't look at it that way. I just look at it as like an invisible force. Even if they have all those signs, stay out, go away. I don't want you here, which I've seen many kids doors and my kids, my kids included. But when we sit up at that door and say, hey, I'm gonna come in for a few minutes. Do you want me to sit on your bed or on the chair? So that's an acceptable statement you're there's you're assuming that you're going to go in and then when we don't go in with an agenda like we often want to say, okay, grandma's coming tomorrow, your room's a mess. I need you to have it picked up right after you get home from school. She's gonna get there at six o'clock. And so we go in with a big agenda and our kids are just like looking at us with that look on the look that we have on our face and they're like, oh my God, what's it gonna be this time? And so when we go in just to visit without an agenda that welcomes nature that they will put out the welcome mat that they'll have for us will be very different because you're just going to say hi. I live with this and it makes a big difference. Yeah. 

Laura: Yeah. Okay. So what, what ways do our tweens still need us? What do they need us as parents? 

JoAnn: For, oh my gosh, they need all the emotional support because, you know, their emotions are kind of helter skelter. So they definitely need that emotional support. And of course, they're going to need the ride to school and the support. And one of the things they also need us for is to help set expectations. When we talk about school performance, for example, it's still the beginning of the year. It's early enough to say, let's talk about what kind of grades you want to earn in each class. And so when they say those, because oftentimes, well, they'll say, oh, I'm gonna pass, I'm gonna do well, don't worry, but that's a very broad target and kids do better precise targets. So if you talk about what this is gonna look like, what kind of grade are you going to get in math and science and social studies? Because most of us have children that are good at certain subjects and not so great at others. And so when we accept that, hey mom, I can, I can work really hard in my language, arts class and get an 82.

But you know, I'm really smart in math and I'll be able to get a 95 in math. So when we accept that their strengths lie in certain areas and we say, okay, those are great goals to go school followed up with, okay, what do you, what do you need to do to do? That. And when we let our kids voice what they're gonna do, how they're gonna do their homework, how they're gonna turn it in on time. What kind of homework looks like? Then that voice that they have makes it so powerful for things to happen in their mind, in their emotional ability and their intellectual ability and their decisions. Because when we come on top and say, okay, school started, you're gonna do this and you're gonna do this and you're gonna do that and you're gonna do this. Most tweens and adolescents will just like, oh no, no, no, no. Here she comes again with another set of rules. So if we switch that to letting them be the decision makers in this very powerful way for them, when we talk, when we talk about building confidence and building that sense of self and building that resilience. It makes a huge difference in them having that say in their life because that's what they want. 

Laura: Absolutely. I'm, you know, thinking too much about this drive for figuring out who they are, their sense of self and their identity. And if we come in with this top down perspective, giving them like you're gonna do this, you're gonna do that. There's no option for them but to push back and say no, I'm not because of where they are developmentally. They like them, there is no other option because they don't want to be defined by us, they want to be defined by themselves. They want to have a chance to try new things on, you know, different personalities, different, you know, groups that they are going to hang out with, they want to have a chance to figure out who they are for themselves. 

JoAnn: Yeah. And I, you know, before this started, Laura and I were talking about conflicts and how to manage conflicts with our kids when we're the ones that blow it. And this is a perfect example of apologizing. And I think when we have the humility to apologize to our child, oh my gosh, I came on so strong with you. I think you were embarrassed and I felt bad and I'm just wondering if we could get a redo if we could have that conversation over again or even going into asking for forgiveness if it's something that, that, that needs to happen. But these things really help kids realize that something happened, but that's not the final paint job. You get to add more pain or erase.

Laura: I like that analogy. Yeah, and I like that. We're talking about the repair first, the fact that we're going to make mistakes first. Especially so, you know, a lot of us parents can be a little bit perfectionistic when it comes to this stuff. Most of us who are listening to parenting podcasts and reading parenting books really want to get this right. We perhaps have our own experiences growing up that we don't want to replicate and we really know how important parents are. And so we want to get it right. And I think that that can lead to a sense of like, gosh, I gotta do everything right, you know, I gotta get this perfect.

So before we get into the kind of like these are the skills you need to build, you know, to have effective communication with your team, it is really great that you're offering this opportunity to recognize like, and you can learn all these skills you want and you will make mistakes, words will fall out of your mouth and you'll have to wind them back in, you know, you'll have to make up with your kids and repair with them. Hopefully we've been doing that with our kids this whole way, you know, all along. It won't be anything new but the mistakes will be new because the kids are new, right? They're new every year when they grow. I appreciate that a lot. Are there other things that are helpful when it comes to repairing and reconnecting with our tweens that are different from the littler ones that we need to know about when we screw things up?

JoAnn: Well, I think one of the things that happens sometimes is we just jump into problem solving, you know, something will happen, something hasn't worked out well, maybe they didn't turn in some work and then they have they're not gonna get credit for it. And so instead of saying to your child, gosh, you know, this is unfortunate. What do you, what do you, what can you do? Because what we wanna say is like, what were you thinking? How could you not do that? You spend all that time? That's not working on it and then you didn't turn it in, this doesn't make any sense and that's what we wanna say, right? But that's not what we're gonna say because when we talk about emotional regulation, we have to hold it together so that they can make choices that are gonna be good for them. And when we say they make the choice, that means they're taking the action, we're not fixing it and we wanna fix it. Sometimes we wanna fix it badly, but that's not really helpful for them. 

Laura: Why isn't it helpful for them if we rush in to fix things for them? 

JoAnn: Well, because they are all about learning, we want to launch children that can or adults that can solve their own problems. The only way that they're going to learn to solve their problems is if they have the opportunity to do it right?

Laura: If they're allowed to own them and take accountability and yeah.

JoAnn: Yeah. So when they don't turn that in and maybe they were absent, you know, maybe something happened. So we say, what can you do?" And sometimes our child will say there's nothing, there's no option. If you don't turn it in after four days, there's nothing you can do. And then we as parents have to say, okay, but then the next best thing to say is what will you do next time? What would you do differently if you could do it over and over again, it's not us saying you better turn it in on time next time. You need to be more, pay more attention. But when we say, what will you do differently next time, what would you do if you could do it over? Those are really powerful words for them to consider that there is gonna be a next time and they can have a plan. 

Laura: I like that. Okay. So let's talk, talk to me about the four skills that parents need to develop in order to have effective communication with their tweens that you have in your book because I didn't really like those skills. 

JoAnn: The four skills. Okay. What's the first one? 

Laura: The first one is to listen to understand, right? 

JoAnn: Okay. So listing sounds very, very easy, right? But it is not easy at all because we have to take everything that's going on in our brain and put it over there so that we can give our child our full attention. And that means no distractions, no phone, and knowing anything that's gonna get in the way of listening to them because what we want to do is give them that format. So when we're listening, we're not judging, we're open minded, we're paying attention to their words. We're paying attention to their body language. And that is really valuable for listening to them so that they feel, they feel understood, they feel that they have our time and our attention and that is number one in building that connection with them.

Laura: And I, I think it's too like it's crucial that we also under like we remember not to be thinking about what we're going to say, right, that we're actually hearing and, and it's so tempting to lecture during those moments too, like to just remember to save all that. Right. 

JoAnn: Right. You know, one of the things that I tell parents is when we go into lecture mode, which we like to do because we have all this experience, right? And we know what's best for them and it's so easy just to turn on the lecture mode. But I promise you after one sentence and maybe 1.5 sentence, the tone of voice, the words, everything you are communicating in lecture mode, your child is just gonna turn off their brain and they're going to say- “You sound like the Charlie Brown parents” you know the adults and Charlie Brown or whatever. Once again, they're gonna go on and on and on, and on and on and on about something. They've already told me a million times so that the child could actually give the lecture. And so while we believe that we're parting on them, these wonderful words of wisdom, they in fact, are not listening. And so if we can stop the lecture and, and let them voice, okay. So what do you, what, what would you do if you could do it differently? What are your ideas? How should we solve this problem? What other things should we consider? They get to do the talking? And that's the really valuable part is them doing the talking? Yeah, because they're not really listening to the lecture.

Laura: Right. Yes. And then, you know, I think two, sometimes if we jump in too early, we don't have all of the information and we don't even know. I think sometimes they will voluntarily tell us, I won't do that next time. Like, I think that there's a space for two of just like, oh gosh, what was that like then what happened? You know, just kind of like good active listening, like drawing out stuff like, oh, tell me more. Gosh, you know, just like even just you know, like sounds of disbelief or oh, you know, like the groan, you know, like there's so many good, like, so like partial verbal. What are those things called? Those, like the little sounds that you make to encourage communication.

JoAnn:  But yeah, and so I think too that when we say right along with what you've said, Laura is, I really want to understand what happened, how can we understand what happened? And then when they're telling the story, it's like, and how are you feeling about that? Because the information and the emotions are both part of the, of whatever the action was that happened. But when they get to tell their story without being judged, without being criticized, without being lectured, their whole feeling of comfort with you is going to be so much better than if they feel like they're gonna be in trouble. They've disappointed you or they're going to lose some privilege. So that powerful conversation is amazing for a relationship. 

Laura: Yeah, I love that. I think there's some of the things you're talking about too, like to be able to do that, to be able to bite your tongue and not say the thing you want to say, you have to be able to regulate yourself, right? And oh my gosh, JoAnn, so many of the parents that I work with myself included have been working on learning how to regulate ourselves and our own emotions. These, this child's entire life, you know, we've been working hard at this. But what are some of the things that we can be doing to like, help us get that pause, be able to bite the tongue when we need to bite the tongue and not say the thing. What are some? Do you have any? I don't know, ideas for us to continue to practice and build that skill.

JoAnn:  It is a tough skill to build, but it's so powerful once that once we've gotten it, but it's, it's like, you know, that curvy line where we have it, we don't have it at, at Ebbs and flows, right. So one of the things that I like to tell parents is that you need to accept the emotion that you're feeling. So you're really angry that your child got in trouble at school, they did something really careless or really stupid and you're angry with them. And so and you know, whatever emotion we're feeling, it's okay to be angry, it's okay to be frustrated, it's okay to, to just be so intensely beyond rationalization at whatever happened, right? So when we accept, I am angry, I am frustrated at her. I'm so disappointed in her and we accept that. Yes, that's true for me. And we can say that very quickly to ourselves. But the most important thing right now is having a conversation with her about it where she gets to talk about it. So those are decisions you have to make in the process like and if we can be, be prepared for those by saying, Okay, stuff's gonna happen, right? Stuff's always gonna happen and it does, I'm gonna pay attention to my emotions. I'm gonna recognize that emotion. But then I'm gonna put that emotion aside and I'm gonna talk to her and let her tell me her story without my emotion into it.

Laura: Without my emotion getting into it. I feel like that is a piece that is really important to highlight because it is so tempting for those of us who are trying to be really authentic as parents really, you know, good modelers of emotional regulation, kind of learning how to take care of our own feelings and be responsible for our own feelings. It's tempting to say like I'm really frustrated right now, you know, to kind of use the statements and I what you're suggesting is that you say that to yourself, I'm frustrated right now. You acknowledge that feeling. If you need time to go acknowledge it in private with yourself, go ahead and take it because there's not an emergency, nothing will be lost and then come back with that emotion set to the side so that you can have a kind of a clean slate for helping your child process what's going on for them. So you can be a clear mirror for them to kind of reflect on. Yeah, absolutely.

JoAnn:  Absolutely. Because what happens when our emotions get in there and we start yelling or being frustrated, then that child there's, then there becomes two problems, whatever happened. And then there's this emotional conflict between you and your child. And so and when that happens. It's the, the child is trying very, very hard to get you not to be mad at them to get you to calm down. Because when we turn one problem into two, that's twice as big as a problem. So if we can control our emotions and just listen to our child talk about what happened, that gives them that opportunity to, to be honest, to be forthright. It is a really powerful thing. There's a really powerful thing that happens when your child is free to tell you what happened. And they're not worried they're gonna get punished. They're not worried that you're gonna be mad at them. They just have that freedom, that, that freedom, that, that time. And to in their world because we want to know what's happening in their world, right? We do, we do. So when we have to and we want them to know that we're the safest person they can talk to I love and we're their sanctuary or the place where they can come and they can be themselves.

Laura: I love, I really, really love that. And my guess too is if we do that, if we resist the urge to say, even with lots of like kind of respect and evenness, I'm really angry right now and I need to go take some time if we were to say like I'm having some feelings, we don't necessarily have to say the feeling. But I, I'm, I need to kind of think about this a little bit and take some time for myself before, you know, and then we'll, we'll talk about it and I want to hear what's going on for you to get yourself soothed. I, I think that like by the time we actually hear there's their, you know, their perspective, what was going on for them, what they were thinking about by the end of that, that feeling of our own will have dissipated will have been right, because we will have been reassured that, yeah, this kid is the same kid I've known since they were little, you know, they actually do know how to move through this world with empathy and respect for others. You know, like they were thinking about things, you know, or they made a human error. We're able to be more in contact with the truth of the matter of these kids that we're raising as opposed to kind of the flooded, you know, flooded state that we're in when we're feeling angry or disappointed or frustrated, whatever. Right. 

JoAnn: Absolutely. Because the it's, it's the connection that you want and we as the leaders, we as the parents are the ones that set that up. So if we can say I need a second, just give me a second to think about this. And, and when, when we say think rather than process our emotions, that's a much better thing for our children to understand like I just need a minute to think about this. Just give me a minute. Give me a minute to think about this. Love it. Yeah, to think about this because the other value of doing that is our kids get to do that later when we're asking them something. Give me a minute to think about it because a pause is a great thing. It's a really great thing.

Laura: Okay, so you could use that language too. I need a pause. Just give me a minute. Yeah. Yeah. Just give me the click. I just need to press pause and then I'll come back. 

JoAnn: Yes. Yeah. And, and they'll, they'll still understand that metaphor. I understand, you know.

Laura: I'm thinking too that there's, there's times where things are happening with my kids where they are clearly unavailable to talk about it in a way that is rational. They are clearly in their feelings. And there is a part of me that, you know, goes back to my own kind of anxious attachment that I've got going on that really struggles with leaving things unresolved for a period of time. So I have to do a lot of self soothing in those moments. But I'm thinking about like, gosh, how beautiful it is that my kids know like, hey, I'm not in a place to talk about this right now. They don't say it that way. They say go away. I'm not talking about it. You know, they, they, they have, their delivery is not as, maybe effective or as, I don't know, grounded or sophisticated as we would like. But that's what they're, they're communicating. Like, I don't have capacity to dig into this right now. I'm flooded, whatever. And they need some space like respecting and honoring that is really important too. And that, that's something for me that personally is hard. I have to work at regulating myself to not like, oh no, we're fixing it now so that we can all be okay with each other, you know. 

JoAnn: Right. I mean, and that is really hard because we do want to have resolution to whatever the issue is right along with um everything that you stand for. Laura with respect and kindness to children. If you say when they say go away, I don't want to talk about it now. But if we respond with like I get that, you're not ready to talk about that right now. So let me know if you want to talk about it before dinner or before bed time. So it's not gonna go unresolved. You're giving them a choice when they want to talk about it in that way. There's not that pressure like, okay, I've got five minutes right now and this is what I want to do and this is good for me and they're just gonna be that internal rolling their eyes and being in that inability to talk about it right now has to be recognized because they have some sorting to do something happened. And so when we think about something that happened, and we think about, you know, the emotions stained in the Amygdala.

And how long are those emotions gonna fester in there? And then the forward movement to the prefrontal cortex where action is taken where some thoughts are considered. When we think about our child it is really grappling between the two. What we want them to do in the long run in the problem-solving portion is move out of the emotions and move into the action because we can really, especially nowadays with mental health being kind of precarious for so many of us, if we stay stuck in the emotion of being rejected or unhappy or feeling like we don't belong or we're disgusted with something you can go through all the emotions that are in the Disney movies, right? But what, but what we want to do, what we want them to do is to be able to talk about it and move out of the pain of the emotional hurt and get to the safe place where they can really talk about what happened and then what they're going to do in response to that.

Laura: So how do we do that with kids without pestering them? You know, like how do we know when, when to help them move, like move through it, you know, like how like the time, they feel like the timing must be crucial. Like, how do we know when it, when it's time to help them move through it or if it feels like they just want to sit and stew in it, you know, how do we get them?

JoAnn: I mean, there's not, I can't give you like, after five minutes then you can, you know.

Laura: I meant like, what are they like? I don't know. Are there body language cues? Are there? Like I'm imagining like a kind of a, a body version of the door cracking open. You know, like when my kids are having a hard time when they were little, I would often just, they would be in their rooms with the door closed because that's where they wanted to be. And I would just sit outside and after a little while they'd crack the door open and I would know like that's my cue I can come in and they're ready. Like, well, how, what are some of the teen Tween language cues that like, okay, they're ready. 

JoAnn: So a lot of times when we give them that forum for talking about not only the story but their feelings, they were, they were insulted, they were embarrassed, they were blown away. They were surprised they were embarrassed when we let them talk about how they feel about it. That's a big thing for them to embrace their emotions and realize that, hey, this is real. For me, this is how I felt about it. And so as they talk about their feelings, then you can help them decide what's gonna happen next. How are you gonna think about tomorrow? So when we do, when we go in terms of what we're gonna think about that, that's where we can decide like, yeah, you know, my friend was just, she was on her period and she was moody and she sent me that horrible text and I know she didn't really mean it. So after the herd is over, that's when they can talk about like, I don't think she really meant that or, you know, they did poorly on an exam and we certainly don't want them. We certainly don't want that one horrible exam grade to color their whole perception of how they perform at school. Then we, and sometimes we want to say, oh, it was just one test, don't worry about it. That's not gonna help them.

No. What, what will help them is to say? Yeah, you didn't do very well on that. I know. And I know you feel bad about that. I know you wish you'd done better and, and I wish you'd done better too. So, what are we, what are you gonna do going forward? Because it's the action that we take that's going to make the difference. It's the action that they're going to take. But I do, I do get very concerned for kids who have, and all of them have emotions but not knowing how to get out of that roller coaster of reliving, rehashing doing that mental verbal intake, the, the all the stuff that goes in our brain.

Laura: Like the perseverance of it. 

JoAnn: Exactly. That's the word for it. Yeah. So we need to get them to not do that so that they can think differently of themselves and their abilities. 

Laura: Okay. And so it sounds like it's almost like a, it starts with empathy, it starts with validating and then kind of a gentle nudge into the problem solving um as opposed to going straight into it in a way that feels dismissive. 

JoAnn: Right. Yes. And then that's the last thing that they want. I'm so glad you mentioned that word dismissive because that's the last thing they want is to have their emotions dismissed. So once they are talking about how they're feeling, you're listening to the story and then you move forward to like, ok, so what are you gonna, how are you gonna think about this in the future? What are you going to do differently? How is that going to impact you? Because those are important questions. Those are important questions. I remember one of my children was trying out for this part in a play and the teacher had taken her aside the drama teacher and said, you've got this, you've got this. And so she was married to the idea that she was going to get that part in the play. Well, she didn't get it. And so he was, yeah, here was a broken promise from an adult. Here was a child that was disappointed and devastated with the news and there, there was, there was not a fix, there was not an easy fix for that because, you know, the next play wasn't until, you know, six or six months later.

And so when I, when I was listening to her talk about how unfair it was and how she trusted that teacher and now she couldn't and how that teacher lied to her. All those things were 100% real within her. I mean, she was so mad, she was crying, she was screaming, she was really upset. And that's the thing that I let her cry, I let her just about all the feelings that she was feeling. And after she got done doing that, she did have a sense of relief, but it wasn't a, it wasn't a situation where we could solve a problem. All we could do was to really help her deal with the emotional impact of that and then to bounce back up, go to school the next day and continue to be her really awesome self. I mean, she was an amazing student and really had never dealt with disappointment before. So this is like a milestone in her life. So I knew that how she was going to be able to bounce back was gonna be a really important thing for her because it was the first time she'd really dealt with something that was so unexpected. 

Laura: Yeah. Wow. Oh, that's a lot to take on. And so, I mean, and I think there is a temptation on the part of the parent to get on the email and email that teacher, you know, call up the school. How, how do you keep yourself from getting involved in moments like that? Because I, we all know the dangers of helicopter parenting and yet it's so tempting to do, right? Because we, and these are our kids. How are you within yourself? What do you tell yourself, like how to kind of stay in your lane? Like what are some of the, like the internal pep talks that you can give to yourself? 

JoAnn: So, one of the ways I really can help myself do that is deciding whose problem is it? Whose problem is it? Is it, is that my problem? It's not my problem. It's my daughter's problem that she didn't, the teacher broke her promise and she didn't get to do what she was told she would get to do. Right. It was my daughter's problem. And so when we start with identifying whose problem is it and not in a cold way, but just in the reality of who has control of the problem and we don't just like turning in homework or studying for a test. There's a lot of things we can do to help our children do that, but in reality, they are the ones that have to do it. And so it's just like for us when, when our driver's license is about to expire, we are the only one that can go take the test and get it back up to date. Right. We're the only ones that can register to vote. We're the only one that can choose to go the speed limit that we're going. Yeah. And so our kids are the only ones that can solve a lot of their problems and when we hand that off to them. Wow, that's so exciting for them because they learn how to solve those problems. They learn that they can do it until later on. We're not gonna be there. Yeah. Yeah. I mean, it's a lifetime skill that is built with practice. 

Laura: It is 100%. And, you know, I taught at the college level for years. My husband is still a college professor and the, the number of times that we get emails from freshman, sophomore, junior parents asking about their kids grades, why didn't they get a, so, you know, a particular grade on a, thing, you know, can they be excused from an assignment and, you know, it's against the law for college professors without a release to communicate to their child, if their child is over eight or to the child's parents, if the child is over 18. But I mean, gosh, and it just tells me that these kids have not had a lot of support in figuring out how to own their own problems, how to take accountability and responsibility, and be active and engaged in their problems that arise in their own lives. You know, and when kids are engaged in the problems that arise in their own lives, I feel like, I mean, it's just such a beautiful skill to have. 

JoAnn: And it is. 

Laura: So much better. They're small too. Right. So much better to start small. 

JoAnn: Yeah. And start when they're younger because as they get older problems get bigger. But the whole idea of, for parents to think too in a sense of relief, like, I'm glad my child can, knows how to deal with this. I'm glad she can go to the teacher and solve the problem. I'm glad she's the one that is going to fill out the form to volunteer at the children's hospital. You're grateful that they're getting those skills and you're excited about their new abilities, things that they didn't do before. 

Laura: Yeah. It is exciting. It's exciting to see these kids growing up. You know, as a mom who's like in the thick of it right now. I mean, it is just, it's so much fun seeing these new sides to them emerge, watching them try things on and, and leave things behind and I mean, it, it's, it is a lot of fun. There's challenges, of course, any stage of development has challenges. But it is, it's fun. It's, it's a fun time to be a mom in my, like, at least in my experience, even though like there's parts that gosh these people, you know, they come into the world,you know, so little and so dependent and seeing them shift into being so, so competent and capable. And so fully themselves too, you know, even if they don't fully know who that self is yet, you know, but just really engaged in that process. It's wild. It's so, it's such a privilege to get to witness that, you know, I think we're so lucky. 

JoAnn: It really is lovely and I think one of the things that, when we think of our kids taking a risk and we think about the dangers that we don't want them to get in. I think the whole concept of having conversations with your children about things that might be upcoming is that they're going to have to learn skills to say no, or learn skills to say yes or how to talk to someone of the opposite sex or even have conversations about sex. I mean, all the things that we can do to prepare ourselves to have those conversations are really important. And a lot of those things I have written about in my book that I think are really helpful for parents because some things are scary. You know, having a chat with your kids for a lot of parents about sex is not something comfortable having a talk with them about, you know, puberty sometimes is not very comfortable. If they're, if they were in trouble for stealing something, those conversations are not comfortable if we don't think they are. But if we get ourselves in a mindset where, hey, this is important information that I want them to know that's going to help them matriculate through the world successfully, then it's not a problem. It's an asset and it's a mindset. 

Laura: Absolutely. And I also think it's so important for parents to know that research tells us research on tweens and teens tells us that they actually want that information from their parents that most of the time that they get the information from their peers, but they want it from their parents. They want to be able to talk about these things with their parents. So coming, you know, as kind of just relaxed and chill as we can be about it. And, you know, like perhaps they like, if it's super awkward within you, perhaps that's an indication like there's some work for you to do with your younger self. Does, you know, little, you know, does little 11 year old Laura need to have the chat with an understanding and compassionate adult that she didn't get when she was 11. Do you know what I mean? Like, there's sometimes some inner child work that needs to happen too so that we can have those more easy conversations.

JoAnn: Right? It's about leadership and deciding that, you know, this is the kind of parent you want to be and then you get to be that parent.

Laura: Yeah. Yeah. And I think like a lot of us, you know, a lot of the folks who are listening have been committed to being a good and respectful and compassionate leader. And I think the biggest takeaway from my conversation with you, JoAnne, is that, that just keeps going and the job description just changes a little bit and there's just a little kind of easing off easing back but still staying present and then kind of when they need us to lean on. We're there with lots of empathy, compassion, support and problem-solving. 

JoAnn: Absolutely. Absolutely. And it is a great time in your family's life.

Laura: Yeah. And I mean, it's, again, it's a, it's, it's wild, it's fun. It's a privilege to see them being brave and becoming themselves. 

JoAnn: 100%. 

Laura: Yeah, I just, I want to thank you for sharing with us both here on the podcast and, and in the world with your book. Will you make sure that my listeners know where to find you and connect with you. 

JoAnn: Sure, they can find it at yourtweenandyou.com. There's also a, I send out a newsletter every week or so about tips for parents and they can certainly sign up for that. It's called the Tween Times. And I also do a lot of coaching and they can connect with me if they'd like a parenting coach. On the same website You're Tween and you.com. 

Laura: Great. Thank you, Joanne. I really appreciate your time. 

JoAnn: Oh, thank you, Laura. It was my privilege and so much fun talking about parenting.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 206: Supporting Kids Who Struggle to Share Their Feelings with Kimberly Bartlett

You know how, as respectful, peaceful parents we are supposed to be teaching our kids about their feelings and talking them through their big emotions? Well, what if that doesn’t work for your kid? What if they run away, cover their ears or say “DON’T SAY THAT!” when you try to help them through their big feelings? What are we supposed to do then??

I know I can’t be alone in having a kid like this, who resists “feelings talk” because I hear from so many of you that this is happening for you too. So this week, we’re tackling the challenge of helping kids navigate their emotions when they resist talking about their feelings. Joining me is Kimberly Bartlett, a Registered Play Therapist who specializes in working with children and families navigating anxiety, trauma, and neurodiversity. We’ll explore the power of play therapy as a safe, nonverbal way for kids to express themselves and share actionable strategies for parents to support emotional growth and connection.

Here are some of the topics we covered in this episode:

  • Supporting emotional regulation when children resist discussing feelings

  • Five co-regulation strategies for supporting dysregulated children

  • How to respond when children ask for space during emotional dysregulation

  • Helping families identify when children need additional emotional support

  • Understanding what therapy and support look like for children

  • Definition and variety of play therapy approaches for children

  • How children process emotion through play

  • How parents can support their children's emotional processing at home through play

  • Supporting emotional processing by separating play from conversations

To learn more about Kimberly, you can visit her website at evergreenplaytherapy.com, and follow her on Instagram @evergreen_play_therapy.

Remember, every child is unique, and finding the right way to connect with them takes time and patience.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent podcast, we are going to be talking about what to do when our kids don't want to talk about their feelings. So how can we support our kids with their emotions when they really are resistant to talking about them to help me with this conversation? I am bringing in Kimberly Bartlett. She is a play therapist. So a registered play therapist, which is really important who helps children and families with anxiety, trauma and neurodiversity related challenges using integrative play therapy. And I'm so excited for this conversation. Kimberly. Thank you so much for being with us. Will you tell us a little bit? Oh, yeah, great. Will you tell us a little bit more about who you are and what you do?

Kimberly: Sure. Thanks for acknowledging the difference in the designation as a registered play therapist. I like chatting about that because I feel a lot of parents aren't familiar with that National Certification and understanding that difference. And kind of what happens because someone is a registered play therapist ultimately, the only national credential for Play Therapist is the association for Play therapy. And ultimately, it's kind of like having another master's degree in that sense where it's really just focusing on play therapy. And people who say that they have skills and do and learn play therapy are great and they're explaining that and then knowing the difference between people who say that they perform play therapy training in play therapy versus being a play therapist. 

Laura: So, yes, it is an important distinction, especially for families who are looking to, you know, have their family be served through play therapy or it's important to know that there is a credential out there that you can be looking for. 

Kimberly: Absolutely. Just like there are so many other wonderful expressive arts oriented, you know, specialties, art therapists, music therapists, drama therapists that there are these different certifications out there. Like you said, when you're looking for something specific that you can have someone who's an expert in that specific area, which is fun. And I'm up here in Seattle, Washington and I have a private practice where I see a small number of clients because they offer concierge play therapy for families.

Laura: Oh, what is concierge play therapy for families? 

Kimberly: So ultimately, it lets me step back from the traditional model of coming in and you have one client and that's your main client and you see them on a certain level that the insurance will reimburse. So I get to really work still holistically, which is my approach anyways, holistically, however, you're not as relegated to a lot of the insurance reimbursements. So if it feels like this family would benefit more from more collaboration with the school and be able to support them in meetings, then you can provide that. And by having fewer clients, I'm also more available to my clients. So if there is something that pops up or parents need some support on implementing their strategies, feeling challenging or needing more advice and support to figure out their family, then they just get a lot more hands on and that just works for my personal style, which is why I do that. I'm very invested in my family. I like to really build a strong relationship with them and that's just my personal style. And then after doing this for 20 years, I've come to find that that works best for me. I just feel more energized when I get to have those deeper relationships with my family. And so the concierge allows me to really look at them in a holistic picture and spend more time in the different areas that they may need extra support. 

Laura: Before as a person with a background in marriage and family therapy, I very much appreciate a system like a systems oriented approach to working with kiddos for sure. I, oh, it just might, I No, sorry, my brain lost the question and now it's back. So, yay. I think a lot of folks who don't have experience with play therapy or are thinking about a child, their child going into therapy might be surprised to hear you talking so much about the family. I think in our world, our idea of what child therapy or play therapy is gonna look like, is that the kid is gonna go into a room and then they're gonna come out better. And I would love, I mean, and so I would love for, can you like, I don't know, just dispel a little bit of that myth. Can you talk to us a little bit about what it would look like, what it looks like for a family to enter into play therapy before we get into the topic of our discussion. It's, you know, I love it when I have someone who's in practice who can explain these things to our families because it's intimidating to go into a new setting. Yeah. 

Kimberly: It absolutely is for every single person in the family, it's intimidating, right? And I, I think that's a question that does often come up, right? As families, what does this look like? Asking parents are asking like and, and how am I involved? And what is my role? And it will differ, play therapist to play therapist because there's more than 25 people play therapy. So depending on the orientation of your therapist, you may have someone who is not as holistic or family oriented, but anyone who works with kids has to work with parents. Right hands down. We know that there has to be some element of a systems approach, but the orientation may look a little different. I'm an integrative play therapist. So I definitely draw from a systems perspective as well as a handful of additional models that I feel I'm well trained in, and can stand behind. So when families come, it's definitely a, you know, supporting parents and helping them know what their role is in therapy, that they're going to have a role that may look different based on their child's needs, their, the parents abilities, their capacities, et cetera, but they're going to be involved that may be in the room the entire session and it's doing family therapy of one model or the other and may have them as just for a part of it and it may be behind the scenes where we meet and we talk about how to support their child, but they're going to be involved.

And I think that's really important because parents want to know how to help. I don't want this magic to happen, this idea of going behind, you know, the door closes and what happens behind there is unfamiliar to the parent. They wanna know, they wanna have an idea. And although we give our client, child, clients, confidentiality, parents do need to have a sense of what's happening. What are we working on? How can I tell if it's improving and how do I be a part of that? And we want them to, because the idea is that we don't stay a part of the family, the idea is that we're there to support and get them into a position that feels manageable that we've either gotten something to a spot where it feels okay or it's been alleviated depending on what the situation is and that the parents feel like they can keep that going when therapy comes to an end.

Laura: I love that you are talking about the idea that there will be a time where it comes to an end. You know, I work in a coaching capacity at this point in my career. And it's important for me to continue to maintain that kind of expectation that we come alongside families at a certain point in their life. And our hope is always that there will be a point where they don't need us anymore. You know, like that is the goal that they will be ready for us to kind of diverge off their path and that, that's okay, that's healthy, that's good, you know, and they might come back in, you know, so I love it when my clients, you know, they, I, they, they're, they're on their own, they kind of god handle things on their own and then whoops, the new developmental phase comes up and they come back in now. But its goal is to support the families. So that, and, and the belief that they have everything within themselves already.

Kimberly:  Agree. I definitely have that perspective. I share that. 

Laura: Yeah. Okay. So, let's talk about this, our topic for today. Kimberly is being very flexible with me because I kind of sprung this on her, I think a little bit. But, I hear all the time from families that I work with and I see on forums that families are confused. Parents are confused because they are hearing from the experts out there that they're supposed to talk about their feelings, their kids feelings with them,  label their feelings, name their feelings, empathize with their feelings. You must feel so sad like, oh, I bet you, you know, gosh, you're mad right now, you know, talking about feelings a lot is emphasized, especially in the realm of parenting that I work in. And I hear from a lot of parents that there's pushback from their kids that some kids seem uncomfortable. Some kids, it seems like it almost floods them and makes the feelings worse since they don't want to talk about it. And so some kids will cover their ears and say no, don't say that. Stop talking, you know, they've really some, some kids really don't like us talking about their feelings. And so I, I think a lot of these families are left feeling like, okay, so how can I support my kid and having, you know, good emotional support, feeling supported, emotionally,  develop those emotional regulation skills when they're really reactive to me talking about it. 

Kimberly: I definitely hear that as well and I think part of the, the exciting thing that I even hear this, even though it's not necessarily a positive, I'm excited that more and more parents are bringing this because it, it shows to me how much effort parents are putting into parenting and I commend them like it really reflects that people are searching for a new way, a way that may not have been the way that they were raised, that may not have worked for them. And just again, you know, society moves forward and hopefully in a positive direction. And I think this reflects that parents are trying to find what fits their kid and they're searching. So one, I, I try to acknowledge that for them, right? Like, well, good on you that you've even recognized. It doesn't work for your kid and that, that's an issue. It isn't that your kid is to blame or that your kid is a problem because you're getting this feedback. They're obviously the parent who is open enough to say, hey, this isn't working for us even if they're not phrasing it that way. They're certainly acknowledging there's an US factor rather than the finger pointing of. There's something wrong with my kids, which I love and I want to reinforce. 

Laura: Oh, I'm so glad you held that up to the light for us all to see. Oh, gosh, I love that reframe too. Just highlighting like this is obviously coming about because you're making a conscious and intentional effort. Thank you for that Kimberly. 

Kimberly: Well, I think, you know, parenting is tough and parents come in wanting help and support and sometimes they don't recognize how much that they are doing. And I think the fact that they're aware enough to ask this question is commendable. Like I get excited when parents saying here's this problem, I'm like, that's a good problem to have because that shows me where you're coming from. But ultimately, some kids just don't want to talk or like you said, they're agitated by having to talk and it really brings up to mind. Some of the neuroscience training around core and the five types of co-regulation and really emotional, which is what that category is. They would categorize it, it's emotional. What we're talking about feelings is only one of the five ways we co-regulate. 

Laura: So outline those five ways. I'm, I'm super turned around right now. I mean, excited, sorry, I'm excited by that. Like my attention has turned out. I'm so sorry. 

Kimberly: I think, I think the emotional is just one area and again, it's, it works great for those that it reaches right where they want to talk about feelings or they want to be heard or they respond while they're verbalized and this is one, right? This is not everybody's way of feeling better and if your child is upset, they're just regulated. So we think about how we can support a dysregulated child. We co-regulate, right? They need support if they're at the, at the point where they can't do it on their own. That's our job as the parent, the supporter, the adult. So emotional is really just one. How are you feeling? Of course, we wouldn't, hopefully, only start with a question but nevertheless, talking in some form, even just reflecting, right? Like you're saying, it seems like you're feeling really sad. These are bad parenting strategies, you know, and they were great for a specific child, but that's not everybody, right? And I think it's just acknowledging that there isn't a one way, a one size fits all approach.

Finding out what works well for your child. And I, I spent a lot of time with these five pieces and individualizing them with families to find out well, which ones do or would my child respond to? And we explore that together, but to answer your question, lower the five areas emotionally. That's the, it seems like you're feeling upset or talk to me about how you're feeling, it's the verbalization of it, verbalization around emotion. Proximity, which is usually like if a parent doesn't know what else to do, use proximity, not that it's not powerful. But when you feel like you've got nothing, left proximity is powerful, just shut up, say nothing, quote unquote, do nothing. You're just sticking around, you're not deserting your child when they need you, staying around is powerful. We're lending our regulated nervous system if we can stay regulated, right? Like we're just deep breathing here. We're just in the area. I haven't left you. My child is our message. I can still handle you even though you want no touching, you want no talking, they may not want you to leave either. So proximity is still a co-regulation. Play is one of the five co-regulation pieces. So that could just be being silly, telling a joke, making a fool of yourself. Those are all playful and of course, we have the stereotypical ones that would come to mind, right? By actually doing a game or inviting them or you know, doing a tipple monster or like any playfulness can lessen the intensity and reconnect. So we're co regulating sensory is one and especially for my kids that don't like talking. I encourage parents to really look at. Is there a sensory component that we can either bring up or bring down?

So, can we reduce the stimuli that maybe not, not, not necessarily the root as to what's causing the problem, but it can help in regulating. So, maybe turn the TV off, reduce the lights. Right. Well, maybe they don't want to get out of bed and now they're super agitated and now you've got a fight. How do we up the energy? Maybe it's bringing in the dog for licks in the bed. Maybe it's putting their favorite music on like you're reenergizing with sensory, right? So again, a lot of these, oh, I'm sorry, last one is touch. So your kids that want a hug, they're just really, really upset. Would you like a hug? Right? Or a little touch or a little kiss or whatever it may be? So those are five co-regulations, it's stuff every parent has done. Like these are not normal, right? Like these are natural, it's how we use them when we use them and kind of fine tuning that. But these are all natural pieces that I think are really accessible for parents too.

Laura:  Okay. Oh, I'm already like, I'm thinking in my head all of the way is to help my, I have two kids almost 12 and 9 at the time of this recording. And they like the different, their different needs, they're different co regulation needs the strategies that work for them. And so I would love the listener to just invite you right now to pause this and write down in the five areas that she just listed. Will you say the five again, real quick. 

Kimberly: Emotion, Emotional play, sensory, proximity and touch.

Laura: Okay. So in those five areas, write down for each of your kids like a couple strategies that pop to mind in those areas that work. And maybe, you know, if there is one that's empty, that's something to research. Okay. So come back to us when you've done that. I'm thinking now about some kids that I've worked with, who in the midst of their big feelings need space and ask for space very clearly. Leave me alone, go away, shut the door. And what to do when that happens because I think that there's a couple schools of thought on that. I think that there's one school like even when they're saying that don't leave them, you know, show them that you'll stay and then there's another school in, in the kind of like kind of respect their wishes circle back in a calm moment, ask what they really want. Like where, what do you recommend? 

Kimberly: We started already with co-regulation. So you've already attempted. So it's not as if they start, you know, having a problem, they storm off, never talk to me again. We're cool like we are trying, right? We're like, hey, darling, you're really upset. Would you like to talk or would you like a hug? Leave me alone. Never talk to me again. That's when we honor because we've done the attempted co regulation. Right. And there has to be a level of honor. So it's not as if we're like, well, yes, they decided they're handling it on their own. They're fine, like, do a check in. But if they say no, I'm like, I don't want you around. I want to be by myself and kids of all ages do that. Like I have some parents like my five year old. I'm like, hm, yeah, honor. Then I need to.

Laura: Kimberly, I'm so glad you're saying this because I do feel like there is a very big message out there in the peaceful parenting community that even when your kid is saying no, get out, you plant yourself in the room and say I'm not going anywhere. And there certainly is no judgment towards anyone who's done this because I think it's coming from a place of really wanting to communicate strongly to your child. I am not leaving you. I'm not abandoning you. And there is a part within me that wants to do that. I've got two kids who, when they're upset, they're like, no, get out. I don't want to see you until they're ready. And then they both reach out for co-regulation with me in different ways. But the little one inside me who was left alone in my room was sent to my room whenever I had big feelings, not approached, you know, not checked in on who sat alone crying, thinking to myself, if someone could just come and check on me, then I would know I was lost. If they come in right now, then I'll know they love me who's had them, I have distinct memories.

Little five-year-old, six-year-old Laura thinks those things, that little one is very active when my kids go to their room and slam their door. And so I have to be super clear with myself like, okay, so that's my little one who wants to go in there and check on them, not actually what this real little one wants, you know. And so at every age, I have conversations with my kids around. All right, when you go to your room for space, what do you want? Sometimes that's me sitting outside the door and then they crack the door and that's the signal to come in. But respecting and I mean, it's a conversation and collaboration, but I just, I feel, I feel so grateful that you said that there's at a certain point, we have to honor our children, we have to honor what they're telling us and trust them that, that this is right to know themselves.

Kimberly: That's what we want them to do. We, we are ultimately their, their guide, their teachers, their supporters like that is our role as parents, right? And so if we are always saying we know best. When do they learn? Right. They don't learn to trust themselves. To me. That is one of my ultimate goals for all my clients. All the little is to help parents see the value in that because there comes the long term positive relationship that forever will have that influence from the parent is, my parent trusts me. My parents believe me. I too can trust what my gut is telling me. And it's especially our nerd divergent kids, who especially get the mixed message that we don't know what we need, that we don't have the right idea of what we need because it looks different than what others need. So I must be wrong and how much longer it takes our nerve divergent kids to figure that out when the adult always knows best. So I absolutely believe in, you know, co-regulation.

But the honor is there's such a huge value for the child to learn. And even if it's just that they get to decide their personal space, even if, even if it's out of irritation towards the parent, there's still a value in sending someone off and having the ability to let that person back in it. Obviously, the letting back in is where the, you know, positive stuff really starts happening. But then having that control limits the unhealthy ways that they pursue other ways of having control in that relationship, right? Because we've said you don't need to do any more than tell me we don't want them to do anything more than just tell us that's what we want them to do. We don't want them to hurt themselves, hurt others, destroy the house for us to finally get it. 

Laura: Yeah, I get it that they need space. There's something different than what we thought that they should need or what an Instagram reel or a Tik Tok told us that they should need. Right. Yeah. Oh, I love that so much and I love that you brought in the neurodiversity piece of this. So my oldest child is openly and joyfully autistic and I think I had to do a lot of rethinking around things in parenting her. So she's almost 12 along the way. She has, she has taught me so much about honoring her, helping her to honor herself and trust herself. You know, she's such a wonderful teacher in that way. And my other child who is neuro diverse in her own way is so different and I think it's so interesting that kids can be in the same family you come from, the same parents have the same home environment and then, and have such radically different needs that, you know, gosh, our, our need to be individualized. It's a lot to take on.

Kimberly: It is, I mean, it's extra parenting work for sure. You, you really have to be quite conscious in your approaches and switching that up and making sure everyone feels included. And as an individual, especially for our diver, where that individuality, especially artists become. So, it's such a high value, isn't it? You know, that I am who I am and that's not only okay, but that's amazing. 

Laura: Yeah. Yeah, I find with her too that, you know, as she moves into her Tween years, she's so attuned to fitting in, you know, her, her masking has intensified and in, at certain point in certain ways at school and stuff. And so she's needing a lot more release at home and so the co regulation for us to sometimes looks like just me sitting in the same room as she's swinging, you know, as opposed to us talking about things or, you know, if we're having a conversation, it needs to be in a dark room where we can't see each other, you know, those things that helps a lot, you know, I mean, I think it's interesting to think about the ways we need to individualize things and all of that I found through trial and error, you know, like things not working, you know, or her, her asking for specific things. I'm thinking about the families who maybe are worried about their kids, who maybe have bigger feelings, more explosive feelings or seem like they're anxious or worried like their kids are worrying about things more than they normally do. I'm kind of curious about how you help families figure out when their child could use some additional support and what that might look like. 

Kimberly: One of the most common times our families come are troubles at school. Right. So either maybe it's school refusal because they're feeling too anxious to go. Right. So it could be social anxiety, it could be separation. But that's pretty common and one especially around anxiety is how it relates to school. It's like, oh this the buck stops here like they have to go and now they're not going or they're, they're blowing out during the day at school. So school related is definitely a big one. I think that gets parents in the door, so to speak, that we need to seek something, whether it's feedback from the school or whether they're just seeing, you know, that and it's something that can't be ignored, so to speak. It's not something we can do and then it's sometimes even kids, surprisingly. I wouldn't say the majority of kids asked to go to therapy by any means. But a lot of our anxious kids that come into my practice are moms. I need help. Mom, these worries won't stop going away. Like a lot of my anxious kids are the ones who ask for therapy because they want to feel better. I know I'd love it too. And it's not like a high percentage of all kids that go to therapy or because they're asking, but of the anxious ones they tend, you know, to be the ones that ask. So I would say those are like the two most predominant ways anxious kids enter into my practice. They're, they're asking for support in some way and reaching out or again, this school is related. 

Laura: Yeah. So what does support look like? Because I think, you know, a lot of us are fortunate enough to as adults have therapists and we know what therapy looks like for us. But what does it look like for kids? 

Kimberly: Yeah. Ultimately, with play therapy, we want kids to feel like there's an alternative to quote unquote just talking, right. So the idea behind play therapy is that we're giving them some emotional distancing from the problem and themselves such that they can show us and share with us what's bothering them without necessarily having to do that in an adult format coming in, sitting on the couch and saying today was horrible because there was like some kids can do that, don't get me wrong. But that is not typical and if they can, that is hard to do and maybe so hard that they don't want to continue staying in therapy in that way, it does drain them so much. So it's an alternative of being able to express what's going on internally without just having to have these  types of, talking and we, again, we do and the older they get, the more talking we do and the, the type of play we do is going to be based on their developmental level. So some parents say, like my kid doesn't play anymore. Probably they do. It just looks different than their perspective of play. Right. A lot of times I like, well, my kid doesn't play, they don't dress up any, understandably they're not five anymore. Right. But don't get me wrong. I've got 13 year olds that want to dress up. I mean, typically not. Right. 

Laura: And my, my kids go to a school where play lasts a lot longer. So, I, you know, I, I see 13 year olds playing all the time.

Kimberly: But yes, yeah, you're right. Right. Absolutely. And honestly play never ends. It just looks different. We play as adults. Right. It just looks different. So I do a little bit of helping to support them on what is play ultimately. Right. Because as a society we have a very specific picture of what play is costume, that's role play and then that's done and the kids never play again. Adults never play. It's kind of like the, the general perspective, which is, which isn't true. Right. When we're out there, you know, with our friends, you know, going swimming or going on a boat, like we're playing, we're being playful. 

Laura: So, what is a broader definition? Of play? Like, can you give us just a, a nice broad definition that adults can be included in? 

Kimberly: Yes. Well, well, play should feel intrinsically motivating like you want to do it. So if, if it's feeling like it's coming from within that intrinsic motive, like I want to do this, I'm excited about doing. I'm interested, I'm curious that's play. So even if someone was told, okay, you're going to dress up in costume and, and role play and they're not into it, they're not really playing, they're role playing. Right. Yes. So there has to be some sort of like general interest, general enjoyment. Like, it's, it's an, it's an intrinsic desire that they have to do this action. And then what that play is, is literally anything so long as it's feeling this way, it's feeling like it's coming from within, it's, you know, enjoyable, they're having fun. Like this is what playfulness is now. That's different from play therapy. Right. We're using play, but it doesn't always feel fun. So, a lot of play therapists have some very strong opinions. I don't have as strong of an opinion, but in my field, there's the here on, like, don't tell your kid to have fun. Like, I don't have a strong opinion on that, because I give a lot of freedom for people to be themselves and, and, and try to meet them where they're at and  we move towards understanding what play therapy is. I don't have an assumption that parents come in knowing that my job is to help them with that.

But there is a strong opinion that, you know, we don't want them to tell them to have fun because play therapy can feel fun. But it can also be reenacting trauma which no, not fun, we're playing with dolls, but this is not feeling fun. Right. So there's a therapeutic piece that may not always feel fun. But why is that trauma reenactment still considered? Because it's coming from within, it's being driven from within, they're doing that and we're using something to externalize so that Externalizing is part of the play. But anyway, that was a long answer. No, it was a question and kind of did I answer your what to expect? 

Laura: Yes. Although I have a little bit of a follow up question. So when it, I, I'm assuming that this might be different for different types of play therapists or the kind of the theory of play therapy that the therapist you're working with aligns with? But will there be scenarios where the therapist is kind of setting the child up to play in a certain way? Or is it almost always kind of whatever play emerges from the child in a very open ended scenario? Kind of what are some of those, what are some of the ways that can look? 

Kimberly: Yeah. You're absolutely right. It's completely based on their theoretical approach. So if you have a single model therapist, which are fewer and far between, because research for decades has been showing that a one theory approach is not the most effective. Although one theory can be just as effective overall reaching all your clients, it's less effective in reaching because you've got one model and you're expecting them to fit you. So you typically will see someone that has more than one model. Although like you're describing a client centered play therapist will use a strictly child led approach. Great. Lots of, lots of positive to that model. I incorporate that model. Sometimes we stay in that model for quite a bit of time and that looks client-led and we could talk, you know about what that, you know, what the purpose is and what you're doing. And then there are other models in which you are completely on the opposite end.

I'm gonna give you kind of the spectrum on the opposite end is, you know, the therapist is, hey, nice to see you again. We're gonna start with a check in. This is how our check in is gonna go and it still plays base, but it's all therapist, we're gonna do the check in. We're gonna do it this way. And then today we're gonna be working on A B and C and here's the activity for A B and C and then we wrap it up and we wrap it up and we say goodbye. So those are our two complete opposite ends again. Both awesome. Both have, you know, their, their use. And then there's in between, in which the therapist is integrating in an intentional way based on many factors when there's this juxtaposition of me and you, you and me and my turn, your turn and that looks different in different ways.

It could be quite literally your turn, my turn or it could be quite collaborative in the moment where there is this natural exchange and the therapist with intention is inserting themselves. But within the play, both unconsciously for the child, meaning we're not directly talking about the problem, but the therapist knows we are working exactly on the problem because they're bringing it up in ways that relate to the child's factual experience. And we do above where it's conscious where we're talking about, hey, this kind of reminds me of the time that you have bullies on the playground, just like what we're playing here. So all of these are like the quadrants as we call them for the integrated play therapist where there's these four quadrants of level of directive of the therapist and level of consciousness with the child. The nutshell version of integrated play therapy. 

Laura: Oh, no, it was beautiful. I'm just, I'm thinking about the parents who are listening and I kind of want to hone in on this aspect of the child being conscious or unconscious of what they are working through in their play. I think that that is a piece of it that, gosh, I just, I often find to be very beautiful that children will naturally play in the ways that allow them to process whatever it is that they need to process. But I think that that can feel confusing for parents that they might see themes in the kids' play that we are aware of. We know what those themes are, but the kid might not be fully aware of them and, and how that can be therapeutic if the child isn't aware that they're working through something. Can you, can we talk about that for a second?

Kimberly:  I think that can be a really tough one, especially for my very linear parents. My linear thinker parents are really like, but wait and yes there is then that's my job. And it, it, it feels like a very challenging task as a therapist is to try and share when you get these little snippets, you're like, well, it's kind of hard to break down years and years and, but you do your best and yes, there is absolute value in the child being able to have symbolic play without a chat about how it relates to their world because we would lose so many of them, right? Like the four year olds. 

Laura: No, they don't care.

Kimberly: No. And is the work still being done 100%? Because when that child gets to pretend to be the mommy and makes mistakes and is like, oh, I'm the mom. I gotta just suck it up. I'm gonna keep going as I play with my doll. And I, you know, they are actually establishing new neural pathways like their brain is changing as they are playing because they are problem solving and they are taking that role on and, and in their whole body and mind experiencing a new role. So my job of saying here's how you suck it up. We do a and we do, we do b and we do c isn't necessary because they have done that our role therapeutically. We do different things with them when they do this. But this symbolic play, it, it is, is making big powerful changes within them. 

Laura: Right on, on its own, right? Are there, are there things that parents can be doing at home even though they're not, you know, they're not therapists you know, but are there things that like if we are noticing that play just as an example? My daughter a few years ago got lost when we were visiting an arboretum. She just, they were playing hide and seek and she kind of hid too far off. It was very scary for all of us. Like all the families in the arboretum were searching for her, she did exactly what she was supposed to do. Like all of our, like safety training, like activated within her, which was so great. You know, she stayed where she was. She said, no, you bring my mommy to me. You know, like when someone tried to take her to, to me, she did so great. But when we got home that day, she wanted to take a bath because she was feeling really tired.  And in the bath, she started playing this game with these dolls that we have like these little dolls that we have in the um in the bath. And I mean, she was totally processing the experience. The little girls were lost in the bubble.

The daddy was coming to find them. I mean, she was completely processing it. She had no idea she was processing it, but I knew that that's what was happening. And I think in a situation like that, that is so clear, so obvious. I think every parent would know that that's what's happening. But in, in more subtle circumstances, are there things that parents can do to just even, even just being present and acknowledging the work that's happening when a child's processing things? You know what I mean? Like what can parents do at home? Parents who are, don't have a background in therapy but really want to support their kids.

Kimberly: I would say in two different ways. One, what can we do when we're not seeing something specific like you're seeing, right? How do we support them being able to process their typical day? How do we connect with them? How do we engage with them in play would be to me like one? And then what do we do when we're like, oh my God, this seems like something's really happening. Like I can see this like something, something serious is happening to the right to me. One, just like we, I was mentioning where, you know, they're in therapy, taking on these roles or playing in a particular way and the therapist does some specific things. A parent doesn't have to learn these  family therapy skills, which they could. That's certainly an option, is finding a play therapist who teaches how to do child parent therapy and learn the skills to do at home. Cool, not necessary. Nice. Cherry on top, but just let your, just let your kid lead the play and don't worry about interpreting, right? Like the therapist can do that and there's added value and there's therapeutic pieces that we do by being able to interpret and then engage with the child in specific ways to lead and guide even in client centered. But as a parent, you don't have to do that and still have value for your child.

There's a case for that. Absolutely. And they're still expressing themselves even if, even if you're not getting the deeper level, they still feel quote unquote heard because you were there, you're witnessing them. So there's still a connection with the parent where they feel seen and heard because they are doing this play with you and they feel seen and heard in the way they need to be, even if you don't have that deeper understanding. So that's one, you know, everybody can do it, just let the child lead and spend some time with them, you know, try not to ask questions and lead and you get value out of that. 

Laura: So, I mean, I want to just highlight what you just said at the end there to let the child lead. That means not asking questions, not inserting your own agenda into it. Yes, that can sound like, oh, they're going to the park. Okay? Oh I see them running, you know, like maybe a little bit of narration but, but from a place like this is what they're doing, you're allowing the child's play to emerge as it comes. But not like, so if he says they're going to the park and you can say like, oh, they're going to the park but not what are they going to do when they get there? So there's those, you know, don't ask them what they're going to do when they get there, just wait and see. They'll tell you what they're going to do when they get there. You know, is that right?

Kimberly:  Right. Sure. Absolutely. And sometimes there will be, you know, some of those natural pieces that come up where it's like, oh, well, then what do we do next? Not the worst question to ask, you know, especially when you're, you're figuring it out, but definitely not. I don't think we should go to the park. I think we should go somewhere else. Right. Like, yeah, try to, as close as you can stay within there and within let letting them be the lead and, and choosing how the story goes, which honestly for some parents, it's tough because remember when we play with kids, our inner child comes out and so oftentimes when we're not aware of that or we aren't aware enough of our own unmet needs as a kid that can influence parent child playtime where it's like, but my kid keeps telling me what to do. It's like that's not a bad thing, but that can feel really uncomfortable for some parents. And so again, those are good indicators that maybe additional support would be helpful is when it feels like you're not connecting during those playtime, that it is not feeling fun or enjoyable. How do we do that? That would be good. But going back to like how your daughter was processing the day, like in a way, she's Externalizing her internal thoughts, right? In a way, we just kind of swam into her head and we're watching the video of what's going on in her brain.

So it's a very, very profound thing that happens when parents get to observe these really big processing. Like it's, it's like reading someone's journal. Like, are you really being allowed to? And if you are, are you allowed to comment, are you allowed to question, like, really think about that? This is you reading their diary, this is them Externalizing their thoughts, they're thinking it through just like you a journal. You're like, so today I got lost. It was the worst day of my life to date, right? And like, you're like people like, and then this happened and oh my God, and this happened and someone tried to steal me. But I told them no, that they had to bring my mom like their perspective is coming out in their play just like it would if they were a writer. And so we want to really honor that there needs to be a boundary around that, that because they're Externalizing, it is not an invitation to join. And I think by recognizing, you know, that this is really their, their private space, it's externalized because this is how they're processing. And I love this, especially for my neuro divergence because this doesn't necessarily go away when they get older. You know, some of our neuro divers are particularly external processors. So even though that may look developmentally different, we may continue to see more of these Externalizing expressions which again are not always invitations. But that can be confusing to others because it's external as you're like, but it's out here. So I'm assuming that means join. No, not necessarily.

Laura:  So I love that perspective and really thank you. 

Kimberly: For checking in with them, right? Like if, if they are okay with you seeing that and oftentimes they're doing it because they're just in the moment and it's happening, they feel safe enough to do that and sometimes that's just being a witness as a parent. And that's sometimes just sufficient and then it can be just checking in, but be careful with a really little because that can be very scary for you to kind of quote quotes see inside their brain that can feel very intimidating for our young children, that you would be able to know that they are processing this externally that can feel very intimidating and can shut a lot of kids down. So we don't want someone to come in like reading their journal. Hey, sweetheart, I read your journal. You said today was the worst day ever. Why didn't you tell me about it? Like that would feel pretty violating like that. I didn't want to share that with you or I wasn't ready to share that with you or I'm still trying to figure it out. So in a similar way, we don't want to invite ourselves into a series of questions like, oh I saw you do that what, what, what right thoughts? 

Laura: Because it's intrusive. Like it's, yeah. No, I really, I really love that perspective. Kind of having a sense of being honored with the fact that they all share in your presence and then really respecting the work that they were doing and their privacy and, and, yeah, I really, I really like that perspective a lot. Yeah, and that we don't need to necessarily heighten it or make it explicit that whatever it is that if we were, you know, privileged enough to get to witness that, then that can be enough and to leave it there. 

Kimberly: Yeah, you can always invite them to chat but just make sure it's separate from their, their play that play, right? Yeah, because in a way again, you're setting that boundary for them. Yes, it's like, Okay, I've allowed them and maybe they've moved on to a different play sequence or maybe they, you know, moved out of that room, they were playing, that's the time to invite yourself in and check in with them, right? Not, hey, I saw you playing about this today. Not even that just to check in like maybe that was a hint for you, like not, not by their conscious intention, but maybe that's a hint as a parent you can pick up on like, oh this is something my kid is still maybe struggling processing, maybe they need an opportunity to chat and say, you know, Hey, that was a really big deal that happened with you being lost last week because maybe they're still processing it. You know, that's a really big deal. I'm wondering if you want to still talk about that at all. But not referencing the play or imitation.

Laura:  Yeah, but not referencing the play. So, like if we see our kid coming home and they're playing, you know, school with their dolls and one of the dolls is hitting, not saying at dinner, hey, I saw you playing with dolls and one of your dolls was hitting. Is that happening at school? But coming in and saying, you know how like how was school today? You know, how is everybody doing, like and just leaving the play as the play and the check in in its own lane? 

Kimberly: Exactly, because that's their diary. And even if you're, I really love once you read the diary, you don't want them to know that you were the sneaky parent reading their diary, right? 

Laura: Okay. Parents, hopefully we're not reading your kids' diaries, right? Like hopefully we're not reading our kids diaries but, but like if you know that does happen, we don't want, yeah, I play as our kids diary. I really love thinking about that because I mean, I think we talk about play as, as a way that kids process and experience and you know, prepare for new roles. But thinking about it as their diary, who I mean, that even just ups the ante and how, how important it is, you know, how private and vulnerable. Oh, I really like that a lot. Kimberly. I feel like I've never heard that before. Thank you. Ok. Well, I feel like we accomplished what we set out to talk about here.  I really appreciate you so much. Are there, is there a way that my listeners can get in touch with you so they can learn more or reach out if they're in your area? 

Kimberly: Yeah, absolutely. Welcome to my website evergeenplaytherapy.com. I'm also on Instagram, not enormously active there, but I do enjoy putting out some fun videos and that's @evergreen_play_therapy.

Laura: Okay. And all of those links will be in the show. Now, Kimberly, it was really fun talking with you. I really appreciate having a chance to connect on play therapy and geek out a little bit. And gosh, I feel like I really learned a lot in this section.

Kimberly:  So thank you. Oh, thanks, Laura. It was a blast. Such an enjoyable time and uh best wishes to you and your little.

Laura: My, not so little anymore, but yes. 

Kimberly: They all feel little to me. Okay? 

Laura: Thank you so much.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 205: Understanding Sensory Challenges: Support for Kids and Families with Eva Lassey

In this episode of The Balanced Parent Podcast, I sit down with Dr. Eva Lassey, a dedicated Doctor of Physical Therapy and the Founder of DrSensory.com. Together, we’ll dive into the world of sensory challenges, discussing how to recognize them, support children effectively, and foster environments where kids with sensory needs can thrive. 

Here are the key takeaways:

  • Understanding sensory challenges to support children's behavior

  • Defining and identifying sensory processing difficulties

  • Recognizing signs of sensory needs in children's behavior

  • Difference between sensory avoiders and seekers in children's behaviors

  • Using sensory diets and strategies to support children’s participation and thriving

  • Signs that indicate a child could benefit from pediatric PT

  • How parents can advocate for pediatric physical therapy referrals

  • Using sensory perspectives in parenting strategies

  • Overcoming sensory aversions and fostering collaboration in family tasks

If you enjoyed listening to Dr. Eva, you can visit her website drsensory.com, and connect with her on Instagram @drsensory and Facebook @drsensory.

Remember, understanding sensory challenges and using effective strategies can help children thrive and feel supported in their unique needs.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balance Parent podcast, we are going to be talking about everything sensory, how to know if you've got a kiddo with sensory challenges, how to support them. What you know, difficulties might arise when a kid is having sensory challenges and then how to learn what your kid needs to be able to thrive. So to have this conversation, I'm so excited to be welcoming in Doctor Eva Lassey. She is a physical therapist who loves all things sensory and supports kiddos and their families who have sensory challenges. So, Eva, is it okay if I call you Eva, do you like Doctor Eva? Or Doctor Lassey? What do you prefer?

Eva: Eva is perfect.

Laura: Okay, perfect. Welcome to the show. I'm so excited to have you. Will you tell us a little bit more about who you are and what you do?

Eva: Yes. Thank you, Doctor Laura. I appreciate you having me here. I am so excited. This is something I'm so passionate about and so just being on here and being able to talk about it. I'm just, I'm just really excited. So My name is Eva. I am a physical therapist and I've always had this passion for children and child development. And I think, I think part of that stems from being from such a large family. I have ten siblings and so having such an interesting upbringing, I feel like it just led me down this path of like whole body wellness and physical therapy. And then I use my career to then branch out specifically into children and how I can help them. And that is where my passion I feel is just fueled by becoming a mom and having children. And then seeing that like, not everyone has um the resources that they need and how many parents I see that struggle with their kids and just don't like they don't know where to turn to and they are just like grasping at straws sometimes. And when I got together with some of my therapy, like friends, we got speech therapists, occupational therapists, other physical therapists I realized how much we can offer. And that is why we created our resource platform which doctor Sensory, you obviously know. But so yeah, that's a little bit about me and I am just so excited to talk about children and country processing and parents.

Laura: Yes. Wonderful. Okay. So Eva, so I, when I sat down with families who are coming to me with kiddos with big reactions, challenging behaviors and lots of intense emotionality meltdowns or even just a lot of intensity, maybe some spirited temperament happening. I ask, I start by asking, you know, what is their sensory life like? You know, how do they experience the world? You know, is there anything you know, when I say like, do they have sensory challenges? Is there anything that pops into mind? And I'm kind of the reason I do that is because I know how hard it can be for kiddos who are having sensory processing challenges, either not getting enough input or getting too much input, how it can impact their behavior. But maybe we can talk just broadly for the listener on why we might think about sensory stuff when we think about challenging behavior or other struggles that kids might be having. How are they related?

Eva: Okay, I love this. So this is such an interesting question because when you look at all children, I feel like a lot of teachers and a lot of parents put their children into two buckets and it's usually my well behaved child or my challenge child, right? So you get like these two different buckets and unfortunately, sometimes the challenging kids don't get what they need like the good kids, what we classify as the good children in class and things like that. They kind of put them into this oh they're the best and they obviously get more attention sometimes. Whereas the challenging kids who are seeking input or like seeking different strategies to help themselves, like to navigate the world around them. They are the ones that really need our attention. And that is where I highly encourage parents to look at this idea of sensory processing. So I like to tell parents this is the spectrum like when you look at your child, even your child that you feel like always, you know, does what they're told and always like doesn't get into mishap, right?

Laura: Yeah, I will, I mean, I will, yeah, I will even say the kids who do well at school. So most of the parents that I work with their kid does really well at school and then comes home and loses it. And I would say that many of those kids also need support because they are just holding on for dear life, holding it together in an environment that is really challenging for them and then coming home and having that whiplash effect, you know that restraint collapses. And I mean, just because the kid is doing well in school doesn't mean that the environment that they're in is con you know, is the most supportive. It can be right. 

Eva: Thank you for saying this. Yes, I feel like not everyone understands this concept of okay, so with sensory processing being a spectrum, you're having children who may be okay in those loud environments, but they may really struggle with something else like bright lights or the food that they're eating or the movements that they're going through. And so they get to this area of, okay, I've had it too much, but they don't understand that. So a lot of children have to be taught to understand that. So when they don't understand that they've hit their max, this is where the meltdowns happen. And a lot of the time I find myself like educating parents on the differences between a tantrum and a meltdown so that there is such a huge difference here. Tantrums have exactly like there's a purpose to it, whereas a meltdown is entirely opposite. This is like sensory overload and the child needs the space to express that, right? You almost have to let these meltdowns just happen sometimes, right? 

Laura: And almost like a reset. 

Eva: Yes. Yes. And you'll find afterwards like the child is like, okay, now I can breathe, but there's back to your question like there is so much that parents can do to help and educate even like the teachers, right? Teachers can totally be in this category too. So where they can help is figure out what your child needs, learn your child, right? Every child is so different in all categories, right? So when you're looking at a child, look at them broadly, what do they enjoy? What are their character traits? What do they do afterwards? You feel like they're thriving, they're calm, they're being able to have an actual conversation in peace instead of something where they're seeking an answer or they're seeking like, like the tantrum, like they want an end result, correct? Like, so this is where I highly encourage those parents to kind of look at that spectrum and we can talk a little bit more about that. 

Laura: So can you just maybe define sensory processing difficulties for us just in a very general way? And then maybe we can dive into how to figure out where, like when our kids might be faced with some sensory difficulties. 

Eva: Yes, definitely. So, sensory processing difficulties, we kind of like a new thing that people are just now coming to realize. Like back when like the DSM obviously, they don't have a diagnosis for this. You'll notice some states will actually, yeah, some states will actually have it. So, and it'll be completely separate from other diagnoses like ADHD like the anxieties, all of that autism, right? So you're going to have it separate and now they're finding new research, new research that shows that it is separate as well. You can have sensory processing difficulties and disorders whereas you don't have any of the other diagnoses. And so these are your kids or honestly anyone I like to say everyone is on the spectrum. Okay. We either enjoy too much stimulation or we enjoy too little or we're somewhere in the middle and there are so many categories we're talking about all of your senses, right?

We're even including things like proprioception. So like your balance and your body is knowing where your body is in space and like your touch and your hearing, right? And taste. Like there's so many categories and they're all, they're all spectrums. And so everyone is somewhere on this spectrum is what I like to say. And I'm just so glad that sensory processing is now coming to a place where people are listening and they're saying, okay, let's figure this out and how can we help our children? 

Laura: Okay. So what are some of the Hallmark things that you would want parents to be kind of like perking their ears up when they're seeing kids? Like one of mine is like if you've got a kid who is constantly crashing into things like to jump from high places seeking a lot of impact that they might be looking for more or increased proprioceptive input. So can you give me some other examples of things that are kind of just like Hallmark things to be on the lookout for that might make parents go like, oh that's why they're doing this thing.

Eva: Yeah. Yeah, most definitely. Okay. So how I like to classify it is okay. We have sensory avoiders and we have sensory seekers. So your sensory avoiders are those children who avoid the movement. So for example, if you pick up a child and you're tossing them in the air and they just don't like that. Right. They start to freak out. They honestly prefer those stable and more predictable movements. Those are your sensory avoiders. You can also look at them to touch. Okay. So some kids will not like, like the tags on their shirts or the textures and you'll find that your child just tears off all their clothes. As soon as they get home from school, I feel like a lot of parents are in that category, they're just ripping everything off. They know it's socially appropriate to be out, you know, in school and in environments wearing clothes, but as soon as they can be who they are, they don't like it, they don't want it. And so they will rip all of their clothes off. 

Laura: Can I just be in this example? Can we just take a second and have a moment of compassion for these kids? Because I know for parents who are struggling to get their kids to keep their clothes on, it's hard like that. This is, this is a challenge, you know, that we want to be able to go outside and have clothing or like, you know, the temperature is changing right now. And so we're like moving from wearing short sleeves to long sleeves and how much of a challenge that can be for some parents but also like for the kids, can you imagine having to put something on your body that feels incredibly overwhelming to your, to your sensory system that feels like you're being tickled or touched in a way you don't like all the time and how much of a relief it must feel like to get that off of your body. I just, I have so much compassion for these kids who are like, and we expect them to go to school and learn while they are being tortured by the tags and seams in their clothes, you know. Oh yeah. Go ahead. 

Eva: Can you honestly, it breaks my heart because and it breaks my heart more sometimes when like the people that they trust the most like parents, for example, like if they don't understand this idea and if they don't understand this concept, like I feel so sorry for the child, that's like, no, you have to keep it on. Okay. But where is their safe space? And so that's why I'm glad we're having this conversation because parents who are like, what do I do? I'm hoping that they can open their eyes to like, okay, no, my child needs it. So let's create a safe space where it's like, okay, let's find you something you do like to wear or it's okay for the next few hours to find we're at home. Yes, we're in a safe space like no one's coming home we're good. Like so, yes, I am so glad, but it is very heartbreaking for those children. I just can't imagine. And especially if a child doesn't know how to communicate that. Imagine not being able to communicate. Like, hey, I don't like how this feels. It makes me anxious. It makes me have overwhelming feelings. I just don't like it. I can't focus. I can't sit still. 

Laura: Yeah. It is so hard when they can't articulate what it is. I think that's when we look at their behavior, right? And their behavior communicates, you know, we have to eat their behavior.

Eva: So, and that's where I'm a big proponent. Yeah.

Laura: Yeah. So like you think about teaching kids, yes, teaching kids, teaching grown ups. So when we have a sensory avoider, when it comes to hearing, they might not like loud sounds, they might cover their ears. They might be annoyed by things like the heater making a buzzing sound when it kicks on those types of things versus a sensory seeker or like a grocery store, grocery store might be really overwhelming or like the lunchroom at school might be really anxiety provoking for them. But in terms of a sensory seeker, those are the kids who maybe are loud, they're always tapping something, they're always, you know, is that right? 

Eva: Yes, 100%. So your sensory speakers, they love this. Okay. So you're talking about like they love spinning. They love jumping. They crave this sensation. They almost sometimes classify them as hypo-sensitive. So they need the stimulation that they're getting isn't enough. Correct. Yes, they want more. They need something to feel. Okay. So these are your ones, they're always touching if you notice a kid that loves hugs or comes at you and when they sit next to you, they put pressure into you. I mean, I feel like not everyone has this child but they do. They are there the parents that have it, they know it. Yes, they want to put their pressure into you. And you're like, why are you always touching me? And this is like where parents get touched out, right? The concept of like I'm done with touch, right?

But sometimes this is what your child needs. And so teaching them strategies to be like, okay, you need this or let me help you. Okay? So you give them these strategies, you create corners for them, you give them strategies if they're like a sensory seeker. Can you put a mini trampoline in your backyard? Can you put one in your room? Can you put one in their room? Can you create a swing? Can you provide the textures that they need? Can you put that in strategic places to where the child knows that when they have those feelings, they know where to turn to and they know where to go? To get that sensation that they are really craving if that makes sense. 

Laura: Oh, it makes complete sense to me. And this is why. So my oldest is autistic and has sensory stuff going on. She's definitely a seeker when it comes to proprioceptive input and i'm an avoider when it comes to auditory input. And you know, so you can be both on like different sensory systems, right? But one of the, so she worked with an OT who really, really helped her learn what her body was asking for, in moments of this regulation. So watching TV, or movies was always like when she was younger was very, very challenging for her because it was a sensory experience that was very overwhelming and very just regulating when it was stopped. And so we put up a sensory swing, a lycra swing right next to where the TV was so that she could easily transition into something that would get her back into her body. I did not know how to do this all by myself. I learned this from my OT and it sounds like PTS do the same thing, you know, to help kids and parents learn to understand the signals that our kids are, you know, that the bodies are giving the kids and then how to meet those needs in a way that works for the family. Is that right? 

Eva: Exactly. Exactly. So what you're specifically referring to is called a sensory diet and it is just like what does your child need and how can you accommodate that? So, those are the sensory diets that we speak of and that you've learned for your daughter, you know? And the cool thing is you probably thought about her. So she knows. Right. She, like, knows what she's feeling. 

Laura: Yeah. Most of the time, and, yeah, I mean, she's a, she's becoming a teenager so now she's getting like new signals, you know, so as she's moving through puberty, which is its own learning process. But yes, yeah. Go ahead. Sorry. 

Eva: Yep. That's exactly right. So I love that. That is, that is exactly what I want all parents to know is like, you can create these sensory diets for your Children to teach them and help them thrive and this is how they thrive, right? But as far as physical therapy, what I specifically like is the difference between like PT and OT would be PTS also look at balance and coordinations and the proprioception. So a lot of the time sensory processing kind of evolved into children who are either hiding away from activities with other kids or they are like, almost like not participating in how they should like in schools, right? So you'll notice like the child who doesn't like those extra movements and doesn't like the loud noise, you'll notice that they tend to hide away. Okay. But when they don't practice those things, they end up losing a lot. So if you notice they're not as coordinated, their balance is a little more off, they fall a lot more. It's because they're not getting as much of that involvement and that is where we come in. And I'm like, okay, what can we do to give you the same experience that you need to help grow your body? Right? Your body is constantly learning your brain and neuroplasticity, right? It's growing, it's changing, new connections are forming.

So how can we help those kids? And I love the idea of a sensory diet because those are things you can incorporate in PT I always say like if your child is struggling with balance and they're not getting it at school. Do PE at home create like putting tape on the ground, create a balance beam. If you have the resources, purchase the balance beam, you can easily create one though or do like the couch cushions on the floor and work on like hot lava and creating fun environments for them because you want these kids to be able to participate. So if they practice more at home, if you learn your child to know what they're craving, know what they need, know what they hide away from and what they hide away from. Learn strategies to help them, tolerate it a little bit more if that makes a little bit of sense. But yeah, that is how that is how kids will learn to participate and to be involved in these activities. And that is how they thrive. And that is when I see children happy and participating and making friends, that is what this world is about. We need relationships, we need community and we don't want kids to be isolated. And that is what we're specifically targeting with sensory processing. 

Laura: Okay. I'm curious to know what a parent would be looking for, to know whether their child could benefit from working with the pediatric PT. 

Eva: So you're looking for kids that they're seeking some? Okay. So how do I phrase this in a way that they do? The child is looking for something but they can't. Okay, let me rephrase this. So for example, your child really wants to play Foursquare. Okay? Your child looks like so much fun. I wanna participate, right? When you're thinking about children, you're looking at play-based therapy. So you're looking at having activities and fun things for them to participate in, to grow their systems, right? So the child cannot catch that ball no matter how hard they try, right? That builds frustration, that builds overwhelm and anxiety and then that is where they stop doing those things or your child that falls a lot, right? You'll notice like they just, they put their shoes on and as soon as they put their shoes on, they're tripping their way out that door with their backpacks on their back and you're like what happened? Like what just happened? Okay, these children that don't participate like that they end up having these balance issues and they end up having these issues where they're not able to do with the other children, what they feel they can't do if that makes sense.

Whereas with physical therapy, like, put your child in physical therapy, if you can, like if you have the resources or just learn strategies, but if you have the resources, oh my gosh, what pediatric physical therapy can do for your kids and occupational therapy? I'll be honest, they really work hand in hand. We work at similar things but they all work for the greater good of that child, right? But put them in and see the benefits if it doesn't work after a while, ask your child, like how do you feel? Are you able to do what you wanna do? Can you play this? What is something that you can do now that you were not able to do before that? Those are the beautiful moments. 

Laura: Okay. So if you are thinking that your kiddo, maybe you could benefit from physical therapy, what would be so and let's say you need a referral from your child's family doctor or pediatrician. How could you go to the pediatrician and say in order to like get that referral because they don't always get them out so easily. Do you have any advice for parents who know who their kid have, you know, really feel like this is what their kid needs. How can we advocate for getting that referral from our doctors? 

Eva: So the keywords here are activities of daily living for occupational therapy and a keyword for physical therapy is falling and I'm not being able to do what they need to do. Okay, so when you look at the medical profession, it is so challenging for parents, right? You want your child to get therapy? How can you get that? Like it is so incredibly challenging. What insurances will pay for therapy services is what does your child need to do or what does your child need in order to not just participate every day but be able to do what they need to do. So, activities of daily living is what I'm referring to. So can your child not, I don't know, like can they not eat properly because they can't sit up? Okay. That is important. They have to be able to sit up to participate, right? They have to sit up to eat, they have to sit up in class, they have to focus on things like that. Can they not brush their teeth? Can they not have a day without falling? Those are your key words. Okay. Use those words like, but be honest, obviously, like of course, yes, obviously. But look at your child like what do they need? And So this is where this is why I created Doctor Sensory. Okay. This is where my passion comes in because all of these parents can't get what they need. So how can we make it easier?

And so that is why we created Doctor Sensory. It is now up and coming because we want parents to be like, where can I get the therapy? And like they just go to one place and be like I found a therapist, an occupational therapist, a speech therapist and a physical therapist. Like, right? Like we want it to be so accessible and that is why that is why we created it. So thank you for bringing this up because yes, parents need to know what to say to get it. And I am hoping that as things are changing and as the medical community is more realizing how much of an effect these therapies have on their children, that it'll be a lot easier. We want it to be easier. We want kids to get what they need. But parents, if you see your kids struggling, if you see your kids reacting to certain things and not being able to do what they want to do, do your best, you are your child advocate, you are likely their only advocate, do what you can do like you got it. 

Laura: Yes, absolutely. Thank you for that pep talk. So I, one of the other things that I, I think about a lot with when it comes to these kids. So we've been talking about how to kind of create a rich, and appropriate sensory diet. And in doing so the kiddo will maybe feel a little bit more comfortable and regulated in their bodies and maybe we will have less challenging behaviors going on. Tell me how it is. I think that so most of the people who are listening, expected parenting to be a little bit different than it turned out to be. They're looking to do things differently than how their parents did things. And at the same time, they want to raise kids who can be contributing members to a family. And I'm kind of curious about how this sensory perspective fits in with more general approaches to parenting and how we can use the sensory lens to inform how we approach things like discipline or cooper operation and collaboration with our kiddos. 

Eva: Yes, I love this. So, since the Stanford study came out, they did a decades long study and they looked at children who thrive like adults. Okay. So when they looked at this, the biggest indicator of children that then grew to thrive in adulthood was participation in their home. So we're talking chores, we're talking about involvement in family activities. Okay? So when you look at your child and you see what they are struggling with and you see where they thrive you are the best person to choose a chore for your child. I feel really strange saying that but choose something for your child where when they do these things in the home, they feel not only that they are like, enjoying it in a way. I don't know if a child can enjoy throwing away the trash. But let's say they need that heavy proprioception. They need to lift those heavy objects. Okay? So now you give them something heavy to lift, you give them something heavy to drag, hopefully not tearing through the house to you know, the garage or the trash bin. So that is how you can include your sensory means with chores in the house allowing them to thrive. And I think I am a big believer in parents looking at every individual child and growing up in a family of 11 kids, I kind of was beginning to see the differences in every single child and what every child needs. This is almost, it almost traces back to like love languages and like what a whole child needs as far as like, do they need more touch or do they need more like words of affirmation or do they need more, you know, whatever else they may need? Right. So I think when you're looking at the child as a whole, you are the best person in the position as a parent to say, okay, you love doing this and you need help in doing this.

For example, you love, let's say you love loud noises but you don't like texture. Okay? So what can you do in the house that contributes? But also helps you thrive? So let's take sweeping, right? You've got noise, you have noise but you don't have to touch anything other than the broomstick. So if you consider something like that is like I, yes, yes, you love the noise like they love it. They're like, oh my gosh, like you'll notice my son loves it. He loves the vacuum. He will scream over the vacuum and you're like, oh oh my gosh, what are you doing? But like hearing those loud noises but not having to like touch, let's say doing the dishes like a child that does not like the feedback like through tactile stimulation. Like they don't enjoy that feeling, don't give them the dishes to do. Okay? Give it to some other child that you have that may or may not enjoy that tactile stimulation. But yes, that is how I believe parents can really start implementing that. I also when talking about parenting, I think one of my favorite things is Michelle Borba's book, The Thriver book. And it gives you some character traits to use for your child that you have to teach them, for them to um thrive in our world. And those include curiosity and integrity and those are just two of them. There's also perseverance and optimism. So, what you're looking for is when you're teaching your child to know themselves, like, what do you love and what do you not like? They become curious? Do I love this? And do I not ask your child? Can you figure out, tell me on a scale of how much you love or hate this? So, fostering that curiosity, think about how much more your child will participate in to determine whether they like it or not. I love beautiful things. 

Laura: Yeah, I love what you're saying. And I love this idea of helping our children feel like they are a part of a family. You know, the word chores gets like a rap, like really bad rap, you know, in the parenting world. You know, I mean, even just thinking about doing chores for myself makes me not want to do them. I like calling them home care tasks because it is about caring for your home and not everything has to feel like a chore, right? So one of my kids who needs more heavy work loves to do things like shoveling or raking, she'll rake our whole backyard and it feels really good to her body. The other one, so one of my kids has a kind of a sensory aversion to kind of slimy, slimy things and so unloading the dishwasher when the dishwasher doesn’t really clean, the dishes is really hard for her. You know, but most of the time plates are ok. And so she does the plates on when it comes to unloading the dishwasher because sometimes it's the bowls that have stuff stuck into them and that's what she can't handle. You know, I mean, like, I like, you know, I think that there's this piece of, like learning how to be collaborative with our kids, learning how to be curious, like what's getting in the way of you being able to do this thing or what is your body asking for?

And how can we take that unique piece of it and really create a contribution to the family? Is, is lovely. I'm curious to know though, like, are there ways to help kids overcome some of these things? So like if for example, they're so so avoidant when it comes to like their clothes that they are stripping off the second they get home. Is there a way to help them be more comfortable in clothes? Beyond just trying to find the clothes that feel the best I like? Is there a way to kind of desensitize an over sensory sensitized person? Is there a way to help kids or even grown ups? Like, gosh, when I think about touching something slimy, like I have a very visceral reaction. Is there a way to help us overcome some of those things? 

Eva: Yes, there is. And that is the beautiful thing about the human body is how much our body can get used to so to say, but also can overcome and how much like parents will always say like they used to hate this, but now that they can do this and that is like such a beautiful thing. Like for example, my son, he does not like funky textures. You should see his gag reflex if anything touches his hands or it's disgusting in a way. But then like showing him, well, look, you can build this out of the sand. And so I'll notice like he starts with two fingers and then like he touches a little bit more and then you'll notice he has his whole hands in it after, I mean, it takes a little time, but then he's building a little like a sand castle and things like that. So, working with your child, what they don't like, add in what they do like so add them together and very, very slowly. So for example, if your child does not like loud music but, and like the handle it, obviously, if you carry this into adulthood, how challenging is that when you have to go to the grocery store, when you need to go shop for something, if you have family dinners and things get a little loud and you can't handle that right?

So learning strategies to help, obviously, you wanna like if it's too overstimulating, you need to learn how to scale it back and bring it back. So this would be like your noise canceling headphones when it gets way over overwhelming, right? But you also want to teach them be like, okay, so you can't handle loud noises, but you really, really enjoy watching and let's say it's like they, they really like bright lights or they really like like from on the visual standpoint, they are a sensory like sensory seeker in regards to their visual simulation. But what can you do where it's like they are seeing something that's super bright, they're working on a really big puzzle that's like lots of colors or lots of painting and you play soft music in the background and you over time, you allow them to tolerate a little bit more and you'll kind of watch your child and you obviously have to watch and prevent that over stimulation to prevent that meltdown. But if you can, if you can play with that a little bit and then you can ask your child, do you hear the music playing? Do you like that song and include it in that? And that is how you can most definitely bring that threshold a little bit higher or a little bit lower for your child, whatever they may need. And so that as a parent, it obviously takes effort and it takes time and it takes love and care and like learning your child and spending conversations with them and spending time with them. But that is something you can do as they grow into adulthood that they know these strategies and they're able to tolerate more, to be able to participate.

Laura: Yeah. I love, I love that. I love the idea of teaching kids how to, to tune in, to themselves, tune into their bodies as to what their bodies are telling them and then figure out how to meet their needs and are there, you know, so this,  I loved that description that you just gave. Is this something that you provide on your website that are there, are there resources that you have available for parents to go and, and figure out? Okay, so I've got a kid who is always crashing into me, what, what heavy work that might help him? 

Eva: Yes, this is, this is a resource that we are building out and it's very, very strategic. It's for those parents, it's for the educators and it's even for the therapist, we want them to have access. So we have been focusing on different diagnoses and trying to figure out how to help parents feel like, okay, my child has this, what can I do or what can I learn more about? And so we are currently creating resources specific to sensory avoiders and sensory seekers and so on our Instagram, we've kind of started like, hey, if like fall, fall is coming or Halloween's coming, like, what can you do for your child to help them? Like, what costumes can you create that? Like, let's say you're celebrating Halloween and you're getting outdoors or it's now becoming fall and the weather is changing and they don't like those textures. Like what can you do? And so we're kind of providing tips and tricks and we're trying to include parents that way. And I think that is a beautiful, beautiful thing and I'm hoping that with continued growth that we can, we can be the resource that all parents are like. I know I need to know what my child needs right now. And so let me go here and specifically go to doctor Sensory as a resource because we want, we want parents to have what they need. We want teachers to understand all children, regardless of who they are, how they're acting, what they need, like, you know, you know, more than you did the day before.

Laura: Okay. I love that. Thank you so much. I just pulled up your website too. I'm looking at it right now. It looks lovely. I love that you can learn by diagnosis and you've got all of these diagnoses in here. I love that. This looks amazing. I'm excited to check it out and learn more from you guys. Are there any other places? 

Eva: Thank you for bringing it. 

Laura: Oh, no, go ahead. 

Eva: I was just gonna say thank you for being on the forefront of helping parents. I think that's like more people kind of come to know about sensory processing and know what to do. I think that it will help the parenting journey get easier. I think your podcast talks about being a balanced parent and as a verb and like, you're learning how to be like, you're constantly in like working with that balance, right? And so helping parents, I kind of know that this is like a step that they could take to help in that process because parenting is hard, you know, it, I know it, we all know like it's a lot harder than any of us thought before we got into it, right? We thought we could handle it all and then we got into it and we're like, oh my gosh, what is this to you? Yes. Humbling. Teaching like, oh gosh, overwhelming at times, we learn a lot about ourselves and we learn where we fall short every single day. 

Laura: Absolutely. But it's so it's, it's so rewarding. So thank you for providing these resources. I think so many parents need to know what's, you know, what's out there and what's available. And that I love, I really want to put kind of sensory issues in people's awareness because if they are dealing with a spirited or intense child who has big up and down reactions or big behaviors or big challenging behaviors, big explosions. Likely there's something happening in the sensory realm that could be helpful and beneficial.

Eva:  Yes. Yes. Yes. Oh my gosh. Yes. And I'm hoping that parents can be like, not see their child as a troublemaker. Like don't, don't classify your child. Your child hears you. I am a big believer in how your child hears what you're saying about them and they conform to what you say about them. So as a parent, I am a big believer in tell your child the good things, letting them hear the good things about them. Like I really enjoy that. You love hugs like I love your hugs. I really enjoy that. You love to jump like it, it makes me so happy to see you jumping all of the time. Like bring the child into a positive light and let them hear the best things about them and that is where a child can grow to be like, oh yeah, I really do like jumping and then they start to notice their body doing it a little bit more. So yes, thank you. I'm sorry. I'm like, I'm so passionate about this and they're bringing up all of the best points. 

Laura: No, Eva, you're so great. It was so fun talking to you. So other than drsensory.com, is there anywhere else that our parents can go to learn from you and keep the conversation going. 

Eva: Yes, I would be happy. We answer all questions on our Instagram, Doctor Sensory. We also have our email if anyone prefers it is hello@dcotorsensory.com. But our Instagram is this growing place. We get messages all the time. Like how do you do this or what are some strategies and tips for this? And then we will do the research and then we post it as a post and that way it's always there and parents can look back at it and we'll bring it back to the forefront like a story. And so I'm just excited. I hope that people learn more. I hope that people want to learn more. And if, if anyone wants, we would love to connect with you over either email on our website or even on Instagram. 

Laura: Great. Thank you so much, Doctor Lassey. It was so fun to talk with you.

Eva: Doctor Laura. You too. You can clearly tell. I got really excited. So, thank you, Doctor Laura.

Laura: Oh my gosh, it's so much fun when we geek out about things we love. It's good.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 204: Supporting Spirited Kids in Getting the Sleep They Need with Macall Gordon and Kim West

In this week’s episode of The Balanced Parent Podcast, we’ll dive into a topic we rarely cover—sleep! If you’re parenting an intense, sensitive, or spirited child, you know how challenging bedtime can be.  To guide us through, I am joined by two experts: Macall Gordon, a gentle sleep coach, and Kim West, "The Sleep Lady" and creator of the renowned Sleep Lady Shuffle. They are also the co-authors of the book Why Won’t You Sleep?! Together, we’ll share practical, compassionate strategies to help both parents and kids get the rest they need.  

Here’s an overview of what we discussed:

  • Why parenting methods fail with intense kids' unique sleep struggles

  • Recognizing readiness for respectful, skill-based approaches to improving sleep

  • Developing parental curiosity and awareness with realistic expectations for spirited kids

  • Maintaining quiet time for children after naps that benefits both parents and kids

To learn more about Macall Gordon, visit her website mgordon@littlelivewires.com, Instagram @littlelivewires, and Facebook @littlelivewires. Also, you can learn more about Kim West on her website sleeplady.com, Instagram @thesleeplady and Facebook @thesleeplady.

Resources:

Sleep challenges can feel overwhelming, but with the right tools and compassionate support, you can make meaningful progress. Remember, every family is unique, and small, consistent changes can lead to big improvements. 

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent podcast, we are going to be talking about something we hardly ever talk about on this podcast. Sleep and how to get more of it and how to get our kids to sleep, particularly kids who are more intense, sensitive, spirited, kind of whatever term we're using to call them. I know that that's a lot of you. I know a lot of you have those kids in your home and I want to help you get a little bit more sleep for yourself and for them. So to help me with this conversation, I have kind of the queens of gentle and peaceful sleep here Macall Gordon, gentle sleep coach. And Kim asked the sleep lady, you know, the maker of the famous sleep lady shuffle, who I recommend all the time. So I'm so tickled to have you two amazing ladies here on the show. Why don't you introduce yourselves and tell us a little bit more about who you are and what you do.

Macall: Oh, boy. Thanks. I'm so excited. I'm Macall Gordon and I'm a certified, gentle sleep coach certified by my co-author Kim West. I also do research on temperament and sleep and all the sleep training advice,  and have written and presented those at conferences and I had two of these children back what feels like probably a million years ago now. And I come from the perspective that I just logged through it and it was not something I recommend, but at the time I knew I couldn't do, crying it out, I couldn't do it and I knew it wouldn't work. So we just kind of gutted it out. And I have feelings about that. I bet you do. Kim is gonna come from a whole different perspective. I wish I had known her back then. Let me just say that. And you probably would have if we had Google that as a blessing. And it's the only way you could have known about me. Yeah. So the only way you could have known about me being on a different coast was if you saw me on TV, or newspaper. But otherwise, yeah, even though I had a website.

Laura:  Did you? 

Macall: Yeah, I've had 24 years. Oh, yeah. Not 1994. We didn't have the World Wide Web. We're dinosaurs, Laura.

Laura: Oh, no, I mean, like, I remember all of this, you know, this was all happening when I was in high school, you know. So this is very, yes, it's so new. It's so interesting to think about this generation of kids who are growing up and they just have no idea how much things have changed. And then at the same time I think about my grandmother who was born in 1910 and how much things changed for her as she grew up too. So I think things are always changing. Right. Kim, will you tell us a little bit? I mean, will you tell us a little bit about who you are and what you do and kind of how you came to be writing this book?

Kim: Yes. So I'm Kim West, the sleep lady or I'm known as the sleep lady. I had a three year old named me that many years ago and I was like, I kind of like that. Yeah, and I'm an author of several books on Sleep and, and this latest one that I am co-author or I have co-authored with Macall, which we'll get into in a second. I'm a mom of two. I would say one of them is one of these alert livewire children. It's funny because I didn't really think of myself as being alert. But now after doing this with Macall and all this research with her, I realize I'm more like the sensitive temperament child that my younger daughter is. And so, let's see what else? So, I have been a family therapist for 32 years. I first developed the sleep lady shuffle 30 years ago with my first child, when my older brother had his child and they came to visit and that baby didn't sleep for the first two years of his life. And they were a wreck, you know, like we're never having any more children. And my sister in law was like, I'm going to have to quit my job. I'm going to fall asleep at the wheel. I was like, what? This is a thing, this is a problem. 

And at the time, the only thing we had besides, you know, going to the library of the bookstore was one book and apparently this was worldwide. It was Doctor Ferber's book which is basically graduated extinction, you know, put the and then just put aside what age one does this ad? That wasn't any clear definition like there still isn't. And I just thought it didn't make any sense. Why would we leave our child to learn a new skill particularly at a very young age where they might even not be able to put their hands to midline or their hands to their mouth, to self soothe as an example. And then I didn't believe that leaving them cried out to figure it out was learning anything. I didn't feel that that worked with temper tantrums either to sort of walk away. I wasn't sure what my child was learning in terms of self soothing, in terms of self regulating. I think I kind of have kind of come to dislike the term self soothing. Now it's really, yeah, Maccall and I'd be happy to talk about that hot topic too. And so anyways I experimented, I got some bad advice from my older daughter and I just decided, you know what, I'm, I'm going to figure out something different where I can stay with her, offer physical and verbal reassurance, do less and less as she incorporates the skill skills. And I kind of shut out, you know, all the other advice which was plentiful. Maybe not as plentiful as it is now because of social media.

Laura: And it was so hard to filter through all those things.

Kim: I can only imagine because it was even just hard to, I, what I did was I stopped going to mom's groups which isn't really great for your mental health to isolate. But the judgment and the criticism I was so I just stopped talking really about it, you know, too, but I got her on a good routine and things were going really well and I was breastfeeding and I felt like I was creating a secure attachment and I of course, waited until I thought she was developmentally ready. And and then I had my second one and she came early. Silent Reflux. Totally Live Wire alert still is at 27 years old. It's just in a different form. When I got her healthy and old enough and sleeping, I thought I'm on to something. And then it turned out that, you know, 75 to 80% of my practice ended up being these alert or livewire children. And so I learned so much about them. But my book, my first book, Good Night Sleep Tight was really written for the, you know, the kind of the kid. Yeah. And I had sections in there about alert children. But you know, if you, if you have livewire, you're exhausted. First of all, you're not even reading my 300 whatever page book.

Laura: Because it's not just at bedtime that these kids are turned up. Right? Something I always tell my parents when we're talking about having a spirited kid because most of the families who come to me for support have at least one spirited complex kiddo because those are the parents who are like, okay, the regular stuff's not working. What do I do differently like for this kid? Right. And I always tell them like, you know, you can talk to your parents, to your friends who have parents who have kids. But if they don't have one of these kids, they will not understand. And you have to take everything that they say with a grain of salt because what works for other kids is not most likely never going to work for your child and that is the perspective of your book. So your book is called, why won't you sleep? A game changing approach for exhausted parents of nonstop, super alert, big feeling kids. And I gotta tell you, as I started reading it, I had this feeling of intense validation from my own experience with my two, you guys call them livewire. My two spirited kiddos who are phenomenal and wonderful and, and a lot. And a lot and a lot. And, and deep sadness that I did not have this because we just muddled through much like you Macall, like I, you know, so I was going through, I had my first child while I was in a phd program getting my phd in human development and family studies. And so I knew too much. There's a point sometimes as a parent where, you know, too much, you know that. Right. And, and there was this, you know, there's this tension between doing the full, the full extinction method, which has lots of research about, you know, on the back. 

And I know that my child has a robust attachment system that's ready to go and resilient. And we had, you know, and then there was this other piece around cosleeping that I also heavily believed in, but cosleeping didn't work for my kid past maybe four or five months because she would start waking up in the middle of the night and be like, okay, we're awake. Now we're going to play because she's just so alert, so present, so aware, we couldn't do cosleeping. That didn't work. If the one time we tried to cry it out, she just threw up because she was so upset and that was awful. But she also needed to sleep her first year of life. She was awake every 30 to 45 minutes all night long, you know, and so once we did get her sleeping and so I found the sleep lady shuffle, we worked through that. I had to alter it because it still didn't work. We had to go much slower. My guess is that we found our way to what you guys teach in this book and when she was sleeping better, she was a completely different kid. You know, all of the hard parts of having these spirited kids are turned up when they're sleep deprived, when they're over tired, right? And once they're sleeping, oh my gosh, the delight just comes out so much more fun having them. Okay. So I feel like I've talked a lot with you guys, but I feel like I'm doing a job. I wish I had exactly what we're talking about. Yeah. So tell me because I feel like I intuitively know why the traditional approaches maybe don't work. Even the gentle approaches, maybe don't work for these intense kiddos, these live wires. But tell us kind of even more explicitly like what's going on for these kids and what makes sleeping so hard for them.

Macall: Such a good question. Well, I always say, you know, you have to think about what it takes to fall asleep? Like let's break it down. You have to a no, you know, you're tired, you have to get the message from your body that you're tired. You have to be willing to turn your attention away from whatever your life is and turn towards sleep. And then you have to really be able to give into that feeling of sleep. Any adult who's ever had insomnia knows how hard those three steps are. Right. You know that there's a lot or if you, if you've got a deadline at work and your brain is racing how hard it is to shut things off. So, more alert, more intense kids who just have more going on and less of a covering over all of it. I don't think they get the message from their body that they're tired. Either it doesn't happen or they're just not paying attention to it. So they're not even getting the signal that they're tired if it was time. If their body finally is like, I'm tired, they have to, they're not willing to stop what they're doing because of life. Yeah. Well, they were so engaged. 

They don't want to go to sleep and then when it's time to go to sleep, the ability to shut out all the stimuli is really hugely difficult for them. Right. Because they're so open. I always say their circuits are open and they're just taking stuff in. But then it's also hard to shut that off. So every piece of falling asleep is difficult. The typical strategies will say, oh, if you just leave the room and let them cry a little bit in like 15 minutes, they'll figure it out. They'll just go, okay, I'm going to sleep. Well, that never happens with these kids. It doesn't, every parent who's tried, it knows that doesn't happen. And so parents when they have taken these books and the books really soft pedal, how hard it could be. It's not 15 or 20 minutes, it's hours of crying and throwing up and, you know, over many nights and, and then those books have no plan b, the books do not say, hey, if your baby is crying for more than an hour, two nights in a row, maybe you should stop. There's just, it's like, nope, just keep going, just keep going, which is, I think horrible. I think it's horrible. Yeah. Anything to add Kim in.

Kim: I mean, I just say here, here I tell all, you know, I just, I tell all my coaches who I train and other coaches and other training programs like, please, if things are not even improving a little bit in three days and for sure, by five please stop. First of all, like, let's make sure that we've gotten a green light from your pediatrician and that there's not something else going on. You know, this is, you know, vastly important. And to me, I feel like if, if and sometimes families are adamant that they want to do graduated extinction fervor control, crying like whatever you wanna call it, basically leave the room and go back and check on them in, in, in time increments. And there's all different rules on what that entails. And if they want to do that, I would say, okay, I mean, obviously most of the parents who came to me came because they wanted another option. Yeah, they wanted a different option. But I do remember some families who, many families who did Full Extinction even worked with Doctor Wise Buff and one of them and, and it didn't work and they tried it for three weeks with the toddler. Right? No, no, no improvement. Full Extinction. And then, she went back to Wise Buff because she was in his practice and said it's not working. And he, and what do we do now? And he just said sometimes it just doesn't work and uh wow, that's it, you know. And so somehow they found their way to me. And so I feel like, look, you have, we have nothing to lose by starting off. Gentle. Absolutely nothing to lose. Just, just like when a family is unsure. Or one wants to do graduate extinction and one wants to do the shuffle. I'll say, well, how about this, how about we start with the shuffle? And if you feel like your baby responds really well, then let's just move faster, you know. 

Or at the same time, if you start uh with doing something like fervor graduate extinction and your baby's crying more than you feel comfortable with and it's going to cause you to go in and potentially train them to cry, like pick them up and rock him to sleep after 20 minutes, then I'd rather you go in and sit next to the crib, right? So I just feel like parents need options that they feel like considers their child's temperament, their own temperament, their parenting, philosophies and values and what they can follow through with consistently. If you feel like either your child is starving to death or is in pain, forget it, you're not going to follow through, you know.  And you know, some kids just, I always like to say, don't know how to rewrap themselves. You know, these kids go from 0 to 100 like 60 maybe 30 seconds and leaving them to get yourself together means nothing to them, right? Because, you know, as Macalls were always reminding me from going back into the research and going back and understanding development that oh, I just lost my train of thought that, oh, that, not that we don't learn from a dysregulated state even as adults. Right. You know? So when you're, like, hysterical, it's not probably when you're able to hear some really good advice your friend may be giving you. We don't teach swimming when we're drowning. Right. Yeah, exactly. That's a good one. Usually Macall says, why is it in sleep training? You know, we don't offer any support but in so many other areas of parenting, like learning to ride a bicycle, we wouldn't just like, you know, here you go. Good luck. Good luck.

Macall: Yeah, it's absolutely true. And this is the thing I love about this approach is it is consistent with the way we teach kids every other skill, we help them until they get better at it. And then we start letting them take the lead. So this idea of leaving the room again, we, Kim and I both will say emphatically, there is nothing wrong with that approach. However, what's wrong with it is that it's been positioned as the only approach and the only option that's evidence based, which is not true. And the idea should work for everyone and it should work for everyone at any age, at any amount of crying. That's my biggest problem with it. And the idea that, you know, again, we talked about the whole self soothing thing that a, that a child, a baby can be hysterically crying and fall asleep and that they learn to self soothe. No, they just fell asleep. Self soothing means you can do something for yourself to make yourself feel better. The smaller the baby, the fewer skills they have. 

Laura: So we cannot say they self soothe because they were hysterical and then they fell asleep. The whole language around sleep training is a little bananas. Well, it's very behavioral, right? So it's all behavioral and most of the people who are listening to this podcast are actively rejecting behavioral approaches to parenting in general and turning towards more respectful and humanistic approaches to really seeing their kids as full humans, right? From the second that they're born. And I love that you're advocating that sleep be taught just like any other skill. And, and that doesn't mean necessarily it's just we're going to do it for them until they can do it easily on their own. Like when learning any important skill, there's struggle, there might be discomfort, especially if a child is used to something and then we're doing something different. There might be protesting a little like this is new. I don't like this. Can we go back to the way it was before, you know, all of those things are possibilities. And so I love the acknowledgement of that as well. I have, I feel like we could go one of two ways. So I, I think that there's, I can not, I think I just want to know about readiness. 

So obviously, we can't teach her whole approach here in this, this moment in time in this little, this podcast episode. And we wouldn't want to because I think that there's an actual, like, there's a huge benefit to reading this book if you are going through this with your kids right now and you're thinking about changing sleep. But I'm kind of curious about readiness, both parental readiness and child readiness. So can we talk a little bit about like, what are some of the cues that you would be reading in your family, in, within yourself and within your child to know that, hey, they might be ready to start learning some of these skills or I might be ready to start consistently supporting them in these skills. Yeah, because I let you have this little section in your book where you talk about like, don't do this until you're ready, you know, don't start something until you get it so important. Well, and, and the idea is that parents should decide what's a problem, right? 

Macall: So there's no that whole, you have to start, you know, you have to start by research, there's no research on that. So, you know, if things are manageable, cool, great, keep going. But please don't wait until you are so out of gas, you cannot even think straight because that's a bad place to start. So be mindful. And also know that there are certain patterns that will not shift on their own. So when my kids were little, I was following cues, following cues, following cues. I say right off a cliff because I didn't know at what point it was okay to say, you know what mama's a zombie, we need to change something. And so I encourage parents to do that to say, you know what? I cannot keep nursing this child back to sleep at a year and a half old, I can't do it anymore. That is all that's readiness, that's being ready. 

Laura: I just want to hold this up to the light for everybody listening right now because this is true, not just in sleep but in anything. What you're saying right now is that mothers and fathers are full human beings participating in a relationship and that our needs matter, that readiness on our part matters. So when it comes to things like weaning from nursing or being ready, you know, if you've been in a shared family bed and they're, you know, they're four and you're ready to find out them to sleep in their own bed that your needs and your readiness has a role in there. And that we don't have to just offer ourselves on the altar of motherhood as martyrs in service of what we perceive as the thing our kids need, you know, that our needs.

Macall: I mean, I learned that I learned it the hard way though, which was that I wasn't doing sleep training. My son was waking up every 45 minutes at 15 months and I knew there were days where I'm like, I am not a good mom today. Is this better than doing a little sleep training? And if I had had an alternative, like the shuffle, I 1000% would have taken it, but I just felt like rock in a hard place. And I didn't have the wherewithal to think creatively. Like Kim did. I wish I had, but I didn't. And so I just kind of kept, you know, moving and I didn't, I didn't factor myself in or that I would have been a nicer person on many days if I had had a little more sleep. So, Kim, you should talk about readiness. Age wise.

Kim: Yeah. I will say just to add on to that, that parents have to be in a difficult enough place that they want to change themselves, you know, and what's difficult for me and difficult for you are totally different things, you know, or can be. And I mean, I've had some families were like, oh, their child's, you know, getting up at 4 a.m. for like three weeks and they're going to lose it. And, and then I have other families where literally they haven't slept in three years and I don't even know how they made it to my office without falling asleep in the car. You know, I mean, like, whoa. But they, you know, because I think that, you know, we get busy in our lives. We're overwhelmed. We don't know where to start. We hope as Macall said, it will go away on its own.  We'll try something else, we'll, you know, just pretend it's not happening. So I think that a big factor of readiness is, you know, are you as a family ready to make this your number one priority? And, and as you have older children, meaning, you know, in a bed, let's say 2.5 to, to 6, you really have to make this a priority for longer and you have to be willing to make changes and be consistent in the day time and the night, you know, and so I think that's an important part of readiness. And then I would say, you know, our book, we're, we're really talking about, you know, six months and older. The circadian rhythm is really not developed before then. I mean, it especially with these little live wires, they, they just need more, you know, more help, more assistance to down regulate and, and be able to go to sleep. So I'm totally anti sleep training, newborns always have been, always will be. And then one could argue about when the newborn's period and, but it's pretty much like when a child's four months of age. And then I think that doesn't mean like, oh, it's exactly four months. So now we can sleep train. We really have to, like, look at our child. Right. You know, some, I find oftentimes these alert kids will reach physical milestones early, not always, but often they will. And so again, you can't go by that. Neither. 

Some people like, oh, once they roll or oh, once they're 15 pounds or, oh, all these sort of like magical rules that it's like, ok, well, let's look at your child who you have been given.  And do they seem ready? You know, so I always think four and five months, I'd like to get them through the milestone, which is one of the few milestones that actually has a change in the sleep cycles that occurs around four months of age. If we can kind of get them through that and by the way, some children do kind of breeze through that. So I know there's a lot out there of like there's like a sleep progression every two weeks. So it can make you go crazy honestly and it really shouldn't be that way. So if we could assess when they're through that and then, you know, four and five months, we're assessing what our baby likes, what's their temperament? Like, what are they actually ready for? And I would always start at night if a parent and I do have in mind the sleep ladies, newborn, sleep guide, gentle newborn, sleep guide, also a coaching readiness list. Because I really don't want people following, you know, kind of blanket advice when they hit whatever, like I said, this many pounds, this many weeks when you go and you do it. 

Laura: So what I love about what you're seeing too is that this is, this is a skill that all parents have to develop for their kids, regardless of what we are talking about. The ability to look at my child. Where are they? Very curious, very nonjudgmental, aware of where they are in development, what's going on for them. What makes things harder versus easier for them? Like this is a skill as a parent that you will use for the rest of your time parenting your child. I mean, I continue to use that skill of being able to just like, huh, what's going like? My kids are 12 and 9.5. I continue to use that on a daily basis like, oh, I just got a really short terse response. What's going on, you know, what was their day like? It's just a lot of curiosity and learning how to filter advice that's coming in through the lens of what you know, to be true of yourself, your family's values and your child. It's a really important skill, really intense sometimes to learn it, you know, over sleep.

Kim: But you know, and that's why I think that's why I think it's so helpful for us as parents, particularly when we're new parents to learn what realistic expectations are, you know, what typically happens at this age, right? Just to give some.

Laura: Yeah. So what are some realistic expectations for these live wire kiddos? Let's say if we're attempting this at maybe one or so.

Macall: What expectations for sleep? 

Laura: Yeah, for success. Like how is this like, what is success gonna look like? Like how long is this gonna take? Like what can parents be expecting if they are attempting to put some of these more gentle practices into place and hopefully and and moving towards more independent sleep for their kiddos? 

Macall: Well, the one tough love thing I can say is there is no step so small that your smart kiddo is not gonna notice. So I really often get, I often, I often get parents who have this. I can tell it's like a little magical wish that they, that there's just some strategy they can do that. Their child won't even notice and they'll start sleeping through the night and it's like, yeah, that's not gonna happen. Kids, not with these kids like they will clock any change you make. It's like, wait, you moved that teddy bear. Why did you do that? Right. So no, I always say that, you know, if you set them up for success, meaning we've ruled out physiological causes, they've gotten a decent day of naps. So they're not an over tired cranky pants monster. Know that the first couple of nights are gonna look crazy, they're gonna look like it doesn't work. You're gonna really question yourself, but you've gotta keep going. And like Kim said, you should see something shift in just a few days. Once you start seeing things shift, that's your green light to really keep going in the most consistent way you can possibly muster because these kids require parents to be so much more on their game than other kids. Other kids, there are things, you could be a little wiggly wobbly. They might not notice. These kids will absolutely notice and will absolutely hold you to it. So you just, you have to be ready and you have to stick to whatever plan you've made like a big dog. Like you really have to massively go for it. And then things can move. 

Yeah, I usually give, by the way, I always love to say this about these, these alert babies, like, and children, they know what they want when they want it and they're willing to hold out until they get it right. Like, and they'll tell you, you know, and they'll tell you and then when you know, and when they're preverbal, they'll tell you by crying. Of course, and when they're, and then they're verbal, they have words for you and crying. 

Well, and the thing that I adore and about the sleepless lady shuffle too is that you, it's, it's so about co-regulation. So you're not just watching your baby scream because all the other methods say whatever you do do not pick that baby up. Because if you pick the baby up, they'll learn that if they cry, they get picked up. It's like, yeah, and the problem with that is so you can pick them up the minute you think they really need help calming down and people go, well, how will I know when to do that? How long should I wait? It's like, no, you don't wait. You experiment. Yeah. Yes. Yes. Because you'll know it was too soon. Right. You know that if your little alarm goes off and says they need help, you pick them up, you calm them down but you put them back and keep going, you don't stop and you don't go do something else, you keep going. But the idea is we want to keep the pot off the boil so that they are still in the zone of being able to learn the new skill so that they can't. Right. Right. And it works for kids who are bar first, right. Like who will throw up really easily. People really will say, well, what if they throw up? And it's like, I, I think Kim, you say this a lot, like it, it really doesn't happen as much or for more than maybe once, if at all. 

Kim: And then I wanna, I 100% agree and I've seen that over and over and over again in my practice. I was thinking about, I'm not sure if we 100% answered your question or about, like, how long does it take? It's a very difficult question and I will tell you what, what I tell the general public, right? And then you have to, and then it's kind of a wild card with a live wire, right? Because, you know, if you think about it, temperaments also or maybe this is not fair to say, I think it is Macall on a continuum, right? In terms of or what cluster of traits you have, you know, and and that will affect how long something takes, but in general as an average and I always think of the live wires as being the outliers. So, but if a parent asks, where's the fat bell curve? You know, it's pretty much 7 to 10 nights that you will start to see improvement in the night, meaning they will go to sleep faster, they will wake less often and their wakings will be shorter and then what you'll be stuck with for a temporary amount of time is some early rising like parents are seeing right now. After, after the time. Yeah. And then you'll see in 2 to 3 weeks, naps start to fall into place first, the morning nap and then the afternoon nap. So the last two parts to kind of come together are early rising and the afternoon nap because they're connected. Right. And so that's what I'm told, where I'm really, like, hanging tough. We're going to keep doing it, it's gonna get better. And I would say those two pieces, if the average kiddo that takes 2 to 3 weeks, these live wires, it will take longer and some parents will say I'm only gonna focus on night and I'm going to do whatever works for naps. 

Because otherwise I'm gonna lose my mind and I support that, you know, we got to pick our battles and then when we pick it, we got really, yeah, because snaps with these kids are the hardest. They're the hardest. And I've seen, you know, a lot of times and I totally agree with that timeline. I tell people the biggest work happens in the first four or five days and then you'll really, mostly everything will be handled well in a couple of weeks. So I am completely on board with that. But some people have so much trouble with naps that I'm like, look if we can get nighttime good. You can just like not worry as much about naps because they're just, these kids give up their naps way sooner. They nap less and then they fully give up their naps way earlier than any child should. But sometimes the work it would take to get them to get better naps is just not, not gonna happen. So, you know, not worth it. Yeah. Not worth it. And if there's a second child in the house, really forget it. Like, yeah, not gonna happen. So, at least people can get the night time. I would just be careful though. If you have a listener who has a live wire and their 18 month old has stopped napping, then we please know that we are not saying that you shouldn't include some attempt during the day, every single day because I'm telling you 3 to 4 days of no naps. But there will be a personality change for the worse for the parent. 

Macall: You know, it's all about age. I had, I keep talking about this one client with a 10 month old. And both naps and nighttime were horrific and the mom worked really hard. Got nighttime. A beautiful nighttime is beautiful. I fell asleep, fast, and slept through the night. She worked on that because the baby was only taking one nap and they should be on two at that age. And mom worked on naps for two solid weeks, and didn't budge at all. And we were like, ok, she's taking one nap because she's doing so well at night and we just let it go but, but she was still napping.

Kim: It just wasn't in the time frame that we would expect both of those cases. Like let's say that. 

Laura: Oh sorry. Oh no, no, it's fine. I was just gonna say both of my even in cases like that, sorry, you go Kim. Okay. 

Kim: We just wanted to add on to what said because because I always, you know, we know how sometimes a parent will hear that and then be like, oh, so even in that kind of case, I might have stood like, let's say that 10 month old took a nap from 1 to 3 and making that up and then had like 11 to 12 hours at night. I would still say to that parent, you know what, I'd still like you to go for a stroll or walk or a car ride in the morning. Even if the baby glazes over and there's no movement, it's a little restoration, right. It's just a little catnap or something. Yeah. Or just zoning out can be, be better and, and, you know, even if you had like a 2.5-year-old who you want to give up on naps, you know, and of course they make sure you still, you have an earlier bedtime now. And we're not depriving them on both ends. I'd still work on quiet time, you know, even if it's just to still the body in a quiet activity, uh, same thing or walking in a stroller and they're zoning out. It's still better than letting the brain active the whole day. 

Laura: 100%. Both of my kids dropped their nap around 2, 2.5. Consistently. Sometimes they would take it, but sometimes they wouldn't. But we never stopped having quiet times. So the routine was after lunch, we go upstairs, we do an abbreviated form of the bedtime routine and then we rest in our rooms on weekends. Mom and dad rested in their rooms too. So the house was very boring and twisted, you know. And I mean, they kept rest time. I think that they finally, like, really, like, put together a revolt when they were seven and five. I think that they, they kind of came, came to us with an ultimatum about it and then we had to have some negotiations around. Like, what are my names at restaurants?  I mean, so they still, like, even, like during the summer. So they're 12 and nine, they know in the hour after lunch they're not allowed to speak to me because I need an hour off, no. Yes, I needed my client. So, I'm, I'm a huge fan of keeping quiet time as long as possible just for your own sanity and for theirs too, like learning to rest, learning to be with your own, like with yourself. Like, those are good skills for us to have too, you know, and I was going to ask you guys. So I feel like we are kind of assuming that people know what the sleep lady shuffle is. And I'm kind of curious if maybe we can very briefly, very quickly give a quick little, this is kind of what we're talking about so that people know what they're looking for. 

Kim: Yeah. Okay. So if you think about what we were talking about before the graduated extinction, which is, you know, and we'll just use the example of the baby in the crib. You put the baby in the crib awake and aware that they're being in the crib, hopefully after a soothing routine and then you leave the room and then there's all kinds of rules about how often you can go in and what you can do when you go in and not do when you go in, depending on whose book you're reading or um what consultant you're talking to. And so that my approach is more what we call and I call parental fading. So it's not confused with fading, which is a different approach. And parental fading means you put your baby into the crib after a soothing routine and you stay and you sit down next to the crib and you offer physical and verbal reassurance. So padding, shushing, picking up to calm when they get hysterical but not picking them up and holding them to sleep. And you do less and less over the first three nights and then you start to move away. So you're basically, kind of passing the baton, I'll do less and less to help you as you learn to incorporate the skill independently. So that's pretty much it in a nutshell. So I'm, and it's, there is eye contact unless of course your, your baby or toddler is having eye contact with you to entertain you. Then I might close, say close your eyes and but I know that there are some people incorrectly saying that the sleep lady shuffle is to sit by the crib. Don't have eye contact, don't talk, don't touch, please don't, don't do that or don't call that the sleep lady shuffle. Because I feel like that's more detrimental. And I'd rather you leave the room and do that's like the still face procedure. 

Laura: It's really distressing.

Kim: That's how you get some really anxious kids about what happened to my parents.

Laura:  And I was just so when we were doing this with my oldest, she used pacifiers and they're so clever. These kids are so clever. So she would throw them out of her crib because she would know that we would give them back to her. And it was a way to just kind of like, oh, okay. So she's, you know, we're focusing on sleep, let's get some more interaction, you know, some more like play, like play, it turned into a game. And so we like, you have sometimes with those types of things, with these really smart, intelligent kiddos, you do have to get creative. So, like we at night she had lots of Binkies, but at night time she would have one Binky that was attached to a stuffy that she would. So she threw the Binky out, she could reel it back in herself. And so, and then like as the so I mean, as part of the learn like passing the baton it went, we went from handing it back to. Oh yeah, pull it back through. You've got it. Okay? Put it in your mouth. I love that. And just again, like teaching them those skills. But yes that's the thing is people, yeah, just that people think that there's a million different methods, right? They're all that they're all different and really 99% of them are fervor. I mean, really like I can't even tell you how often it is. 

Macall: The one time I did this it fell out and it cut off my sound. Okay? You know how many times I look at a book and I'm like, oh, this looks like a good sleep book. Oh, that, wow, it's just really lovely and empathic and oh there it is, right? Like there's the crying it out part. So all methods, all sleep methods, gentle to whatever the most extreme kind are all the same goal, which is to transfer the work of sleep from you to your child. You can do that drastically by leaving the room and not coming back in. You can do it incredibly slowly like the no cry sleep solution, sleep ladies, you know, in the middle, I would say on the and definitely on the gentler side. But it's all the same idea. And so that's why I think where you can give parents this overview and say, look, you can take the sleep lady shuffle, you can break it down into small pieces if you want. Like if you, I've had people who've been bouncing their kid frantically on the ball, you know, maybe they need to take a couple of days and slow the bouncing down and then just hold the baby, then they start in the crib or, or whatever, but you really can break it down into pieces that make sense to you and your kid, which I love, it's not like a recipe, you know,  for, for steps to take.

Laura: I really love that kind of permission that you're doing because I think so many, especially when we're in the 1st 18 months of parenting, we just want to get it right. Right. And the parents who are seeking out more gentle and peaceful solutions for any discipline like they really want to get it right. They really understand the importance of the job that they're doing. They really want to make sure that they have a strong bond and attachment with their babies and they just want to get it right. And it feels so relieving, so soothing to have an expert come in and say this is the method for you to do it exactly like this. And I mean, what you're saying though is that, that's, there isn't one right method that's going to be right for everyone, not even this one, right? So, and I think what your book actually teaches is how to read your kid, how to learn to be flexible for your kid, individual child that you have, you present a lot of different information or if your kid has this going on, this is what you might need to do if your kid has this going on and that in and of itself is such an invaluable skill to have learning how to read your kid and become confident in the like, you know what the expert says to do it this way. But I actually know my kid better than the expert. And I know that they need these three steps before we do that one, right? And that's really, it's really lovely to have the experts say like, oh my gosh, please do it differently if you think it's better for your kid to do it differently. Right? 

Macall: Oh, yeah. And it's important to note too that cosleeping doesn't work for everybody either. Like that definitely does not work for my daughter. It did not work for my son. Like, you know, people will say, oh, you just need to come and it's like that is not a solution for everybody. Really sensitive kids. These really sensitive live wires are light sleepers and there's a lot of noise and movement that happens.

Kim: In a big bed smells and textures and you know, some kids just don't want to be touched either, right? 

Macall: So that can be a really tough moment for some parents where they're like, oh I thought this was gonna be so great. And, and when you say, how are you sleeping? And how are your kids sleeping? Because I've had moms also say, yeah, we're co-sleeping. My baby sleeps great, but I can't sleep because I'm so nervous or I'm so preoccupied or whatever. So, you know, cosleeping works, I say until it doesn't, then again, then we have, it doesn't work for everybody. When they try and want to do it, it doesn't work for some of these kids. So we really have to figure out the same with room sharing. We have to figure out where everybody sleeps the best. And if you're not sleeping or your baby's not sleeping and there's something that we can change with the context. It may be worth trying because we, we really shouldn't just keep like, no, no, no, we have to go sleep or we have to share a room, whatever. There are options where people can sleep better.

Laura: Yeah, I really appreciate that Macall. Thank you so much. Macall and Kim, I, I've loved this conversation. It was such a delight to get to talk to you guys. I wish that you had written this book 13 years ago so I could have read it while I was pregnant with my first. But better late than never, I'm so excited that current families going through sleep troubles will have it available to them. Is this something too that can work for kiddos who are older, for whom like, you know, the mom is still laying next to them before they go to bed and they are interested in not having to do that. Sorry, I just got distracted by a new question.

Macall: I mean, this book goes up, goes up to six and sleep tight six years of age and if a child doesn't have like an anxiety issue or other, you know, and other, you know, issue going on, then you could, it doesn't mean like once there's seven you can't do it. Yeah. You just have to make sure you've ruled out other things. 

Laura: I love that too. Thank you. Thank you so much. You guys. So I want to just make sure everybody knows where they can find your book and find your work and connect with you. Can you give me some socials or your websites? 

Macall: Oh. Well, the book is obviously you can preorder it. It's out. Well, it's on Amazon or Barnes and Noble or wherever you find books. My information is on Little live wires.com. That's the handle for, Instagram as well. Little live wires. 

Kim: And the book comes out by the way, November 19th. So you can preorder it now. And get that and then my website is Sleep lady.com. The same for my social life is either the sleep lady or sleep lady. Yeah, and you can see all the links there. Amazon bar books and you know, every big book out the US.

Laura: Wonderful. Well, thank you so much and thank you so much for bringing temperament and like spiritedness to this conversation around sleep. It's so needed. I really am very excited that this resource is there for parents now for having us.

Kim: Thank you for this conversation.

Macall: It's great.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 203: Supporting Children Through the Grief of Pet Loss with Anne Marie Farage-Smith

In this episode of The Balanced Parent Podcast, we’ll discuss an important and tender topic: supporting children through pet loss. I'm joined by grief expert and author Anne Marie Farage-Smith, a licensed mental health counselor, educator, and pet loss grief counselor. Anne Marie, who authored Healing Wisdom for Pet Loss, shares her expertise on navigating this emotional experience with children.

Here are the topics we covered:

  • Supporting children coping with pet loss and emotional reactions

  • How to help children prepare for a pet's death through open conversation

  • Explaining euthanasia to children by describing the decision, and process, and holding them with compassion

If you want to connect with Anne Marie, visit her websites counselingrochester.com, petlossroc.com.

Resources:

Tune in to listen and learn how you can support your children as they navigate this early experience of pet loss.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent podcast, we are going to be discussing how to support our children through the loss of a pet. Oftentimes losing a pet is a child's first real experience with grief and navigating. This can be so hard because parents are feeling the loss too and we don't always know exactly what to do and say to support our, our sweet kiddos as they go through this really important experience. So I'm so glad to be welcoming my guest to help me talk about this. So today we have Anne Marie Farage Smith. She is a grief expert and she has written a beautiful book about how to support and kind of how to move through healing through the loss of a pet. And today we're going to really hone in on how to support our kiddos when they're going through that first loss. So, Anne Marie, thank you so much for being here. Will you tell us a little bit more about who you are and what you do?

Anne: Sure. Thank you for having me today, Laura. I appreciate it. So yeah, I am a lifelong animal lover. And basically an advocate for all animals. I just love them all and they all have our special, their special qualities and special needs. So I like to be there to, you know, advocate for them. So,  I hold a master's degree in mental health counseling and also a master's degree in education. So I was previously a teacher, which I loved the career. And in my later life, much later life, I went back for another master's degree in mental health counseling. And, pretty much started specializing right off the bat into grief and loss issues. I was really drawn to that since it's very universal. I think that we all have, we all go through. Yeah. Yes, absolutely. And I just kind of, you know, got more specific with, getting some training as a pet loss grief counseling, professional as well as, a grief educator. So I've had additional training specifically in the grief and loss area. I started the Rochester Center for Pet Grief and Loss as well, which is, I wanted to take it out of the counseling connections,  private practice that I have and kind of have its own umbrella so that people can focus more on. Oh, I don't, I don't have a mental health problem which grief is not, it's not a pathological disorder. But, so kind of focus more and take that stigma out of the, you know, the mental health stigma and put it into just Rochester Center for Pet Grief and Loss. So, I see people through either of those practices for grief and loss and specifically for pet grief and loss.

Laura: Wow. You know, I don't know that I didn't realize that there were folks who specialized in pet loss. But it makes so much sense to me because pets often are really integral parts of the family. We create really strong bonds with them. I mean, I'm so glad that that is a resource that's available to the folks in your area and I'm sure kind of all over the world, there's probably people who will support you in moving through those times. I wanted to kind of hone in on, on parents, supporting children going through their loss of a pet. I'm kind of curious about, do you have an idea of what some of the common reactions kids exhibit when they are going through this loss? Like what do, what do we typically see for kiddos and what to look out for?

Anne: Well, Latin can become withdrawn when maybe they, that hasn't been their style. They may also express their loss and outburst of anger obviously the sadness as well and even, you know, boisterous activity, things that they weren't, you know, it wasn't kind of like their actual, if you, if you will. So that's when you can kind of like redirect some of their, you know, activities and,  maybe hone in more on. Hey, what's, hi, how are you feeling today? You know, some kind of, general questions. Do you feel some sadness today? Maybe? Can I give him some hints. Do you feel some sadness or you feel angry today? And can you tell me to talk to me about that and kind of open that door of communication for them where they might be feeling more comfortable to say I just feel sad, mommy or daddy because you know, I miss our pet. So and so you know. 

Laura: Can we, can we get almost even back up to thinking about like, so let's say we've got a pet who's not doing so well, perhaps they've got a cancer diagnosis. So the end is coming near. What can parents do to help children be prepared for, for a death that is, is coming. How should parents go about talking about this? Because I know for most of us when we were growing up, our parents, we're reluctant to talk about feelings. Many of us lots of people have, you know, the story of the dog going to live on the farm or you know, the goldfish that never died, that lived for 20 years. Because the parents just kept going and getting a new goldfish. And so there's a lot of avoidance for many of us growing up. And so, and the people who are listening to this podcast want to be fully present with their kids and their feelings and, and at the same time, it's intimidating to broach a topic like this. So what can parents be doing to prepare their children and just start that conversation?

Anne:  I think it's just really, being there for them and being open about this topic. And also, you know, they're grieving too, the loss of this pet, most likely his family pet. And so it's important for them to share what's going on for them. In a way that the child can understand. So they know they're not alone in this. It's like it's not just them feeling it, it's not just mom and dad. It could be even the neighbor down the street because the neighbor down the street, you know, your dog used to go for a walk every night and pass by this neighbor and this neighbor interacted with your, your, your dog for example. And so they're grieving the loss too. So it's kind of like it's ok to, to grieve. It's important to grieve because our dog, our cat, whatever the pet was, was a very important part of our family. So, I think that's, it's really important just to, you know, keep reassuring them. It's okay, you know, and it's okay to talk about it and, you know, maybe if you can't talk about it right now, maybe you can draw a picture. Can you draw a picture of, of our pet that, you know, is no longer with us? Can you talk about some of the happy times that we had with our pet? Can you share that? So sometimes just even dancing, like maybe they're dancing because the dog used to kind of move around and act like he was dancing or she, you know, um you can kind of mimic that. It's like, oh, just bring up the happy memories that you have of your pet and you know, when your pet does pass, I think it's very important to honor that memory by doing different things to honor that memory. And I've got a whole bunch of those listed in my book, my book as well.

Laura: Yeah. So I feel like we kind of touched on the two topics here. So one is kind of how to memorialize the pet, how to support your child and kind of remembering and having a place where they can, yeah, like a kind of a container almost to put, to put their grief in. And then there's also this piece that I want to do. So I think we'll go there next, but first I just want to, I wanna, I think that so many of us feel lost for the words to use to tell our kids this difficult thing.  In your book, you're very clear that you need to use very clear language with kiddos. You need to be fact based and not use ambiguous words like they passed away. But they, you know, put him to sleep, they put him to sleep, all of those things. So like what can you give us some just kind of? Okay, so as the parent, we've realized we might have to euthanize our, our pet or we realize like the end is coming close, what do we then go and say to our child, like give us some, some starter scripts if you can.

Anne:  Well, you know, each case is gonna be different. Because you've got a different age of the child. So you've got to go along with their developmental state, of course. But I think the, the biggest general thing here, I know you're looking for a little more specifics, but is to be honest with them, absolutely honest. So one of my biggest irks is to say we put our dog to sleep or our cat, whatever the pet is. I may refer mostly to dogs just because, you know, there are probably more households with dogs. But, you know, I really want to be in um inclusive to all pets because it can be any animal that you have a relationship with so, you know, kind of keep that in the back of everybody's mind that um I may, I may mention dog more often, but it could be any pet. Okay. So with that in mind, keeping aware of the developmental age of your child and only, you know, the best way, you know how to proceed with that as, as the parent. But honesty is really important. So please please don't say we put our dog down, we put our dog to sleep. I have some horror stories of, of that happening and then the child would go and look why isn't the dog in his bed? 

I thought he was sleeping, you know, so I never see him sleeping in his bed anymore. Because he's not there. So I think honesty is just really an important thing for, and, you know, taking it slow, especially if the child is younger, but gradually, you know, explain that, you know, there's tons of books out there uh that are addressed specifically for children. Now when I was an educator, it's, it's really important that the family notifies the teacher that, you know, their child lost their dog last night or whatever. So in case my child is kind of acting a little more withdrawn or whatever, please be aware that this has happened so that the teacher might, you know, be able to pull out a book or get a book from the library on,, grief and loss that is geared specifically for children, which incidentally, I also like to say a lot of those books for children are great for us to look, to look at too.

Laura: I agree. Yes. 

Anne: You know, a lot of messages in there that are appropriate for anyone but, but okay, so those reading, sitting down and reading to the child. So, you know, the teacher's been notified. Okay. So the teacher gets a book and then maybe talks about that topic and, you know, you'd be surprised the other kids might share. Oh, my God. Yeah, I lost my kitty last year and I still feel really bad. So it opens up the topic and I get to see that this is a human experience. Yeah. And it's ok. It's, it's ok that you're still hurting. It's ok that you cry because you love this pet. You know, it was a part of our family for so long. It is shared in all our, our routines and so on and so forth and even our travels maybe, you know, so open up the subject in gentle ways. I think that's a big thing to, make it. It's okay. It's definitely okay to talk about this and, you know, you're not alone in my book. I really couldn't express that you're not alone in this grief. I'm gonna walk through here with you. 

Laura: So can I ask you a very specific question about  if you have to euthanize a pet? If you were making that decision. So we're not saying that they needed to be put down or put to sleep. What do we, how do we describe that in a way that's developmentally appropriate for per say, like a six year old? How would we describe what's happening in a way that is concrete and truthful and also developmentally appropriate? 

Anne: Well, I think you can bring up maybe if there was a previous death in the family. So they know that, you know,  maybe their aunt passed away and their aunt is no longer here. So then, you know, maybe you can use that to remember when aunt so and so was here and you know, you had a lot of fun times and now she's not but she because everybody that lives dies, you know, is no longer here at some point. So maybe you can start using some examples of, you know, basically any living creature passes on him. Unfortunately.

Laura: What about specifically for the situation of like euthanizing a pet? So I think that that part has always been difficult for my kids to understand and or do you have any recommendations for how to describe that process to a kiddo? Kind of describe the decision making process and, and what that actually looks like for the pet. What does the pet experience? Mhm.

Anne: Well, I think that's where it's, really important to be truthful about what this process is. Okay. So, to reassure them that the pet won't be in any pain. This is about, you know, a process that's gonna, they are gonna leave us in a short time, but they're in a lot of pain. So we're gonna be able to shorten that pain by injecting them with, you know, this uh substance that will make them feel calm and relaxed and then they won't be here anymore, but they're gonna always live on in our spirit. I think that's kind of really what we have to go with because it's a, it's a tough, very tough thing to go through. And, but the reality is we all, all living things die, I think kind of keep coming back to that. And always, you know, checking in on the child as they go through this process. And another important thing I wanna mention about, euthanasia is, I think it's very important that if the child wants to be there to present it to them, if you feel they can, you know, go through it with you being there that they should be there. And see what's going on, you know, and spend those. And so if they don't want to be there, which gives them their choice if they don't want to be there at least have them come in after the process is over and spend some time to say goodbye. Definitely. And with that said, it's also important for any other family pets to see the pet that has died because, I can't quote the exact, it's in my book. But I can't quote the exact number of don't know, like,scents that dogs can pick up. They have a just tremendous, sense of smell. It's just unbelievable. So they can tell something has happened to their pet and they can see, I believe they can tell they've left.

Laura: I mean, I definitely think pets mourn for their companions for sure. I remember being when my, one of the dogs that I had growing up died. Oh, sorry, when one of the cats I had growing up died, he and my dog were best friends. They slept together every night and when we went to bury my cat, my dog was, would, was kind of constantly like, just digging her back up, did not want, did not want, them to be gone and buried. So there was for sure. And that my dog slept on her grave for like three days at night. I believe it was so. Yeah. So I definitely believe that animals mourn. Yeah, I think sometimes talking about that, you know, seeing a lot, you know, seeing how in the animal world there's no fuss about it that they just do it, they just process, they follow their instincts, they grieve, you know. And then, and then they continue to, to move, move on with life while still holding that memory and is good for kids to see too. I think that it's helpful to see that even the other animals around them, care and love and, and lose each other from time to time. Absolutely.

Anne:  Yeah. there's actually, a book on that. I have it handy here. Yeah, too many books here. Oh, here it is. Give me the title How Animals Grief. And this is a fascinating book. I believe I mentioned it in my book as well. What happened? We lost each other. 

Laura: Yeah, my camera just turned off. I don't know why I'm back. It's okay.

Anne:  So, I mean, it talks about different animals in the animal kingdom, and elephants in particular. Oh, my goodness. I mean, they keep going back to the grave, at different times throughout their life and, you know, it's like they're kind of like visiting, you know, their elephant that past, for sure. But so, that's really important to have the family pets, see and spend some time with the deceased, pet in the family as well. 

Laura: And the, and the kids, I think that, you know, so often we, as parents, want to protect our kids, we want to keep them from feeling the depths of sorrow. You know, we want to protect them and keep them safe. And at the same time, we want them to have the full human experience and grief and loss and sorrow. Those are part of being human. They, you know, and so I understand the desire to protect and, but at the same time, we need to acknowledge that our kids as young as they might be are still fully human, right? From the very beginning, they are human beings having a human experience and part of that is grief and loss. I found for my kiddos when they were younger that talking about the body no longer working and dying was a good way to explain old age. For my kiddos. Are there so I, I love that you're talking about books too. I, I'm a, I'm a sucker for children's books. I have way too many that my kids will never read, but I mostly just have for myself. Are there any specific books on grief for kids that you love that you think? Are our listeners interested in checking out what we're having on hand? 

Anne: Yeah, I can get up and peek at my bookshelf because I don't have them all, you know, quite down on my head. But there's also you have, you have the book there handy you can see in the back I believe or at some point you have some, yeah, there are some books listed, that I pulled up but there are so many and they keep coming out with them and so it's a matter of just kind of spending some time in the bookstore sitting down and, you know, or the library and, and peering through the book and see if you think this might be, one you might wanna get for your family library. So, yeah, there's because there's so many,  there's, and they're all different approaches. So it's really best to kind of spend some time with that and, and check them out. The other thing is art is really good. You know, sitting down with, you know, some paper and some watercolors or some crayons and just say, you know, draw, tell me how you're feeling today and, and draw it instead of using your words. That could help some children. It may be just some, just a mess. But so what they're getting, they're, they're getting that. I mean, not a mess but, you know, I mean, like to them they think it's a mess but kind of like even taking that crayon and just kind of, oh, yes. You know, I'm and say, oh, it looks like you're, it looks like you're angry. Can you tell me more about that? And that could open up the subject? Yeah, I'm so angry because I don't know why my dog died, and so on. And so art is a great activity and just movement, even moving. 

So just kind of standing up and stopping your feet. I'm stopping my feet. Why are you stopping your feet for? Because I'm so angry. Okay. And that's okay that you're angry because, you know, I get angry too. I'm so angry. We lost our dog too but, and then go into, you know, this happens. So if, if they can't use the words as much, see if they can kind of act it out by drawing, punching a pillow. Okay, I'm so angry now. Okay. So now you know what you can do to help with your anger, I can give you this pillow and you can start punching it and then you can tell, tell me, you know, more about your anger. How does that sound? And the child might say, yeah, I like to punch that, you know, so those are ways you can help get that out and maybe start a verbal conversation, maybe at first it won't be verbal. But I also wanted to share talking about how difficult it is and not being truthful with our children, how important that is. Because I had experience when I was a very young child. I never had a pet. My folks didn't own a house so they had a rental house and you know, we weren't allowed to have pets. So, I didn't have my own pet but my aunt who we used to visit, had a dog named Skippy, that I just absolutely loved. I couldn't wait to go visit her because Skippy would come running down the driveway when we pulled in. Well, you know, I was, I was very young but I remember that very specifically and I was fortunate to get a picture from my cousin of Skippy next to the car and I'm there bending over petting Skippy. So I have that. I just, I just got that probably about five years ago. And she was going through old pictures. So I was happy to get that. But the point I wanted to make is one time we went to see my aunt and Skippy wasn't there and no one told me anything to this day.

Laura: I'm so sorry.

Anne: Thank you. And it still hurts to this day. I mean, I used to just love, I mean, my gosh, it, it's just like it's still alive in me and you know, Skippy is in my memory so he is still alive, but he was no longer there and I don't know what happened to him. I don't recall anybody ever telling me anything. So that's my sad story but it's, yeah.

Laura: Yeah, it is so important that we, that we be upfront and honest with our kiddos and I think that they deserve that. You know, they deserve it because they've had a relationship with this animal. You know, and, and they need to know the truth and coping with grief and loss is a lifelong skill. It's a part of the human condition. They will have more significant losses in their life, you know, that come up with additional ones, you know, the loss of a spouse or, you know, like that will happen, you know, that is part of their future. And so experiencing it now when they're safe with their attachment figures and really processing it and learning how to, to move through all those stages is so important. Yes, very important. I did, I thought of a book that I know I love for families. So there's a series of books that started with a book called The Invisible String that really explains attachment and kind of how we can still be close even at a distance. But there is a book called The Invisible Leash that I think is beautifully written and beautifully done. Great for kids who've experienced a loss. And I also, so when your book arrived at my house and I took it out of its wrapping, my 12-year-old is always interested in the books that get sent here. So she often previews, especially the books that are lots of public, and sends me kids books. And so she often previews them and gives me a review. 

But she, she started reading through yours and she's like, well, this is for grown ups. I think I'll just write one for kids. And so she sat with your book and wrote a book for children. So I think that there's also like an invitation to engage with that is really lovely. The other thing that I think has helped my kids as they've mourned losses. So my parents' dog died and that was a huge loss. For, especially for my oldest child, who she had a, just a, a very deep relationship with that dog. And they lost a guinea pig, about a year and a half ago too. And in both of those instances, they really loved looking back through pictures and videos of themselves and of the animals, you know, that they were missing. And so that has been a kind of just a go to whenever they are feeling like they're missing their pet, just be able to pull out like I have an album on my phone with some of our favorite videos for each of them and that we would kind of go through and, and just, you know, remember the good times how sweet they were, how unconditionally loving they were, how funny they were. You know, just some of those memories can really help ease the grief. 

Anne: Absolutely. Absolutely. A lot of good points. Laura. Yeah, that, that's what I was going to start to get into a little bit. It was honoring the memory of past memorials. Let's talk about that. Yeah especially like, I love the idea of, as soon as, you know, you know, the pet is, is left us, to light a candle in their memory and they have that maybe going, you know, for a day or two or a week, whatever you want, you know, in a, in a location that you come by often in your house and maybe next to that, you know, little nightstand or whatever you have a little picture of, of your pet, you know. I think that's just so important and then, you know, getting the whole family involved in planning a memorial service like you would do for a human. I mean, absolutely. That's when you could, decide what you wanna do together and then plan it together. And so this is really gonna be a nice bonding thing as well after and, you know, okay, so, and you can even make some doggy snacks, like if your dog loved, you know, carrots like mine does, for example, you can serve, you know, carrots and hummus or whatever. You know, you can make doggy biscuits, whatever you wanna do. But, the main thing is to be together as a family and share that time of sadness and then bring up all the wonderful memories. For sure. That's what you want to start focusing on and creating a lot of those memories. You know, it could be a collage. It could be a photo book. 

Oh, my goodness. There's so many  things we did around a tree uh in the backyard that uh our wishbone when he passed away, he used to love to run around that and chase the squirrels, squirrels. So we had our little memorial service around the tree, you know, and then a few months later, we got a memorial rock, a stone, I guess you would call it. And we put it there and uh then we had a figurine, he was a Jack Russell Terrier. So we had a ceramic or whatever material. It was a Jack Russell terrier. We put that next to that as well. So, like right now the children might want to draw pictures of, you know, or even write a poem. I mentioned writing haiku because it's simple and fun. Maybe they can write some haiku poems about their, you know, deceased pet. There's so many things to do that you can do them just to share that memory. And then like you say, go back over the years and maybe on the anniversary of their, their passing or if you used to celebrate their birthdays, maybe you take out the book and you look at it and flip through it and share some more of those memories. 

Laura: I love those ideas. We are growing up, we always, when we lost a pet, we would plant some form of flower or bush or something over, over their graves. And that always felt good and meaningful to me, my girls have loved painting rocks to put over the pets, graves too. So that's a, you know, that's an activity that kids like to do just being able to paint on rocks and, and leave them little, little messages. I also think it's really important to allow your child's intuition to lead on some of these things. Oftentimes our kids know what they need in order to feel good, saying goodbye. And I think so, there's room for asking them things like, what would feel good right now, what feels like the right thing to do right now. They have great intuition and, you know, sometimes we have all these ideas of what grief and loss and mourning and memorials have to look like. And kids are just unencumbered by the weight of experience. And so they can be much more creative and open and in touch with what they personally and individually need. So I think it's important to ask them.

Anne:  Yes, that's very true. Very good point. Absolutely. Yeah, they know a lot more than we sometimes give them credit for. And I also like to say that, I like to say that in regards to pets as well. I mean, it's unbelievable that we are finding out what they are capable of. Even to this day and the research, there's a lot of research out there coming up and it's just amazing. I mean, they could even now, you know, tell when we're depressed, because they can, they can kind of smell something going on. You just think they can use that sense of smell to alert possibly a person to, you know, their blood sugar. I mean, there's, there's so much about yes, so fascinating, but it's just uh I think we are extremely blessed to have them in our lives. They add so much, I just saw someone showed shared a video of me last night of she had lost her father, the person in the video lost her father. And so she trains  dogs in dance movements. And so she did one in memory. She was also singing about her father and dancing with her dog. It was just like, oh my God, this is just so beautiful.

Laura:  Yeah, so beautiful. But I think it was so great. We're so lucky. We're so blessed to have these beautiful beings in our lives. Well, Anne Marie, yeah. Thank you so much for sharing your expertise and your wisdom and your compassion and your love for animals with us. I appreciate your time and your energy here today. 

Anne: Thank you, Laura. And I appreciate the opportunity to be on your, your podcast and I wish you well and all the folks out there that are listening, please remember you're not alone in your grief and you've been through a lot and there's, you know, somebody out here out there that cares and wants to help.

Laura: I love that. Thank you. 

Anne: You're welcome. Thank you.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 202: How to Engage Mindfully and Intentionally with Screens and Technology with Autumn McKay

Welcome to another episode of The Balanced Parent Podcast. Today, I am joined by Autumn McKay, a former teacher and mother of three. She shares her journey balancing motherhood, family activities, and minimizing screen time for her children. Drawing from her background in Early Childhood Education, Autumn discusses practical ways to engage kids in screen-free, enriching activities.

Here are some of the topics we covered in this episode:

  • The impact of screen time on both children’s behavior and parents’ attention

  • Shared experience of parents navigating new technology and its effects on family dynamics

  • Identifying signals that indicate a need for self-reflection and reevaluation of one’s behavior or habits

  • Finding balance in managing screen time and responsibilities while being a positive role model for children

  • Technology's benefits and concerns regarding children's screen use and their ability to connect with peers culturally.

  • Reflecting on video game experiences and the benefits of reduced screen time

  • Balancing screen time with outdoor play for diverse childhood experiences

  • Intentional technology use and fostering creativity when screen time limits

  • Balancing screen time with hands-on activities to foster family connection

To learn more about Autumn McKay, visit her website at BestMomIdeas.com, Facebook @bestmomideas, and on Instagram @bestmomideas.

Tune in for Autumn’s insights on fostering intentional family interactions without screens and discover practical ways to create a balanced home environment.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of The Balanced Parent Podcast, we are continuing our conversation around how to engage mindfully and intentionally with screens and technology with our kiddos. To help me with this aspect of our conversation, I am bringing in Autumn McKay. She has developed activity guides for kids and has been on her own journey with releasing some of her usage of screens, taking a look at her own use of technology and how she's modeling that for her kids. And bringing more I guess probably less, less tech, less screen into her family's life. And so we're gonna be talking about this Autumn. Welcome to the show. I'm so excited to have you. Why don't you tell us a little bit more about who you are and what you do?

Autumn: Yeah, thanks for having me. So like you said, I'm Autumn. Okay. And I am a wife. We've been married for 14 years and I'm a mom. I have three biological children, ages 10, 8 and 6. And then we also are foster parents. And so I will have a teaching background. I started out in the classroom and then when we had children, I became a stay at home mom. And,my husband encouraged me to take the activities that my children and I were doing together and to share them with other moms and write books, to share those activities.

Laura: I'm sorry, that must have felt really good to have your partner see you and validate you in that way.

Autumn: Yeah. So, yes, he was, he was nudging me and I was reluctant but he was very encouraging and supportive. And so, yes, he encouraged me and, yeah, I eventually did it.

Laura: That's really great. I, you know, so often all that we do as parents, the labor that goes into it, doesn't get seen. And so to be seen in that way by your partner, probably I can imagine, felt very, very good.


Autumn: Yes, it was. And he's, he's been like my rock the whole, the whole journey.

Laura: That's wonderful. Okay. Sorry, I interrupted you. Keep going.

Autumn: No. No, you're good. I'm good. I'm done. 

Laura: Okay. Well, so I wanted to, I guess it sounds to me like you've got kind of a personal story around when you started to realize that your own screen habits were starting to impact your life with your kids, your kids behavior. And I'm curious if you'll tell us a little bit of your story. 

Autumn: Yeah. So my story is kind of two fold. So we started so my first child was born in 2013. So like right at the cusp of when all the ipads and everything were coming out. And so like a lot of companies were pushing like they need to be on these educational games as how they'll learn and all these things. So we introduced that to our oldest. He was probably like right under two. And so we gave him educational games of learning the ABC'S and all these things and he wasn't on them like all the time, but every now and then we would let him play a game. But then we saw when we said alright time's up, it was just like a complete meltdown, tears and tantrums and we're like, whoa, like what is going on here. So we, we like, took a break from that and just like, kind of tried to figure out why the meltdowns if that was normal or what was going on. And we read a few books and we kind of discovered that um technology like screens, especially for little, little ones can be addicting. And so we, we like, redirected our attention from screens to hands on activities and being intentional with our playtime and things like that. 

But so that was one part of why we try to steer, steer away from screens and more intentional play. And then the second part was for ourselves. Like us, we started to notice that we were giving more focus to our phones and then to our kids and our kids were like, kind of fighting for our attention over our phones. So there were  behaviors that they were trying to get our attention and that normally they wouldn't have because they weren't fighting for our attention basically. And so, yeah, we had to take a look at ourselves and realize like, are we being a good model? Like, because, because they're trying to get our attention over our phones and they're, they're starting to think that our phones are more important than them.

Laura: And so, yeah, which of course is the last thing any of us want to do. So, you know, it's interesting. So I think that some of these things can be a little hard for parents to hear because we know it, we know it, we know what we're doing, you know. I was talking to my daughter who's home sick from school today. She's 11 and often I talk about the interviews that I'm going to have. They're not super interested but like, it's one way to talk about the work that I do and everything. But we were, we were, I was talking about this interview. And she was like, well, like, I think parents, you know, grown ups usually are not very good models. They want to, they use screens way more than they want their kids to be using screens. And I was like, oh, you're right. You know. You know. You know, and, and she's, I mean, just to even have the eloquence to be able to say, like you're not modeling, like what you see, it's a kind of a do, as I say, not as I do sort of thing. I was like man, 11 year olds dropping true moms, but it's so true, right?

Autumn: It is.

Laura: It is. But I mean, I think, I think I want to offer as a little compassion too. I'm thinking about it. So you and I got married the same year, right? So I've been married 14 years almost too and our kids are the same age and I, I think we don't acknowledge that we were learning to do something new around this piece at the same time, this new technology was available, right? And so, and we didn't know how to use it either, right? So like it was new and you know, the it's designed, many of these things are intentionally designed to capture our attention, right? And the other thing too is that we're social learners, right? So human beings are programmed to watch what other human beings are doing in order to learn what's important to our culture. What's important, you know, what skills do we need to have to survive. And so when we have these little babies who are watching us all the time on our phones, they learn very quickly that these phones, these devices are important to the adults in their environment. And so then they need to figure them out and figure out what to do with them, you know. And so I, I love that we're talking a little bit about taking a look at ourselves first, but it's hard too because just like they can be, you know, almost have that addictive quality for kids. They have that for us. How did you kind of change things for yourself? You and your husband.

Autumn: So we, we kind of used our phones as an excuse to like, well, I need to know the time or I need it for an alarm to wake me up in the morning. So we kind of took those excuses away. So we got wristwatches, we got a wall, a clock for our wall in our living room. So we wouldn't need to like, say, well, we need to know what time it is. And then we got just the old fashioned alarm clock that you hit the snooze button for,  in our, in our room. And then we like, we don't have phones in our room when we sleep. And then we took all of the social media off of our phones because that's like the pull towards phones. Especially for me.

Laura: Especially having a business where you're sharing your work. I mean, I resonate with that so much. My husband never had social media. He, I think he tried Facebook for like two months and just played that farming game. That was for a while. Do you remember that? He was like, this is stupid and he deleted it, you know. So, I mean, brilliant man for never having it, but I've been social media free for a year, like going on a year, but it is such a draw, especially when it's part of your work.

Autumn: Yeah. So and then we kind of just try to make our phones as dumb as we can basically. So it's not attractive and trying to pull us in. So we,, there's this new app, it's called Blank Space where it takes your apps and kind of hides them so they can't. Yeah. And so only the important things that you want are like messages and camera and photos and like Google Maps or whatever it is just on the home screen. And there, it's just words, it's not even apps and so. 

Laura: Oh really? Yeah, because I, I already like when I was going through my, like the, you know, dumbing down my phone, right? Like, so trying as hard as I could to get things off and move them. I, hid everything like four, you know, four swipes in the back and, you know, I mean, I tried my best to hide everything but like you, there's also a search bar. So if you want to. Right. Okay, what else did you guys do on your own?

Autumn: We made sure like, no phones, no devices at the dinner table. Like that's a sacred spot where you can connect with each other and build relationships and so like no phones at the dinner table. And even if, if you need to silence it that way, if you're getting work calls or whatever, that, that won't interrupt dinner and you won't be drawn away. Let's see, what else did we do? We do not disturb, set up at night. That way while we're sleeping, we won't even though they're, they're not in our room, we won't hear them if they go off.  Let's see, we get weekly reports of what apps we are using. Yeah, just kind of like monitoring our screen usage, I guess. 

Laura: How long, like how long has it been since you've made this change?

Autumn: Oh let's see, probably five years. So we did not do all of these things at one time.

Laura: So we've been slowly adding these things. Okay. So listeners, my beloved community, do you hear what she's saying? That you don't have to go and do all of these things at once. Right? And you don't have to go and do all of these things at all. You can try them and see what it's like. You can explore it with curiosity and compassion for yourself and a little bit of gentleness and kind of just add things in at one, you know, one step at a time. Right.

Autumn: Yeah. So we started with like, no phones at dinner and then, and then we slowly like, all right, let's get the family room clock on the wall and then over time we're like, all right, no phones in our room while we sleep. And yeah, so it's been like a five year process and, and it's still like every now and then we'll have to check ourselves because it, it will like, pull us back in. 

Laura: How do you know, like, what are the, like, what are the signals that you need to, like, re-evaluate and check in with yourself? 

Autumn: Usually if we're, if we're constantly, like, busy with work, we have our phones close by and then the kids will be like, hey, they, they start fighting for our attention again. They're like, can you come do this and, and we're like, well, hold on and we're like trying to finish an email or something like that and we're like, wait, what's more important here? Like your child or this work email, you're always gonna have the work email, like they're always going to come unfortunately. But yes, but how long are you going to get to play Legos with your kids or go help them read a story.

Laura: And there is room for balance, right? So if it is a time sensitive email, but that also has value to the kids, right? So if we are most of the time not putting them off when we do, when we say actually, I really have to finish this email, they know we mean it, they know that it actually is something that's important, you know. Yeah. Okay, so I love this idea of being a good kind of screen time role model for our kiddos. I'm curious about what those, so you were talking about those gradual changes that you made for yourself. Were there any gradual changes you made in the rest of the family?

Autumn: So my husband and I kind of made those changes together. So that we were kind of holding each other accountable. So that really helped also to be able to like make sure that we were following through and that we had someone to be like, hey, are you, are you getting sucked back in? Yeah. So that really helped and then for as far as the kids are when our oldest was having the meltdowns when he was like, right at two, we just said, like, no, no phones, no educational games, like, on phones for any of them. But then when they started school we did start to introduce computer time. So it's like a desktop. So it's not something that they can, like, carry around with them and kind of sneak extra time, you know. Yeah. Or, like, ask for it at a restaurant or something like that. It's in one place so they can only use it in that one space. And, so we know that they're a little older, we let them do typing games so they're learning good skills for typing. They do like the old school games, like math blasters.

Laura: Oh my God, math blasters. I just had like a throwback to 1990. I loved math blasters. Oh, my God, that still exists

Autumn: Well, we found the old, old CD’S and I downloaded them.

Laura: I mean, do computers even have CD drives anymore?

Autumn: They don't. So we had to figure out how to get it from the CD to the desktop.

Laura: But, oh, so your kids are kind of having a little bit of a nostalgic childhood.

Autumn: They have no idea that it's like games from our town.

Laura: Yeah. Okay. So I have a question for you. There's this piece of it. I, first of all, I just wanna for our listeners, I wanna, I just wanna make sure we all know that like, thank God we have technology, right? So it's like, thank God we have these things so that if we are all flying, you know, and are trapped on an airplane for three hours that we have a movie that kids can watch or something, you know, like thank goodness those things are there for us. So there I want to just make clear that Autumn and I are not suggesting you have to do any of these things right with your kids. And then, and there is no harm necessarily happening for, you know, for your kids. If they are you know, using screens more than our kids are, you know, my kid is using a screen right now to listen to an audiobook while we're having this conversation, right? So like just wanna be super 100% clear about that level, that piece of things, all families get to decide what's right for them, Autumn is sharing a change that has been right for her. One thing that I feel kind of curious about how you are going to navigate as your kids get older. 

That I am starting to think about is as my kids get older and they start to realize they are not doing some of the things that their friends are doing. Like, are they not gonna get some of the generational cultural references? For example, my kids have never played minecraft. It's something that I'm open to them playing, but when I offer it to them, they are not interested in it at all. Versus their cousins who are similar ages are a little bit older. One is younger, they play Minecraft every day, you know, and are super into it and it's definitely a generational thing, you know. Are you at all, like, worried about that for your kids? 

Autumn: So they have a core group of, like, friends and, we're good friends with like, the, the parents of those children and stuff. And so we all kind of share similar values towards, like, social media or video games or,  phones, like for when our kids will get phones and things like that. So that's helpful being able to have like a core group that it's similar to, like, are my children aren't like the left out basically. They'll have friends that are in the same boat. Yeah. 

Laura: Yeah. I think about it for my kids sometimes because they're the school that they go to only goes up until eighth grade. And then they'll be in, you know, well, we'll figure out what kind of educational setting they'll be when, when they get there. You know, and as a kid I was not allowed to play video games. I found out, like, later as an adult that my parents didn't actually care. I thought that they did not want me playing them ever, my sister secretly played them at her friends' houses but like, I would never, because I'm a rule follower. So it's interesting, like I have that experience of like, I don't know how to play Super Mario Brothers. I don't like, I don't, all of those iconic games from like that were not educational, like math blasters, I was allowed to play because math was a skill that I struggled with, you know, like all this I wasn't allowed to play. But as an adult, I don't necessarily know that I'm missing anything, you know. I mean, I maybe did miss a core eighties and nineties kid experience there. 

But as an adult, the fact that I don't, I still would probably die really quickly while playing Super Mario Brothers. I don't even know, you know what I mean? Like, it doesn't impact me and I don't feel like you missed out. I don't, I don't, you know, and as a, as a teenager, my, my friends didn't care, they would still play those games and I would watch them and that was fun, you know, but like, they didn't care that I wasn't interested or, didn't let myself do that apparently, like, it wasn't quite a rule, quite the rule that I thought it was my mom now is like, I didn't care. I just didn't want them in the house. But anyway, so I do feel curious about if you've noticed anything with your kids within your family, besides kind of maybe like not having any behavioral issues when screens are stopped. Have you noticed anything about the quality of your interactions that have changed or things that really delight you about having a lower tech house?

Autumn: Yeah, I was just telling my husband the other day  like all the kids were outside playing and they had come up with this like super in depth game and they were explaining the rules to me about how like the Gopher goes around and does this thing. And I was, I was just explaining to my husband. I was like, they are so creative. Like, yeah, I think that not having the screens and not having the games tell you what to do in each thing allows their brains to use that creativity and come up with their own things instead of just being told what's happening. So yeah, I feel like their imagination and creativity has really expanded.

Laura: Yeah, I can under, I can totally see that too. You know, I have my kid in my neighborhood, we have kids who are friends with my kids but who are not necessarily the same, you know, doing the same thing screen wise. And it's lovely to see them out there playing together all, all of the neighbor kids and you know, there's one family in particular who just moved here. And they talk about how different their daughter is now because before there, there wasn't a lot where they live, there weren't a lot of good options for playing outside. And they didn't have any, she didn't have any peers who were doing that. If they were together, they were playing video games. And now she has these peers who live next door who are not doing those things and they love seeing her having just a broader skill set, you know, and I also love having my kids be exposed to another, you know, another type of childhood experience too. Right? 

So I love that they can go over there and watch her play games, you know, too at the same time. Like, so it's, I think that that diversity is really important to have, it's good to have both, you know, both families. Like we need all, all people. I feel curious about, you know, if we are talking about families who are maybe looking for a little bit more balance, who are not ready to say goodbye to their, you know, weekly movie night or are not ready to say goodbye to their daily, you know, show in the afternoon while they're making dinner, you know. What can we do to help parents feel balanced and good about their choices when it comes to technology and screens? 

Autumn: So I think it's like having a dinner show. Like I think that's fine like you're, you need that time to yourself to, to be able to get something done. And so, but I think as long as you set boundaries on that time, I think that would be good just because if you don't have boundaries, then you and your child are more likely to like let that stretch be on just cooking dinner time. 

Laura: Like, yeah, I think it sounds too like you're saying that there needs to be some intention behind it too. Like really understanding what is the role that this tool is serving in our life. So we're going to engage in it with, you know, the same level of consciousness that we would with bringing any other tool into our lives, right? Not just use it because it's there but use it with an intention, right? Yeah. Oh I like that a lot. And they like, I think too like some of the other like, you know, when I talk with families about, you know, who feel like they're being negatively impacted by, you know, the the kind of the slippery slope that has the screens can become they the families really talk about like, okay, so then what else are we gonna do when we try to limit screens? My kids feel like they don't know what else to do and that, you know, that's a real struggle. Are there like, do you have suggestions for those families or for that, for that time period where kids have to kind of sit and struggle a little bit if we've maybe slid down a little bit more to the, the side that feels like too much for our family and we're tightening it back up. They struggle there, like, of course, kids are going to struggle because that's not what they're used to and they have to kind of exercise those creativity muscles. Do you have any support for parents? And not in those moments?

Autumn: So, you're kind of like their coach in that, that time. Like you have to coach them on how to come up with things to do when they're bored. I tell my one of my sons, he'll come to me, I'm bored and I'm like, I am not your entertainer. Like you need to go figure it out. But like you have to coach them before they get to that point of how to entertain themselves so that they're not constantly begging you for screen time.

Laura:  So we can't just cold turkey them and then not give them support. Right.

Autumn: Exactly. So, like teaching them to go outside and play or offer them, go build a fort. You can offer to like, do an activity together or read a book together, like you just have to coach them through ideas and maybe give them like two choices and pick, they can pick one of those choices and then eventually they'll start coming up with things on their own. But yeah, you kind of just have to guide them towards that creativity side of their brain.

Laura: I think helping them learn how to sit in that. Like, not knowing and discomfort too can be really good. Right. And, like, narrating your own discomfort around those things. Like, I'm feeling bored, I don't really know what to do with myself, you know, like being able to say like, yeah, gosh, you know, so we're, as we're recording this summer is approaching for, for those of us who are in the northern hemisphere and we're facing school breaks, you know, and we're going to hear, I'm going to hear a lot of those, like there's nothing to do, you know, and it's so tempting to take those things on as our problem and as our problem to solve, you know, versus helping them sit in like, oh man, that sounds rough. What are you going to do about that?

Autumn: You know, it helps them be a problem solver like, yes. 

Laura: Yeah. I mean, so like empathy and validation and then also not taking it on. My mom whenever I told her I was bored as a kid,  would be like, well, I've got chores for you to do. That's what I say. Yes. You know. But even more than that sometimes when that happens for me, with my kids, I will invite them into whatever I'm doing. You know. So you can't find anything that you are. Well, I'm making a pie, you know, come and join me. I'd love to have you most of the time. They're like, no, thanks. I'll go find something, you know. But, sometimes they want to, you know, and then I get to share my grandma's pie crust recipe, you know, like, which is really nice. And I do think that there's more opportunities for that sort of thing when we do have some limits and boundaries around round screens. I do know though that for some families having open access to screens is really what works for their families. I feel curious if there are ways to incorporate some of the benefits of having maybe a more low tech experience into families that, for, you know, for a variety of reasons, it really works well for them to have their kids kind of have open access. Do you have any tips for those families too, to get some of the, you know, some of the, like the connection, the presence in the midst of maybe having a higher tech lifestyle? 

Autumn: Yeah. So like family dinner time I think is a really good opportunity to focus on building those relationships. So I think like having no screens, being able to talk and communicate with a person, like, eye to eye, ask them about their day, discover their interest. I think being able to build relationships is a really beneficial skill. That, children and adults need forever.

Laura: Forever. Right. For sure. One other thing that I like to think about too is that sometimes there's opportunities for this where we're forced to, forced into it. Like, if we're going on a hike and there's no service where we're going then and we're all putting our phones away, you know, which is interesting and good for us, you know. So learning how to stretch those things without putting huge restrictions on the family as a whole, which it can be hard for, especially for a lot of our neurodivergent families can be really hard. But adding in things that are, that don't require screens. So, I mean, even just like when I'm baking, if there's a recipe, I know that I love, I print it out and, or put it in my recipe book so that I don't have my phone out looking at the recipe, you know what I mean? 

Autumn: Yeah.

Laura: Or if I, or if I like, sometimes we'll experiment with recipes that we're cooking and there might be three that I'm interested in that are kind of similar. But I want to figure out my own. Printing those out so that I can have them all and we can compare the differences is really helpful. So like just finding ways to do this, like we're circling back to the beginning of our conversation. Right. But finding those ways to do things with our kids, with our families that don't involve those screens just as a bonus as an addition as, as opposed to, because I wanted, I just want to make sure, you know, because there, there are families for whom it will not work to, to go low tech. It just wasn't and, and they shouldn't, you know, and that's okay too. Right. But we can still have the kind of the added bonus of like low-tech moments with our families, you know. 

Autumn: Yeah. Yeah. Just being intentional. 

Laura: Yeah, I love it. Okay. Well, Autumn, I really enjoyed our conversation today. I want to make sure our listeners know where to find you, especially if they're struggling for things to do with their little ones and they decided to put the iPad away for the day. 

Autumn: Yeah. So you can find me BestMomIdeas.com. I'm also on Facebook and Instagram under Best Mom Ideas and I do have a freebie for all your listeners that want to, to be intentional and maybe when they need a break from screens, it's called the Ultimate Mom Saver Activity Bundle. And it's six free activities from one of my books along with six free coloring pages from one of my husband's books.

Laura: Oh, fun. Okay. Well, thank you. Autumn. I really appreciate it. 

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 201: Anxious Teens - How to Build Confidence and Resilience with Monica Crnogorac

In this week's episode, we’re exploring the world of teen anxiety and focusing on how to help tweens and teens develop confidence, self-regulation, and positive self-talk. Our guest, Monica Crnogorac, brings a wealth of expertise as a Certified Life & Wellness Coach, specializing in guiding teens to overcome anxiety and build resilience. Monica shares her compassionate approach and valuable tools designed to support adolescents on their journey toward personal growth and fulfillment.

Here’s an overview of what we discussed:

  • Differences in how anxiety manifests across age groups, specifically between teens, adults, and children

  • How to support teens with normal but impactful anxiety levels

  • How parents support teens with everyday stressors and anxiety

  • Ways for parents to support teens seeking independence and peer connections

  • How parents communicate and connect with their teens through texting and shared interests

  • Understanding why teens unload stress at bedtime and how parents can encourage communication

  • How parents can effectively practice active listening to encourage their teens to share more openly

  • How parents can help their kids develop healthier self-talk to counter negative thought patterns.

  • How to balance empathy and constructive feedback to support kids through challenging emotions

  • Benefits of self-development resources for children and teens regarding anxiety and growth

To know more about Monica, visit her website consciouscoach.biz and follow her on Instagram @__consciouscoach and Tiktok @__consciouscoach.

Tune in to discover how we can support our teens’ mental health and empower them to be resilient, self-aware, and confident as they navigate these formative years.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent podcast, we are going to be diving into teen anxiety and how to support kids who are in that Tween and teen zone and becoming more confident, more well regulated within themselves and engaging in positive self talk. So to help us with this conversation, I have um a conscious and aware guest who's so beautiful and so lovely. I'm so excited to share her with you. Her name is Monica Crnogorac. I hope I got it right this time, Monica, her handle on social media is a conscious coach and she is a teen anxiety and confidence coach. I'm so excited to have you here, Monica. Thank you so much for being here. Why don't you tell us a little bit more about who you are and what you do and then we'll dive into supporting our anxious teens.

Monica: Yeah, thanks so much for having me on Laura. What really kind of got me into working with this department and teens are where my own personal experiences with anxiety. So not knowing that at the time when I was a teen that I was experiencing anxiety, really influenced me to give that support to teens and to parents who want to raise their awareness. So they're better able to understand what their child is going through. And I wanted to become that person that my teen self would have loved to have. So I always understood how hard it was to find someone to talk to, to confide in. And I know how challenging it was to not let the voice inside your head make you feel so small or inadequate or anxious you’d been. But I also learned a life where fear and self doubt didn't really stop me from taking action in the direction that I wanted to go in. So I wanted to be that space for teens and connect with them on a level of reliability because I'm not that much older than them. So it's this idea of, I remember what it was like to be you and I wasn't there too long ago. So let's help you navigate what you're going through. So it doesn't stop you from moving forward.

Laura: Okay. And tell me a little bit about what anxiety looks like in teens, how maybe it looks different than what it looks like in adulthood or how it's experienced in adulthood and what, you know, how it is different than how it shows up for kids.

Monica: Yeah, that's a really great question and, and it varies per individual So the signs and symptoms could be physical where you're getting frequent headaches or stomach aches. You could see teens, like withdrawing from social activities, isolating themselves in their rooms more from friends. You could be even noticing changes in their sleeping patterns and their eating patterns, whether they're eating more or eating less. These are all different things that vary per individual. A lot of things though. And a misconception about anxiety is that people think that they can see it on the outside where you can have someone who is extremely calm but very, very anxious because they're internalizing all the things on inside their head and their internal self talk is really framed negatively or in a fear base that's perpetuating that cycle of anxiety for them.

Laura: Okay. And let's just kind of frame the conversation we're having on anxiety too. So, when we were getting ready to, before we hit record, we were talking about how sometimes, you know, anxiety meets those clinical levels and you get a diagnosis, but anxiety is something that we all actually experience and there's levels of anxiety that are healthy and normal and keep us, you know, keep us moving as a species. And I'm curious about kind of how you support teens or, and how and ultimately how we as parents can support teens who have kind of normative levels of anxiety. But that is still kind of negatively impacting us.

Monica: Yeah, that's a great approach because when I look back to when I experienced teen anxiety, I didn't really hit those clinical levels. But growing up and looking back at it, in hindsight, I knew I still needed support and I needed support to help mitigate and alleviate those stressors versus kind of carrying them on moving forward. So really what I help teens do is navigate the daily challenges and the stressors that come up with them and com things that I talk to teens about, they look at things like their relationships, whether it's their relationships with peers with friends with family tend to be a very important topic. You look like academic pressure that heightens anxiety. So how they feel before an assignment or an upcoming deadline and how anxiety can actually influence them to be fascinated or to overwork themselves. You have people who I work with that are a little bit older and reach the end of high school who are unsure about their career path and that pressure is really getting them. So those are all examples of the normal stressors that can still perpetuate that cycle. But the importance of having someone help you understand them that way you can again, understand yourself better and then move forward from it.

Laura: So what can parents do if they are noticing their kids are experiencing some of these very normal stressors um and it might look like, obsessing over what someone, you know, what your peers are thinking about you or procrastination. Suddenly not doing your work when you used to be on top of your work, you know, like, what if parents are seeing some of these things, what can they do? Like, how do they get started on figuring out what kind of support their kids need?

Monica: Yeah, I think the most important thing that I suggest to parents is always to create that nurturing and supportive environment and I encourage them to have those open conversations with their kids and to help them validate their feelings and validation may sound like, you know, it's ok to feel anxious, your feelings are valid and I'm here to support you or it could be something along the lines of, you know, I can see that you're struggling and it's okay to ask for help when you need it. Or it can sound like, you know, your feelings are important and I want you to know that I'm here to help you navigate them. So just saying those little things uh makes it more likely for your team to open up to you, but also normalizes what they're going through. So they're not stuck ruminating in their head. I also encourage parents to encourage their own kids to express themselves freely and this could really be done by that non, non judgmental and safe space that you're creating or a big one, listening, listening actively and attentively without interrupting or dismissing their concerns. I find that asking open ended questions really prompts deeper connections. So even starting the conversation by saying, you know, is there anything on your mind today that you want to talk about? Because oftentimes when we ask yes or no questions, it can really limit the conversation. But when they're open ended, it facilitates that deeper conversation that parents are looking to connect with their team.

Another one that I found to be very popular and that hits home is encouraging parents themselves to model healthy emotional expression by sharing their own thoughts and feelings in an open and honest way. Because when your teen sees you opening up or taking proactive and obviously, it's within boundary, but also taking proactive steps to navigate your own challenges and they see you succeeding doing that, they are more likely to engage in that type of adaptive coping mechanism, as I would say, to alleviate the stressor that they're experiencing. And lastly, I would suggest parents to set realistic expectations for your kids and celebrate small victories by recognizing and affirming your kids effort and progress. So that could be something like I'm really proud of how hard you worked on this or you've grown so much as a person in this year. And there are little things that go a long way and that really hit home for teens.

Laura: And that maybe aren't focused on a product right on a grade or, you know, getting a certain spot on a team, you know, that are focused on the child themselves. Yeah.

Monica:  Exactly. It's more personal and it's not defining it by that, like, one achievement, but it's, it's meeting those qualities that they're bringing out to the table.

Laura: Okay. So I can, I feel like I can hear the parents of teens listening, thinking to themselves. ‘Okay. Yes, Monica, we agree. These are good things to be doing.’ But my team won't look up from their phone long enough for me to tell them those things. Like my team does not want to hear this stuff from me. They don't want to talk to me. I'm feeling kind of curious about the parents who feel like their teams have pulled away from as on some level they should. Right. So this is appropriate, like, developmentally appropriate. They should be turning towards their peer group like that is, but teens also want the security of their parents. Right. And so if parents are experiencing that and don't necessarily know how to, you know, their kids just don't seem available for that sort of conversation. But are there other ways we can, you know, just Sprinkle in that we're there, we're here to support them.

Monica: Yeah. I agree with you and I do agree that when you're young you don't always want to go to mom and dad for support. You don't want it, it goes in through one ear and out the next. But really if they're struggling with someone or with something, sorry. And for example, they have a really good peer group. And you know that they're not opening up to you, maybe encourage them by saying something like, you know,I'm, if you don't want to talk to me, I hope that you're talking to one of your friends or someone who you can get the same support with or even if you come across, let's say a podcast episode or resource for teens, even if they don't necessarily respond to you but dropping it in a text that way on their own time. If they wanna utilize that resource, they can. And then simple nuggets that even if they're not wanting to open up, still find ways to encourage that conversation because it shows them that you're attentive, you're listening and you're, and you, they have that space available if they choose to open up to you.

Laura: Okay. And do teens like to text with their parents? Like, do they like to do those things over text or do they like to actually, even if they like look reluctant, do they actually like to have the in person conversations with their parents?


Monica:  Probably more likely no than yes. But I still think it's one of those things that could be, I think it varies per individual growing up. I had a decently open relationship with my mom where again, I wouldn't wanna tell her everything, but I still think I told her more than a typical teen would, which is where I think my opinion of, you know, still trying to push that conversation comes into play. But I think with that, like, even if they don't respond, let's say they're still seeing that you're trying to facilitate and create that relationship. If that makes sense versus just saying, you know what my team is not responding to me. So this approach doesn't work. I'm not gonna try it ever again.

Laura: Yeah, I mean, I feel like there's room too for the like, you know, to speak their language, right? So when we're like hanging out with kids who are younger, you know, the little ones, we speak their language through play, you know, so when we think they're having a hard time, like that's when we drop everything, we put down our phones and we get close to them through play, right? Like I feel like there's a piece to this that we have to talk their language, right? So that means that might mean sending them a funny Tik Tok video and asking them to learn a dance with us or something, you know, like we have to go to them on some level, right? To where they are. If that's, if that is where they are not in a, like, you know, mean girl's mom trying to be the cool mom way but in a, like, authentic, like what is important to you is important to me kind of way.

Yeah. And I mean, so I feel like the texting thing I feel the parents that I have, that I work with, who have older kids like that they can text their kids. They actually like being able to, like, Sprinkle something in on a text. It feels less confronting and the kids are more receptive and then they end up maybe talking about it in person but it, like, breaks the ice on text. Kind of do. I'm just kind of curious though. I don't talk to very many teens. I, but you do, like, what did they say about this? Like, what do they say about their parents?


Monica:  Yeah. I think they, I think they, again, it depends on the relationship that they have with their parents. Some parents and teens have a really good relationship where when I check in with the parent to give them some level of teens, progress without breaking confidentiality, they tend to, I know a lot more than I think they know which surprises me sometimes because I think at the end of the day when they're reaching out for support, the parent already knows kind of what's going on and usually I find the most tends to be more involved not to say the dad isn't. But especially if you're looking at it like a girl to girl. I find that it's the mom that tends to be, more involved in the process and more actively aware. And I wanted to touch on one thing that you said too. It's just like when you drop a nugget in someone's, you know, when you share Tik Tok with them or a podcast episode, that also almost helps you facilitate a conversation down the line where even if you don't get a response, let's say you're having dinner. And you're saying, you know, hey, Jamie, did you have a chance to look at that video I sent you or what did you think of this when you feel like that time is right.

Laura: Yeah. Yeah, I like that. I think too that they, I feel very curious about, you know, if it's still the same way for teens and I think it is. So I know when I was a teen, this was a long time ago, I'm 40. My primary time for unloading my stressors was right before bed and I would crawl into bed with my mom or sit on the floor. She would be reading in bed and I would sit on the floor next to her. So we weren't facing each other, so she'd have her book and she'd be lying down and I'd be on the floor facing away from her and my dad would be next to her trying to fall asleep and, like, moaning and groaning about how long we were talking. But that's how, like that was when I shared that time. Like, I kind of unloaded before bed, you know. And I think she liked that. I certainly felt supported by her most of the time. And my 11 year old is starting to do that. So, every night before bed she crawls in and that's when I hear the drama with the kids at school and all of those things. And I'm kind of curious about why that is. Do you, do you know why that is like, why we feel so much safer doing that at night? Like why kids will need to unload and, and if they're not unloading to us, are there other ways they can do that, unloading that we can support them to, to do that other than, like texting with their friends, you know, like maybe healthier ways to, to unload and process the daily stressors in their lives.

Monica:  Yeah, I think that to that point it might be because before bed you're kind of rethinking what went on in your day. Like, even when I get into bed now, I kind of like walking myself through. Oh my God. I had a big day. Here's what happened, right? And sometimes like, like where you and your daughter feel good expressing that or sharing the tea as  teens would say, right with someone to get it off their chest. Like, oh my God, mom, you wouldn't believe what happened today or? Like this made me feel like XYZ. But I find that at night time, maybe the pressure is off and their brain is, or they can throughout the day they have a lot going on. So they don't, they're not able to really think about it. Whereas before bed, they're really kind of reflecting on how their day was, which is why you're getting that increased level of expression.

Laura: Do you, are there things that parents should be thinking about? So I think that this is a pretty natural thing that kids do that they come in at, at bedtime and unload. Are there things that we can be doing as parents to, to hold that space and to encourage, as opposed to shut down the communication? Because I mean, if this is happening at 11, gosh, I hope it keeps happening at 13, you know, 15,16. Are there things I can be doing now to encourage that, and help her kind of continue to feel safe?

Monica:  Yeah. Well, I think you're already doing it right. And the really, important thing that I wanna address is how much more likely you're able to sustain that conversation or that relationship when you start young, even the importance of building these self regulation skills or these communication skills in teens when they're younger. So that when they're older, they have those tools and resources, they're equipped with them to navigate with the stressor versus kind of freak out when it happens, not really knowing what to do. So, if I was a parent or for you, I would continue to encourage that downtime that you have with your daughter at night time or even try to embed it as a practice. Whereas maybe, and maybe it's not every single night, but maybe it's three times a night. You guys connect before bed and you talk about 5, 10 minutes about what your day was like. And in that case, if your teen is a little bit resistant, maybe you share what happened with your day.

And again, you're, you're, you want to kind of have a boundary where you're not necessarily rejecting your stuff on your, on your teen. But this was a way of, as I mentioned earlier, modeling that healthy expression, that way your teen sees you doing it. And, and it doesn't necessarily have to be where was I going with this? You don't have to expect a response from your team. It could just be if you're, if you're seeing that your team is resistant and it's like, you know, mom, nothing really happened today. I'm okay. I just want to go to bed. You could respect it and maybe try again uh sometime in the following week. Or you could also just say, okay, but you know, do you have the space for me to share one thing that happened with me today? Yeah. So yeah, flip the script and see if they would be open to that and you know, if they say no in that case, okay? But at least you can leave and go to bed knowing, you know what I tried and tomorrow we might try something else, but you're still actively trying to integrate and utilize some of these tools to strengthen that relationship and support your teen with daily life.

Laura: Yeah, I love that. And I also think, you know, you, you mentioned active listening before I have found for me with my, with my daughter that the less I say, the more she talks. So the quieter I am, the more like the more I find out, the more that comes out oftentimes like I just say things like, oh, that happened or like, oh, he said that, you know, like or oh you were doing that, you know, like I just kind of like restate and then like, or I might ask like, what did you do? You know? And I'm just asking like those little open ended questions but very small. And the other thing like the times I've really mucked it up the most is when she starts talking about something that either I'm like, well, I'm not sure she handled that right. You know, and I want to start teaching a lesson, you know, and it turns into a lecture. So those are, you know, those moments like a like afterwards you're like, dang it, you know, missed, I missed a chance to show up better for her. You know, obviously we want to support our kids in growing as people and doing better.

But like in the moment when they're vulnerably sharing something is not the time to do that or hijacking if she shares something that's so similar to maybe an experience that I had that I haven't fully processed for my own teen days or even just from like current relationships, like, just hijacking like, oh, something similar happened to me and this is what I did. They don't necessarily need to hear that right. Then I think that there's, you know, good parts of storytelling that can, you know, where you tell your own stories and how you navigate them. But that doesn't have to happen in the moment when they're sharing their story. Right.

Monica:  Yeah. No, I agree. Even in a, in a coaching world, they taught us in our, in our certification, like, try not to always relate to your, client per se because again, even if you had a similar situation, it could have been completely different from the way the person experienced it and give them the space to express that without including yourself in it. And again, there's, there's always a time and place, but like you had said, it's a good way to open the door and just give them that platform.

Laura: Yeah, I mean, I think what you're saying too, like that this was in your coaching training. I think it's because it's so second nature to make sure that people know like they're not alone, right? And so we want people to know like they're not alone. It makes sense that you're feeling this way. Like, but we don't always have to tell our own story to do that, right? We can, we can say things like gosh, that makes so much sense. Like I can totally see why you'd feel that way. You know, like we don't have to, even though we've had the experience, we can hold it in our mind and leave the space to be theirs. Yeah.


Monica: Yeah. And I think that sometimes the intention of sharing that story is to connect with your kid. Of course, sometimes that might come off as too pressured versus just trying to bite your tongue and see, you know how it is, how you can navigate the conversation without relating to your own personal experiences.

Laura: Yeah. I think that kids and teens experience it as you trying to make it about you when they just need something to be about them, right? So even though that's not the intention, all of these wonderful, wonderfully, like, beautifully intentioned parents are trying to relate. Right. But I think the kids take it as that they're trying to make it, that the parents are trying to make it about them. You know, and, and that is something that you just have to, you have to learn to, to bite your tongue sometimes. Right.

Monica: Totally. And even, like, I saw a tik tok recently that was like, it only takes, I think a matter of like, eight minutes for someone to like, need to talk about something in order for it to be out of their system. So it doesn't always have to feel like this really long conversation and certain topics if they're a bit more intense will take more time. But even as a cool, you know, hack for, for teens themselves, if they're having trouble and they're wanting to connect with one of their friends, the tiktok was like, message your friends and say, hey, do you have eight minutes? Yeah. And to send that stage and that kind of signal to the friend, okay. They're going through something, let me hold the space and versus sometimes, you know, we might message someone and say our friend and say, hey, like, do you have a sec to chat or how are you? And it takes, takes time before it's just like you're reaching out, but you're doing it in an indirect way. Whereas when you set the stage for this practice, it's like me asking you if you have eight minutes. Hey, Laura, I need you. Yeah, I need your things on my mind, right? Let's chat if you can.

Laura: Okay. So I have a follow up question. So let's say in, in this these conversations, this unloading or when if we're starting to have more conversations with our kid, we start noticing some kind of negative thought patterns come up like they don't like me or is my fault, you know, just some of the like the very classic negative thought patterns that we all have as humans. What can we do to support our kids with those? Maybe not right in the moment because that feels like a lecture but like outside of the moment  in, in supporting our kids to having healthier self talk.

Monica:  Yeah, that's a big one that even I was a victim of like when I was even into university, I was so stuck on believing that my thoughts were my reality and that freaked me out even more. And it perpetuated the same cycle because I almost reinforced those thoughts and those feelings. And so my mind started to create similar thoughts that all of a sudden I'm like, how do I get here? Why am I so in a stump? And so this is the importance of for kids and for parents to be aware of your own inner dialogue. Because if you have that constant negative self talk, it can impact your levels of anxiety by reinforcing those yucky feelings of self doubt and adequacy. And so even for parents, if they hear that their teen is talking and, and having questions framed more in a victim mindset as I like to refer to. So that may sound like something you mentioned before. But why does this always happen to me? What did I do to deserve this? You know, why does like, you know, feel so unfair? Like even as a parent asking questions that reframe it in a different way, so you can you can help your, your kid become aware of the questions that they're asking and, and share with them that you know, it might not be as productive but come back with them and say, you know, instead of always asking yourself, why does this always happen to me?

Let's ask yourself what steps can I take to overcome this challenge instead of asking yourself, what did I do to deserve this? Ask yourself what resources or support can I seek to help me through this? What can I learn from this experience to help me grow? A big one that I like is how have I successfully dealt with similar situations in the past? Because if you've dealt with something similar, you know that you overcame it and how can you utilize that experience to help you navigate and overcome what you're going through right now as well? So a big thing is helping your child become aware of their internal dialogue, helping your child separate themselves from their thoughts, you know, that way. It teaches them that just because they have a thought, it doesn't mean it's true and then reframing it or helping them reframe it in a growth mindset by asking themselves these powerful and constructive questions.

Laura: Okay. So I love all of those things and I'm curious how you balance them with empathy and validation for these kids. And like, especially in this moment when they're coming to you with like, like why does this always happen to me? Like, how do you balance that with, you know, with wanting to support them and have them feel like you're on their side? Do you know what I'm saying? Like I sometimes feel, I wonder if I myself as a parent, as a child, if I would have taken those things as my parents dismissing my worries and fears. I feel like I would much be, have been much more open to hearing those things from a counselor or coach or therapist than from my actual parents. So, is there a way that parents can balance that, that, do you know what I'm saying? Like that? Like this, I think the kids need the support first, but they also need the recon to reconstruct the thoughts too. You know, they need both. How can we as parents give both?

Monica:  Absolutely. And I see what you say in terms of you don't want to dismiss or quickly shift out of it. You still want to acknowledge and validate how your kid is feeling while giving them the space to express it. Because it's true. If you quickly shift it, not only will the teen maybe feel like you're dismissing their feelings. But again, that feeling is gonna keep on coming up because we're not really addressing the root of it. So that reassurance and that validation, right can come simply by a statement that says, you know, I can see what you're going through and it's okay to feel this way. But a big question that parents could ask themselves is what do you need from me right now? Like do you want advice? You want support that way because you may think you're being helpful by giving them advice. But what if they just need a sounding board?

Laura: Yeah, that's what I always ask my girls, you know, when they come to me with a problem, do you need me to just listen, do you need my advice or do you need me to get involved? So, you know, kind of what do you, so those are the three levels that my younger kids have, you know, older kids might, I guess might have different levels of needs for involvement. But yeah, I really appreciate that reminder to check in with the kid. I think our kids are really wise and if they don't necessarily know what they need to start with listening. Yeah. And then, and moving in, I also think circling back can be helpful. So like if you're doing a lot of the, just the validating the listen, active listening and stuff and you hear some of those thoughts, I think we can circle back to them, you know, especially like after maybe the situation has diffused a little bit and circle back and say, I noticed you kind of saying things like you know, like why does this always happen to me? And I was kind of curious about that, is that a thought that comes up, you know, a lot for you. Like I think we can circle back at other times. Right? Does the circle back work in this setting?

Monica:  I like that approach a lot because not only are you doing it in a very gentle and compassionate way, but you're also helping them become aware of their language. Yeah.

Laura: Right. Because so much of this is unconscious, right? Yeah. Okay. So talk to me about how if you're a parent. So I've got kids who know I'm a feelings doctor and one of them loves to learn about feelings from me and loves to learn about how her mind works and her self talk and we do internal family systems together. It's so much fun. The other one has zero interest. She wants me in the mom box and that's why she doesn't want me in her feelings. Doctor Box. Right. So she doesn't, so if we've got one of those kids who's not really open to learning about this stuff from us, I think it could be super powerful to have someone like you in their kids lives. Like, how do we know when, when our kids need support that goes beyond us or is different from us? And what can that support? Like, what are the various ways that support can look like?

Monica: Yeah, that's a good question. I think it, it is really kind of, as parents already do, is really keeping an eye on your kid and seeing how their stress levels are usually, you know, your kids inside and now, you know, your kids more than anyone else on the outside knows them. So when you feel like something keeps as consistent or for example, withdrawing, isolating all these signs and symptoms that we've mentioned before are intensifying, maybe then it's an option to, hey, like I see you're going through something, you know, I want to be a help. But if you need something more, let me know. So really it's just about if you've utilized your tools as a mom and even as the feelings coach, right? And it's not working, how can we then have a conversation where we're still acknowledging and validating how your daughter is feeling? But also asking her if there's any additional support that you can provide her with, not, not you yourself but anyone else that's external.

Laura: I mean, I know my, both of my kids love having a caring adult in their lives that is not in their family that they go to talk to. So they both have therapists that they adore. I feel kind of curious too about them, you know, so for both my kids, they have clinical levels of anxiety. One is autistic and one is has generalized anxiety disorders. They're at the clinical level, but there are lots of kids who aren't like we've talked about before and I feel kind of curious, you know, when I was a kid. So we're thinking 30 years ago, you know, when I was entering into my tweens, tweens wasn't even a word back then in the, you know, prehistoric times. But self growth like self development, you know, I mean, I think what the secret was out then, you know, like there was, it wasn't out there in the world in the way that it is now. And so I feel very curious about these kids who have more access to self growth than they ever have before. You know, there's amazing Tik Tok channels that they can be watching. I mean, there's lots of stuff that I think is harmful for their confidence and their anxiety levels on social media. But there's also some content out there that they're having access to and learning that is beneficial. But like what are some of the benefits for these kids having access to a way to learn kind of self development and self growth at a younger age?

Monica:  Oh my gosh, the impacts are incredible and even I've witnessed them, which is what really kind of inspired me to get into this field. Because even touching on the conversation we had before this question, my self growth journey, I had a, I had a neighbor and she was a great neighbor. She was like a mentor to me. And again, like I had a really good relationship with my parents. But at the same time as a teen or a young adult, I still wanted someone to talk to who I could openly say anything about without worrying about what my parents are going to say, what if they, you know, judge me or this gets, you know, way worse than it needs to. I found a mentor who opened me up to a self growth journey which was basically a coach for me and it really was pivotal and transformational in my life. It inspired me to get to where I am today. But some of the outcomes of dealing with anxiety, whether or whether it's at a clinical or a non clinical level is your increased self regulation. So really being able to regulate those big emotions when they come in. So it prevents teens from panicking, being overwhelmed or having those aggressive outbursts, increased self awareness is massive. And again, these are all things that I wish were taught at the education level.

Laura: Right. Yeah. And I do think that they're, it's becoming more and more common to teach those social and emotional skills at school, but not to the extent that we need them, for sure.

Monica: Yeah. It's being even introduced at the mindfulness level, which again, I'll take it, I even was at Walmart a couple weeks ago or not, not a couple of weeks ago last weekend and I saw a book that was teaching, that was for little kids teaching them how to meditate. I'm like this is kind of the direction that we want to go in because that increased self awareness helps people develop a deeper understanding of their emotions, their triggers and their thought patterns, which gives them that insight to their well being. You have improved coping skills and self help techniques to effectively manage those symptoms and reduce the impact of those stressors. A big one, a big outcome would be enhanced resilience. So when teens are able to face and overcome a challenge, they build their resilience which allows them to bounce back from setbacks and they bounce back from it with more strength and courage because they think to themselves, I did that before their self talk is improving, right? And their confidence improves with that. And when your confidence skills are increased or higher, your decision making skills are better and you feel more empowered as a team to pursue and achieve your goals because you have that courage and determination as a backbone.

Laura: Okay, I love that. You mentioned books. I'm kind of curious. Do you have a favorite book that you recommend to teens to you, to the, to the teens in your life right now. I know I always have just stacks and stacks of books too. I'm just curious, you know, like, is there one that you, like, like to hand out, like candy to the teens that you work with?

Monica: I haven't gotten there yet, to be honest with you. But if I were to quickly look at my books that I'm doing right now, there's one that I haven't,, fully started reading but calming your anxious mind. This one, this one is by Jeffrey Brantley. So how mindfulness and compassion can free you from anxiety, fear and panic?

Laura: Oh, that looks good.

Monica:  This one has been on my radar for a long time. BBut nothing specifically geared to teens. Nothing specifically geared to teens on top of my mind right now. I don't want to just throw out a book.

Laura: Okay. Yeah. Well, maybe you can reconnect with me and tell me if you find one and I can recommend one. It's like, oh, gosh, I think about all the books I recommend to parents, but it's always nice to have a book that you can just, like, put out on the bookshelf. So, like, my, like, bibliotherapy approach for my kids is like, if I give them the book and say, like, I think you should read this, they will never read it. But if I put it on the coffee table and they, then they will say like, what's this? And I'm like, oh, it's just a book I was looking at,  then they'll be like, can I look at it? Okay, whatever. And then they'll read it. So I totally agree. I love having the, just all the books around.

Monica:  You know, it's like that, like, you're planting the seeds. I remember even when I had a really good book that when I was reading it, I was really kind of thinking about my brother and what he was going through and I was like, dude, you should read this book, like, you know, and it sat in his, in his dresser for weeks on end and I would follow up and I, I'd be like, did you read it? No. And sometimes, you know, sometimes reading people actually prefer audibles over physical books. Right. But I totally agree with you in the fact that, when you try to push something on someone, they become more resistant to it. And it's just like, oh my God, like there's so much valuable juice in here. But at the end of the day, sometimes you have to just lay that foundation, like putting that book on the coffee table and let them kind of get there on their own.

Laura: Yeah, I agree. Well, Monica, it was really fun to talk with you about this.  I really appreciate your help and kind of, you know, diving into kind of how we can support our, our anxious teens, our teens that are feeling overwhelmed. And I would love to have the folks who are listening know where they can get in touch with you or get support from you.

Monica: Yeah, they can, I'm always active on social media. So my handle, I will reach, I'll let you know, but it's double underscore conscious coach. My website has all the information that goes more in depth about what I do, who I am, and how I got here. That's conscious coach.Biz. Um So I would always encourage them to go on the website so they can learn more and contact me through that way. But I also look forward to working with parents or teens who are ready to not let their anxiety define them and really just help them build the awareness to know that what you're going through is normal and there's ways that you can get support. But I always say taking the first step is always the hardest even like initiating that conversation just to say like, you know what I think I need help. Like it's it's not easy because it's being vulnerable, but shifting into seeing vulnerability as his strength is awesome. And I also want to thank you for the opportunity for letting me come on this episode today and share more about these insights that I really hope help parents and their teens.

Laura: Yeah. Oh, I hope so too. Thanks Monica.

Monica: No problem.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 200: Becoming Calm and Steady Through Reparenting with Tania Johnson

In this episode of The Balanced Parent Podcast, I am joined by Tania Johnson, a registered psychologist and play therapist, and a dedicated mother of two. She also co-founded the Institute of Child Psychology. Together we’ll explore how the challenges and experiences from our childhood often resurface as we parent our kids, creating "echoes" that can sometimes make things bumpy. 

Here are the topics we covered:

  • How childhood experiences influence brain wiring and lifelong emotional responses

  • Understanding why we repeat harmful behaviors despite knowing they hurt us

  • How insecurity drives control, affecting attachment and behaviors

  • How parents can pause before reacting emotionally

  • Parental memory and emotional responses, using "shark music" as a metaphor for triggers

  • Emotional regulation and self-awareness for parents

  • Repairing relationships with children and the need for parents' internal emotional healing

  • Vulnerability in parenting and repairing emotional responses that make children feel burdensome

If you’re looking to connect with Tania and learn more about her work, you can visit her website Institute of Child Psychology, and her social media accounts Instagram @instituteofchildpsych, Facebook @instituteofchildpsychology, Twitter @instituteofchildpsychology, TikTok @instituteofchildpsych, and YouTube @instituteofchildpsychology.

Resources: 

Remember that parenting is a beautiful, evolving journey, and every step—smooth or bumpy—offers a chance for growth, for both you and your child.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balance Parent podcast, we are going to be talking about one of my favorite topics re-parenting and how we can be faced with the echoes of our own childhood when we're working with our, with our kiddos, the things that were maybe bumpy for us and for our parents come up in our bumpy for, for us and our kids and how to navigate those moments in a way that affirms our kiddos affirms their emotions is supportive of them and helps them become mentally and emotionally well and whole and also supports ourselves in the midst of that. So to help me with this conversation, I have Tania Johnson. She is one of the founders of the Institute of Child Psychology and I'm so excited to have her here. Tania. Welcome to the show. Why don't you tell us a little bit more about who you are and what you do?

Tania: Oh, thank you so much, Laura. It's such a pleasure to be here. So I am, I'm a registered psychologist, a registered play therapist. I'm also a mom to two little girls. Two beautiful little girls at the institute. We basically started the institute about eight years ago because Tammy and it is the other co-founder, Tammy and I were working together in private practice. And we were kind of feeling as if the process in private practice was very slow, particularly working with kids. And we were both pulling our hair out saying we want to be talking to a child's village, we want to talk to mom and dad and grandma and to the daycare workers. And then we said, well, why don't we? So we did our first presentation on childhood anxiety and it was really well received. And basically, we sat with a group of parents for it was about seven hours and we just really got into the nuts and bolts of anxiety and rick covered the same sort of material that we probably would over a three month period in clinic and really just started brainstorming, what do, what do we need to do to really make this work for our children? And then really the institute grew from that first presentation.

So then we started visiting other cities, including more presentations, and went online when the rest of the world went online a little bit before. But basically when everybody had to go online and now we have the institute which has over 80 courses on the website. We have a professional membership, we do parent coaching, there's a whole community involved. So it really has just been this incredible journey of being able to walk alongside parents as they discover what's ahead and as we discover what's ahead with them, so it's just such a beautiful journey that I'm so incredibly humbled and grateful to be on.

Laura: Yeah. Gosh, you know, I feel so much the same about my community. You know, the my listeners are so important to me and I feel so just so grateful to get to walk alongside them, you know, and I love that you're saying that okay, so one of the things that we were kind of talking about before we hit record, you know, as we do, when we're, you know, chatting and preparing, it was about those moments in time where things are hard as a parent and we have this idea of what we are going to be doing or what we should be doing or, you know, we, we watch the Instagram videos and so we know how, what we're supposed to say and then reality happens and it's very difficult to do what we know we're supposed to do or if you even know what's right in the moment, maybe our kids are dis-regulated, they're not listening, you know, all of those pieces. And so I would love it if we could have a kind of a juicy conversation about those moments because they happen in every family. I know they happen in mine, I'm positive they happen.


Tania: They happen in mine, and you know, I said I've got two little girls so they're seven and five. And I always say I live and breathe and teach the stuff and I still have these moments where I'm like, what just happened there? Like I just, I just, I just did something that I never think would come out of my mouth. So I think what's going on there? Why does that happen? Why is it that we can know all the things and then the knowing and the doing are so separate, right? Like what's going on there for us? The parent at that moment? Well, I mean, and that there's so much for us to dig into and I'm so curious to hear your thoughts on this Laura. But I think in those moments, I think we all have so not only is it Instagram, but I know that when we all hold that little baby in our arms for the first time, we all have a vision of what our family is going to look like. And for me, it always comes down to like the values and the energy of what we want in our family. But I think that when life becomes frazzled, when we're picking up kids and dinner has to be cooked and then the two kids start scraping on the floor by your feet and the pots boiling over and the pasta is going everywhere. I think that in those moments of frazzle, that idealized version of our values and our energy of what we wanted to be. Although so important, I think that very often within the actual trigger moments, we go back to some of our wiring from our own childhood.


Laura: Tell me more a little bit about that wiring and that process. You know, I feel like we, you know, we hear a lot about kind of triggers and wiring and stuff, but like how does that actually happen? How do we get the wiring that was kind of handed to us in childhood?

Tania: Yeah. So when we are in that frazzled moment, I want us to all kind of visualize two little kids at your feet. Pest is boiling over, the waters are going everywhere. We need to get off the stove, they're killing each other on our feet. We go into a stress mode which really then kind of activates the lower parts of our brain. And when we go into that stress mode, very often, we go back into early wiring from our own childhoods where we go back to that kind of, it's like it's a younger brain, it's a younger self where we go. Okay. So I am now gonna respond in the way that I was often responded to when I was little. So, you know, that might be. So for me as an example, my mom would use a very stern voice and very angry eyes. And when I am not aware, I will do the same thing with the girls, just not the stern voice, but the angry eyes. And my girls will always say to me, they'll say mom, you don't really yell but your eyes get really angry, which is a form of communication, right? It's aggressive communication towards them. So we go back into that very, very early wiring where we go. Okay. This is what I know. This is a more primitive way of responding to my kiddos right now, even though it's not consciously where I want to respond to them from. So it's almost like resettling back into those childhood patterns that we grew up with, with those neural connections that were repeated again and again and again, we end up repeating it often with our own kids.

Laura: And okay, so tell me, I think that we understand, you know, most of my listeners, we've talked, we talk about the brain and the survival brain a lot here. But I feel like one piece that we haven't talked about a lot that I would love your help really pulling out is why we do the thing that we know hurts us. Like, tell me, you know, because I, I know for, for me and, you know, in my, my work and my learnings that the, that there's this part of us that wants to protect, right? That wants to protect our kid from, you know, from losing love, you know, all of those things. But there's a piece of this that's very rooted in attachment. Like, tell me though, like why it makes sense that we would do those things? Because to the logical brain, the brain that has decided like, oh, we're not going to do those things our parents did. It doesn't make sense. And so I would really love for you to like to make it make sense because I think it does make sense that we do the things that were done to us. And I would love to really just lay that out.

Tania: So I agree with you 100%. We all want to move forward with our kids in different ways and we're all learning as we know more. We do differently. I think my parents did the very best with the tools that they had at the time. And I'm doing the very best with the tools that I have. And one day my girls will go, this is what my mom used to do. She, I'll tell you a story about my daughter and that's one day what I'm sure she will tell her therapist one day. But in those moments where our stress response at survival brain is really, really activated. I believe that reverting back to those childhood patterns has to do with us trying to find some form of control. So deep inside of our psyche, somebody controlled us through enacting certain patterns. And so we go okay, when my mom needed control or when my dad needed control, whoever was a caregiver, this is what they would do. And so deep within us, that pattern has been set that that was how we were controlled. So when we're not responding with that deeply logical brain, when we state we're going back to that survival brain, we go back into what we on a deep, deep level tend to feel control is.

Laura: Yeah. And I mean, oftentimes when we feel unsafe and unsteady, we go to control, right? We go to that to reclaim that feeling of safety. Do you see a relationship like attachment with the attachment relationship? I like these kinds of internal stories that we tell ourselves that are kind of the scripts underlying some of our behaviors and our automatic thinking.

Tania: I do think that there are the underlying stories. So like the one I just gave you is one of control there. So I do think the underlying stories are there. However, I would probably counter whatever your attachment style is, whichever category you fall into and the work that you've done around it will determine how much power you give to those scripts. So for me growing up, I definitely had a secure attachment with my parents. So those scripts are there, but they're not overly powerful. I revert back to them in stressful moments. I revert back to them when there's a lot of stimulation going on. Like boiling over a beep is tight. The timer is beeping, the girls are my beat. Those scripts will pop up. But because those inborn pat also laid in patterns of security that are there. For me, the type of the type of, of the, what's it called? The font of the script isn't very large. It's actually quite small. So I can, it's, it's not, it's there, but it's not dominating. Whereas I think that when people have grown up in a world where they don't feel secure with their parents, they don't trust themselves, others in the world. I think that that script is very, very big for them. And I think that it almost takes over your capacity to be able to regain that breath.

Laura: Yeah. Okay. So I feel like that begs the question then. So if we have those moments for us that, you know, kind of activate the big flaunted scripts where it makes it nearly impossible to slow things down, you know, things are just happening in a very reactive and dis regulated way. You know, our parents, all always are coming to me asking, how do we get the pause? Right? And that's what they mean, right. How do we get that moment where, you know, that moment between the thing that happened and our response having that moment stretch long enough to actively choose what we're going to do. Right? And you're saying in that moment for some folks who've had harder things happen that, that font of kind of like this is the emergency, this is the script. What we do know is big and domineering. What do we do with that now in the moment, you know, with our kids or, you know, in, in our lives now as we grow up.

Tania: So I'm going to step outside of the moment for a sake. And then I'm going right back into the so outside at the moment at the institute, we often call it a shock music like in jaws. So, you know, when you can feel it. Yes. Okay. So coming to recognize how shark music plays out in our body, right? So it's like um do your shoulders kind of tense up? Does your stomach tense? Does your face kind of get red? Does your breathing change? What happens when we feel that trigger that shark music happening? And very often that shark music is also centered around emotions that were permitted in our house when we were growing up, versus not permitted. So I'll give you an example in my household growing up. Happy, sad, excited were acceptable emotions. So my parents were 100% there supportive, connected emotions that were not okay in parentheses, not okay. Were um kind of more anger, disappointed at them disrespect or feelings of disrespect towards them. None of those things were okay. So those sorts of feelings are where my shock music comes up. So I know that when my girls, when they're angry, when it feels as if like, especially the, the nearly eight year old now is being sassy. When those sorts of things come up, I can feel that my body gets tight. And that's my Shark music. So I think becoming aware, doing a little bit of work and saying what sort of things were ok when I was growing up because those probably aren't my triggers whereas what wasn't ok and the big, the big title things. So like I said, anger, disappointment at my parents, what wasn't okay in my household because it's likely that those feelings of where my shark music comes up, that's, that's, that's where we have the issues.

Laura: I'm sorry, I just want to pop in here because so many parents and I'm sure you hear this too, tell me that they have no memories of things that they don't have. You know, I have very specific memories of like my, you know, parents delivering the script to me, you know, but lots of parents don't, right. And so I just want to like the highlight of the Shark music piece of it. Sometimes I feel like people have to go backwards, right? Like okay. So I'm noticing my body responding as if there's shark music playing. Okay. So what's happening right now? And I don't need to remember exactly how I got that shark music or how, you know, because so many of our memories, especially under the age of three are very, you know, nebulous, they're very in our bodies, you know. Do you know what I'm saying?

Tania: 100%. And I, I agree with you so much work backwards and we don't agree with you. We don't need to go. This is because of this. We just need to know that this is something that creates a shock.

Laura: Like frustration is hard for me when I see it, when I feel it, I don't know what to do it with it for myself or, you know, I really, you know, get dysregulated when I see it happening in my child. I don't need to know that it's because, you know, my parents said Xy and Z whenever I was frustrated, like I don't need to know where that came from. All I need to know is in the moment right now. This is an emotion that makes me really uncomfortable seeing it and experiencing it. Yeah.

Tania: I love it. I love it. You know, some something that I sent sometimes do  even with myself or with clients, I draw. So I have a piece of paper and in the middle, I put a little circle. So emotions that were comfortable in my household growing up or if we don't know emotions that I'm comfortable with presently. So just things that are okay. And then on the outside of the circle, I put emotions that were a, either not allowed in my household or b that I already know that I'm uncomfortable with.

Laura: So I love that. I love that exercise. Let's highlight, pull that exercise out for listeners because I really love it when we can give them homework. So you take a piece of paper and in the middle, you put a circle and you put in all of the emotions that you feel safe with now that we're safe growing up or that you feel safe with now and then a larger circle with all of the emotions that feel uncomfortable, unfamiliar. You know, either because, you know, they weren't allowed in the past or because you just know right now that these are hard for me to deal with and cope. Yeah. Okay.

Tania: Absolutely beautiful. And I find even so we can look at that and explore it further. But I think even the process of just doing that exercise to go like, oh, interesting, interesting, interesting.

Laura: I'm such a big fan of just like noticing and curiosity. Look at that.

Tania: Yeah, we don't need to do anything with it. It's just, it's, it's interesting. But very often our shock music has something to do with those feelings that are around the outside. So doing a little bit of work outside and then we find ourselves in this moment of high stimulation where, you know, I think prior to being a parent, we can kind of logically look at parenting and say this is what should be happening or we see somebody in the grocery store before we've had our own kids and go, why is that through a child? I was such a good parent before I had kids. I was such a good parent before I had kids. I mean, I'm a good parent now, right? We're all good parents. Yeah, but, but I think none of us actually realize that in those moments in the grocery store when the kid is having a meltdown, mom's probably having a complete stress response which is activating the lower part of the brain. So, you know, it's such a different experience. It's like we're on two different planets watching the same, same thing happen. So in that moment with your kiddo, when that shark music is coming up, it can be super helpful if you've already recognized what your shark music is. I always say to parents the moment you feel shark music or you suspect shark music. This is when we want to zip our lips. This is when we want to say as little as possible because at this point, nothing good is going to come out of our mouth.

Laura: So this is, this is the moment when our mother's voice falls from our lips. Yes. Yes. This is it.

Tania: This is it, zip the lips, zip the lips. And if you know, and it's so helpful, if you've had somebody give you feedback about what you do when you're angry, whether it's a partner or a child or a therapist. Somebody who said when you're mad, this is what you do. Your voice changes or you sigh a lot or like I said, your eyes get angry. So for me, when I hear my shark music because it's, it's all fine and dre and to have all of these wonderful things like tap out with a partner. What happens if you're a single parent? What happens if there's nobody else home? What happens if you can't take a time out? All lovely ideas but not always practical. So I always just say zip your lip and for me because I'm aware that it's my eyes. I get angry. I just with my girls, I'm like I breathe into my heart center and I really focus on softening my eyes because I know that that's where my emotion shows. And I'm not trying to, I'm trying to keep them safe. So I make sure that they're not near the boiling pot of water that, you know, big sisters, not bonking little sister's head on the floor. So I'm trying to keep them safe and I'm only using words to keep them safe, but nothing else is happening at that point.

Laura: I love that. I think that there is so much pressure on us. We're so afraid of being permissive that sometimes I think we act way too soon. So I really love this permission to just slow it down most of the time. Nothing is like these things aren't an emergency. Like, yes, if your child is running into the street, you have to go get them. That's an emergency. Right. You know, most of the time, but even though it feels like an emergency, right? Because, like, because of the things that happened to us, those things feel like we're perceiving them as a threat. Right? And so then our lower brain is activated. So even though it feels like an emergency in our body, it actually isn't. And I love this permission that you're giving us to just slow down, take a beat and get back to yourself.

Tania: Yeah, totally 100%. And I know that if I keep on talking at this point that not only am I going to get flooded, but they're going to get flooded too. So it's actually not helping the situation at all. You will have Children, I believe who have been taught compliance. So, you know, we're going to have a parent that keeps talking, there are consequences if they don't respond in the correct way. So you will have kids who will be quiet and go to their time out, whatever, whatever it might be. And I think that there's still tons bottled up inside of them. So for me, what I'm wanting at that moment, not just for my kids, but for myself is quiet so that I can anchor into the best version of myself. And the only way to do that is to stop talking because if I keep talking, they're going to respond to me. She did it first, he did it first. Whatever it might be, the more I interact, the more engagement there's gonna be, which is the last thing I want at that moment.

Laura: Why, why?

Tania: Because if I keep engaging with them and I'm in a stress response, they keep engaging with me in a stress response. Everybody's activating everybody at this point. My answers might be a little bit more sophisticated. I might actually have more control over them over what's gonna happen next. But the truth of the matter is if our brains were all wired up, you're just going to see those lower brains lacking up. There's not, there's nothing good coming out of that interaction.

Laura: And I feel like the interaction isn't actually an interaction because everybody involved is just in their own system, right? They're not actually starting to understand the other ones. They're not seeking, you know, to see and hear and you know, be loving towards the other ones. They're all everybody is just, we're all in our own little silos near each other exploding. You know, like there's not actually a relationship and connection happening. Yeah.

Tania: 100%. Yeah. It's not an interaction. It's a reaction. It's just a reaction.

Laura: And everybody's just reacting, you know, and it can feel like you're doing something. But yeah, I think that the risk is so much. I know for me, like when I get flooded and I keep pushing myself to keep interacting, you know, like when I have that little, one little script of, don't let her get away with that, you know, like, I mean, oh gosh, that's, those are the times when I make the biggest mistakes in my parenting, journaling, you know, you know, those are the times where I have to be like, it takes like willpower to like zip the lip, walk calmly into my office and sit down and maybe Rage journal a little bit. I say those things into a notebook that I'm not gonna say out loud and damage my kid's lip, you know.

Tania: 100%. Yes. Yes. Yes. Yes. Or brand a coffee or your therapist whoever it might be. But, you know, I, I think for me, the definition of emotion regulation is the ability to pause. And I think that we try to teach our kids these skills all the time. Pause, take a breath, you know. Um but we don't use them ourselves totally. They're never gonna do it if we can't do it. And I think, you know, even sharing with them sometimes, like when, you know, when, when things are stressful or when we've had a big explosion at home, mom is quiet because she's trying to take that pause. Mom is still learning and sometimes she messes up but mom is still learning to try and take that pause too.

Laura: Yeah. Oh, my gosh. I think how powerful too, you know, we have, we have we say so much to kids, take a breath before you speak. You know, like, like it's the easiest thing in the world, right? Like it's not easy. We know it's not easy. We're here talking about this because it's not easy. So, you know, and we act as if gosh, why can't these kids do this by now? But like we also struggle with it and what a beautiful human thing, a gift to give to our kids. Acknowledging those moments of humanity of man, taking a breath when you're mad actually is really hard. It's not easy. It's hard.

Tania: Totally. Totally. And that mom is also a dad, whoever it is is also messy and just trying to figure out life as we go. And I think it gives them permission to be messy too.

Laura: I agree. I agree so much because we are messy. We're human beings having a human experience. You know, there's gonna be lots of mistakes on the way, you know.

Tania: Totally. Yeah. And, you know, I, I think Laura, the other thing that, for me is that when I speak too quickly I'm more likely to punish, to make them feel bad for what just happened, which is not what I want to do.

Laura: Yeah. Yeah. I think we can all agree with that. Okay. So, I feel like we've been, you know, we've, we've talked a lot about kind of when we hit those bumps with our kids, what to do, what does it say about what happened to us, how to do some of that work with ourselves in the moment so that we don't pass it on. I feel like we can go to two places and I'm kind of curious about where you wanna go. One is okay. So we're working on this, we're making some changes, but we're still making mistakes and our kids do or say something but let us know like, oh, I missed the mark, you know. So like, what do we do then? How do we repair? How do we move forward without, you know, like engaging in a, you know, like, how do we take accountability with our kids? Yeah. So there's that, that and then I also would love to talk about the kind of the internal healing that needs to happen to you because I think there's a lot of this that can, like we can just kind of white knuckle our way through this. We can think that regulating means just like shoving it down and holding on for dear life versus actually like healing some of these things so that the font on those, you know, those scripts, it can get smaller over time or, you know, that we can get off of those like neural super highways and onto the side streets where there's a little bit more time and ability to make good decisions, you know. So like those are, I feel like that's two passes. I would love to go with you and I'm happy to go either way.

Tania: So I wonder if this is going to be a typical psychologist response. How about we go right down the middle, the mediator, the mediator, because really to me, we're talking about the concept of courage there. So courage, let's talk about reparation with our kids and courage and then let's talk about courage with our own journeys. So when we look at reparation with our kids you know, the behaviors that we try and squash within our kids is very often the behaviors that we want them to exhibit as adults. So I think about my own little girls one day and, you know, while they may be sassy now, or they might talk back or they might question the direction that I've given. I want them to be able to stand up in a boardroom one day and say this is not the culture that I stand for or this decision does not feel good to my guys. Yeah, and they are never going to be able to do that unless they can do it with me first. So we don't suddenly get that skill at 25. This is something that we really start to nurture at five or if we get on this journey a little bit later with our kids, 15, whatever it may be. But I want my kids to be able to have a voice with me and to be able to tell me when things don't feel right, when it doesn't stand for what we are teaching as a family, what's important as a family. And that can be tough too.

And I also believe that this is wiring from my own childhood. So my husband, for instance, is very, very, very good at apologizing. He apologizes authentically quickly with lots of vulnerability. He's fantastic. And I I think that that was modeled to him within his own household for me. My mom had a very hard time apologizing. And so it's taken a lot of work for me when the when my girls come to me to be able to go again, Tania, this is your turn to be quiet, to feel those feelings in your body like well, I am sorry but to really notice that but and to go hold on, what is she saying? To me right now. How do I see her deeply for what she's saying to me? She's, she's little still. But her words hold so much importance. So how do I hear those words deeply and see the little human being in front of me? And then how do I have the courage to actually go? Mom is sorry, I should never have spoken to you in that way. That was scary for you without the but which so many adults put on at the end. Yeah. So I think we again need to do some reflection on what happened with apologies in our own home when we were growing up.

Even before we had kids, what was our history like of apologizing to other people? Because that very much will tell us what's going to happen with the Children in front of us. So if we know that this is potentially a trigger moment, I really want to always remain cognizant of what I want for my child one day. Do I want them to be able to have that voice that stands for when something doesn't feel right? Because it starts with me. Like I said, it doesn't start in the boardroom, it starts with me and that's the reminder that I give myself. So sometimes I just say like mama mom needs like just to have a cup of coffee and then we can talk I have a highly sensitive child who wants to talk about all of her feelings and she's very good about coming to me when something's wrong, but she wants to talk and talk and talk about her feelings. And so often not to say mom just needs a little bit of space because in giving myself that space before we have the conversation, it allows me to reset what's an important value for myself and for my girls.

Laura: Yeah. Oh, I love that so much and I love to, I, I feel like there's this undercurrent of what you were saying too is that when they do give us that feedback, right? When they do tell us like, oh, that didn't feel right to me. That didn't, you know, that means that or even when they're like, they are advocating for something that they really want, right? So like there's like, no, I want this, you know, or even like when they're lit really little and they're having those tantrums, they're, when they are doing that with us, there's two, I feel like they're communicating two really important things. One is that they trust us to hear their voice, right? Which is beautiful and they're still in touch with themselves. They're still, you know, so many parents I talked to have no idea what their unmet needs are. You know. So like if I go to a parent and not say like, you know, what are some needs of yours that aren't being met right now, you know, they have no idea. They have no idea because they spent their entire lives suppressing their needs being disconnected because we get the message early on. We ask for too much, you know, all of those things. And so, like when a child is asking and advocating for their needs, they're still in touch with those parts. Which is, oh, so good. So good. It's so beautiful.

Tania: Yeah. And I love what you're saying, that, you know, we, we might be able to have a very adult conversation around not knowing my needs or what my needs are. Whereas for our kids very often they'll come to communicate that in different ways. So through the tantrum maybe a conversation that doesn't quite yet kind of dig underneath to see what's going on. They're not very sophisticated.

Laura: You have the skills, the communication skills for sure.

Tania: But the only way they get better is to keep coming to us and knowing that they're heard totally. So it's always just a reminder to kind of be aware of my own stuff, to be aware of that shark music and to go, ok, what do you want for your kid? And how do I look underneath at what's really happening here?

Laura: I love that. Okay, so just in a moment I want to be completely vulnerable and I know you do some parent coaching. Will you coach me on something like that? Is on the topic that just happened with one of my kids. So, because again, I think it's, I think it's really good for people to get to hear this sort of thing that we can do this little thing too. Right. So, my youngest daughter, she's almost nine, a couple of weeks ago, she had an accident, she fell from,  her favorite climbing tree and, while she was okay, she had a pretty severe concussion and whiplash. So she's been in a neck brace for two weeks. She just got it off yesterday, got cleared, she returned to most activities by the neurosurgeon. And instead of going back to school after her doctor's appointment, we just went to a park to do all of the playing that she hadn't been able to do, you know. And so we were playing and stuff and it's been a really stressful two weeks. I will, like, my nervous system has been pretty activated during that time. Like, there was a time, you know, when we took her to the, er, she couldn't walk on her own, she had really spotty memories. It was, it was scary. Right. And so my nervous system, like, was very relieved yesterday, you know.

And there was this moment at the park where I communicated to her, you know, that I needed a break and while she was playing I was still watching her, but I'm just gonna kind of sit and, and be with myself for a moment. A couple minutes into that. She was, I don't know, on some play equipment and had taken off her shoes. But wanted them back because she wanted to go into the wood chips. But she didn't communicate that to me. So she said, hey, mom, come here, have something to ask you. So I, I got up from where her shoes were, walked across the park to her. And then she said, will you bring me my shoes? And I was like, I was just buy your shoes. And she hung her head and she goes, I know I'm an inconvenience mommy. I was like, oh God, you know, because I mean, I remember I have very specific memories of feeling like an inconvenience to my parents. You know, I'm one of those people who has all the memories of, you know, I think that I think I had an, as a child, I had an innate wisdom that like I would, I needed support in my emotions.

And so I like to attempt to support myself in them. I think lots of people who don't have that support just kind of because no one is helping them have that internal narrative. They just don't create the memories, you know. But anyway, I mean, so like that was definitely like a life in the heart got punched like crap, you know, I mean, and so, like, tell me a little bit like, so, I mean, I sat with her and I repaired and I, you know, I asked her how she was feeling and all of those things and we try we tried but man, I had no idea. I was making her, you know, that I was making her feel at times like she's an inconvenience to me. And so can you just coach me a little bit on that piece of things? Like what, what do we do when we realize? Oh, we've been making a mistake. How do we change it and all of those things?

Tania: Yeah. So I think the first one that I would advocate for is probably changeful. This with yourself is just to go like, honey, we've just been through a really rough few weeks here. It's been hard and I think being able to give space for those feelings so often we, in these sort of situations, I think we flip into caregiving roles. So is she okay? We've got to figure out this. We've got to figure out that we're going to do the doctor's appointments. But I think that when we can give space a little bit to our own feelings, it allows room for their feelings in turn because we can give space and go like, you know what? Maybe I do not right now when she really needs me, but maybe there's something inside of me telling me that maybe on Saturday night I need some time or I need to build in some sort of cocooning for myself where I just get to go like, hey, am I? Ok, lots has happened because when we don't stuff it down, it helps to release those feelings which then gives more space for our child's feelings. So I would start with that and then I think that I would probably not bring it up too quickly again. But one day back in the near future when I'm going for a walk with her.

So I always love talking to kids when we're not sitting opposite each other, but instead we're walking in the car or we're building a Lego Tower. I would just slip in something like, yeah. Sometimes when mom was growing up, she would feel a little bit like she was an inconvenience to people. And I wrote to, to grandma and grandpa and I didn't like feeling that way. I don't want you to feel that way. And then I would just keep building the Lego Tower. I would just leave it at that. So, and you know, we could even make it simpler like mom heard what you said the other day and I felt like that too sometimes like a little girl and I would just leave it at that and then I would just wait to see what she does with that because you've repaired and then if she still needs to talk about it, my guess is that she will then pick it up from there. But I think sometimes for kids sharing a little bit of yourself and your experience in a way that's appropriate is incredibly powerful because it creates this deeper connection where they go. Oh, wow. Mom felt like this too.

Laura: Yeah. Yeah. Oh, I like that. And, you know, when you invited me to give myself a little compassion, you know, a little bit of grace that felt really good. You know, it's so amazing how I can tell that to everyone in the world, you know, like that is like my thing kind to yourself, give yourself grace, you know, man, it's hard to do for yourself, right?

Tania: It totally is especially when, when something so big comes from our kids, right? We're like, oh I should have been playing well. I should have, you know, I shouldn't have like I shouldn't, shouldn't, could have, should have, would have. It's also like I want her to be JSA with herself and the only way for her to do that is for me to be gentle.

Laura: Yeah. So, yeah. Yeah. Thank you. I appreciate that so much.

Tania: Of course, of course.

Laura:
Yeah, I think too, you know, so we were kind of talking a little bit about the, I love that you called this courage, the courage to do this with our kids.  I feel compelled to, you know, I haven't had time to sit down like, with myself with my journal on, on this topic yet because it, it just literally happened yesterday. And, you know, we're busy people, but I do, I do feel like I will need to interact a little bit with some little parts of myself that felt that way. You know, I think that something that occurred to me in the midst of kind of dealing with this,  too is that we, you know, when we think of those little punches come from our kids, we have the ability to really make that about ourselves wanting to dissipate our guilt, you know, you know, dissipate the hard feelings. And I think in the moment I stayed very present with her feelings on, on that, you know, I reassured her, you, you know, I'm so glad that you asked me for what you need. You know, that's, I'm here to support you, you know, like I stayed with her on those things. I think it will be really important for me to not forget to like to go back and like to process what little Laura was thinking and feeling, you know, because little Laura would never have been able to say that to mom and dad. Like I know I'm an inconvenience to you even though she might, she would have felt that. But yeah, that would have been too inconveniencing, you know, she would never have had the guts to say that.

Tania: Yeah, totally. So, to go back to that place of little Laura and then also ask what you need in that way.

Laura: Yeah. Absolutely. And seeing those as two separate parts too, you know, like those are two separate things, the repair that has to happen with the kid and then the repair that has to happen within yourself too. And, you know, you, you're like, your parents don't have to be involved in that at all. You know, that's another thing to like when we talk about re parenting, like it feels very daunting, you know, because we think there's so much that has to go on, you know, we really don't have to, it's all within us, you know.

Tania: So, yeah, everybody's journey and where they need to have to do how they do that repair is going to look different. But I know even for me, my journey is exactly what you're saying there is that it's, it's recognizing the parts of self and then giving grace and space to go what needs to happen here. It's not necessarily about sitting down for a family therapy session, which might be what some people need to do. But it's not, it's not what everybody needs to do. And I think that that is a fear, right? That we're going to have to sit down and do that, but not necessarily.

Laura: Or even it's a fear, you know, we're getting to,, I don't know about you, but I'm getting to the age where my, my contemporaries are losing their parents. And so then if you discover something that needs healing after your parents are gone, it can leave you feeling like, ok, what now? You know? But we really, we don't, there's lots of ways to do that. Healing works totally without, without them at all. You know, it's interesting the stuff that was the most hurtful from, for me growing up with my dad, he doesn't have any memory of doing or saying, you know, which is I recognize as a completely active of him, you know, of himself, you know, because those things were out of alignment with his values, you know, he was triggered and, and operating outside of his own values and his brain is protecting himself from that, you know.

Tania: That's so interesting.

Laura: Yeah. Oh, sorry, I got a little deep in there.

Tania: That's okay. So, exactly the way I love it. Me too. So, Laura,  I think, you know, your, your other question about how we sit with ourselves. I think you just managed to answer it there. I think it's uh as I said earlier, I think it's just grace and space to go. What do I have the capacity to look at now? All the capacity? Yeah. And then what do I, what do I need to truly look at it? So and again, that's gonna look different for different people. It might be, I wanna work with a therapist for one person. It might be for somebody else. I would really like to start taking longer walks or I wanna wake up 10 minutes before the kids each morning and journal a little bit. It's going to be different for each person. But I think that when we create space and grace for ourselves in turn one day, our Children will create grace and space for themselves.

Laura: Yeah, I love that. I mean, and that's the, that's the kind of that generational change that we're looking for, right? And it starts with us and with ourselves. Thank you so much Tanya.

Tania: Oh, you're so welcome.

Laura: I really, oh my gosh. I feel the same. I really love this conversation.  I would love for my listeners to know where they can find you and your institutes and learn from you and with you.

Tania: So you can go to our website which is Institute of Child Psychology. We are also on Instagram and also Facebook. We have a great Instagram. Actually, our Instagram is chock a block full of just short little parenting suggestions, little infographics reels. And then we also have our parenting handbook, the parenting handbook and book you have out. It's beautiful, which is available everywhere. Basically, it's funny. Actually, I recorded a podcast with somebody and he said, you know, people always end interviews when you have a new book that says and where can we find the book? And he's like where most people find books, like they're not just all sitting in my garage. So the parenting handbook can be found anywhere that you can find books basically.

Laura: Yes. Yeah, for sure. And yeah, beautiful. Thank you so much Tanya. I really appreciate it. Getting to talk with you.

Tania: Thank you, Laura. It's been an absolute pleasure.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 199: Parenting and the Power of Social Networks: Nurturing Friendships and Adult Connections with Florence Ann Romano

Welcome to another episode of The Balanced Parent Podcast, where I sit down with Florence Ann Romano, a personal growth strategist, author, philanthropist, and author of Build Your Village, to discuss the importance of adult friendships and social networks, especially for parents. 

Here are some of the key takeaways:

  • Understanding the friendship recession and how it may be affecting you

  • Struggling with deep friendships and receiving support from others

  • Challenges of meaningful connections (especially with age)

  • Distinguishing between friendships and community in connection-building

  • Understanding boundaries and roles in friendships and community

  • Exploring friendship archetypes and their roles in connections

  • Finding supportive friends and making connections as adults

If you enjoyed the conversation with Florence, you can visit her website florenceann.com, Instagram @florenceannromano,  Facebook @florenceannromano, and Pinterest @florenceannromano.

Resources: 

Listen in as Florence and Dr. Laura provide heartfelt insights and tips for anyone looking to strengthen their social circles and create fulfilling, long-lasting friendships.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent podcast, we are gonna be focusing on you, the parents and the importance of your social network and friendships and how to make friends as grown ups. This is something that I continue to work on in my adulthood. And I'm so excited to have the support in this conversation for a beautiful person who I've just met. But I'm really excited to share her with you. So her name is Florence Ann Romano. She's got a great book out called Build Your Village that really focuses on building community for adults. And I'm so excited Florence to have you here on the show. Welcome. And why don't you tell us a little bit more about who you are and what you do and then we'll dive into making grown up friendships.

Florence: I am thrilled to be here, Doctor Laura, to have a new friend in you and to meet you all virtually in this way. And, you know, the topic of friendship has always been important to me, but it really started and, and this always shocks people from my time being a nanny. Back in the day, a long time ago, I was a nanny and I loved working with children. I loved working with different families. I was always curious about human behavior and connection and dynamics and wrote a children's book to help children understand why they have a nanny or a caretaker in their life. And then that kind of led me down a path of doing child care and family advocacy. And then when COVID hit, I started looking at the landscape of connection very differently. And I thought, oh my goodness, for the first time, at least in my lifetime, we all know on a global level what it feels like to lose our support systems, to lose our people. And I started thinking about that. Proverb, right, Doctor Laura, that Proverb, we all know those mothers know it takes a village to raise a child and we know every politician has said it. But I always say that as much as I believe in that. Proverb, I believe it also excludes a great number of people. What about people who don't have kids? Are you saying that, you know, they don't deserve to find their people, they don't deserve to find their community and of course they do. So I cut out that in half and that it takes a village and no matter what you were born into, no matter your village, you know of you know, of birth, you know, genetic lottery, whatever you wanna call it. I want to empower people to know that they can find those people for themselves, that everyone deserves to find that connection for themselves. And so that's what led me here into the personal growth category of talking about friendship and connection and, and how important that is, especially today in the world where there's a friendship recession and so many mental health crises around the, around the world, around the globe.

Laura: Yeah. Oh, my gosh. Okay. So talk to me about a friendship recession. What does that mean? And, and why are we so lonely because we are, we're the loneliest generation to ever live.

Florence: We are. And you would think Dr. Laura that we wouldn't be based on how many ways we can connect. But what I found to be the most troubling was after COVID when things started to come back and you were able to see people again and kind of rebuild what was lost and reconnect again, started noticing that people were like, not doing that, not interested in it. And I was like, well, this is weird because everyone was kind of upset that we didn't have that and now you can and you don't want it anymore. And, you know, yoga pants and Netflix was a lot more interesting than actually going out there and having a cup of coffee with someone. You're like, I don't really feel like my social battery is ready for that. We're like newborn babies kind of kicking and screaming about the fact that we had to see people again. And so all of a sudden, you know, everyone's reporting about this friendship recession and people feel so lonely and disconnected and everyone's mental health is suffering from it. And I was thinking my goodness. Okay. Yeah, this makes perfect sense, but I'm not seeing the effort behind it. I'm seeing people want the best of both worlds in some way, like where they don't really want to have to put the effort into friendships and connection, but also wanna feel like they are connected to something and someone and a part of something or purposeful. And so that really started making me mad too because, you know, we can blame a lot of different people and a lot of different things for why there's an obstacle. But like I say in my book, you know, here are the directions to the village that everyone seems to wanna talk about, you know, these directions to the village, but I can't make you get in your car and drive there. I need to see the effort. I have to see you want it. And I feel like that's the secret sauce that not everyone wants to talk about if you say you want it but actually doing it is an entirely different thing.

Laura: Oh, that's so interesting to me. So I was definitely one of those people who, during kind of the quarantine heydays, my family, you know, we're all introverts. We felt pretty comfortable hanging out with each other, you know, and it was getting back into the swing of things with, you know, now they're, my girls are now, you know, um, 11 and nine, they are becoming much more peer oriented. The play dates are really ramping up at our house. I had to, like, learn how to get good at that because that was something that I was just, was not, was hard for me as a shy introvert. And, you know, so they've been really like this past year over the summer, they were like mom as we go back to school, we want more play dates. And so I was like, okay, I'm going to put that effort in. Right. And so this effort, this effort in, I mean, and I did, I got the phone numbers, I'm making the play dates and stuff, you know, my husband is too, like we share that load, you know, because it definitely is a shared thing and I'm thinking about with my own friendships because for me personally, this is I like to get a little personal on this show sometimes.

Florence: Yeah, please do. Let's go there, let's go.

Laura: So for me in my life, I make really deep friendships and usually for every kind of season of my life, I have one really deep friendship and when I move into a new phase of my life. That one kind of fades into the background. Maybe I keep in touch with them a little bit. But then there was one at another deep one. I have never been very good at managing a broad network of friends. And I feel isolated because of that at times because I don't have, you know, in your book, you talk about these kinds of, these six different archetypes of friends. And it's interesting, I think about myself. I often fulfill a lot of those roles within that one deep relationship, but I very rarely have the opportunity to be on the receiving end of those roles. And it's very challenging for me. I love being the helper. I'm in a helping profession. I love, you know, I feel so good and comfortable there. So many of the people in my field were the helpers in their friend groups in high school. You were the people that you come to and lay your problems on, you know, and that feels so good to be that dependable, open, receiving person. And at the same time, I'm not super open and receiving my own support, you know, open to others wanting to support me was fascinating. And so I feel like I'm kind of curious about how that relates to this idea of, of effort because it's hard, it's hard to make friends when you're not putting yourself out there.

Florence: It's true. And, you know, we don't have the built in opportunities like we did when we were younger. You know, like your kids are talking about being in school. Right. I mean, you just, you know, walk in the door and you've got 20 friends or you're in school and you're meeting people that way or, you know, you know, that it's, it's very different, you know, you're in your work environment and that's how you're meeting people. And the same thing goes for dating, you know, the older you get, I mean, that this is coming from a single girl. I'm gonna be 39 this year. I'm not married, no kids. And I'm like, you know, laughing with my girlfriends who are like, well, like, what's the effort that you're putting in? I was like, I don't talk about the logic in the situation. I'm gonna tell you that I don't want, I'm not by dating, don't apply any of the logic. They're like, didn't you write a book about connection? And I was like, yeah, I don't wanna talk about that though. I'm not applying that here. So, you know, I mean, it's like, you know, do, as I say, not as I do sort of thing, but I have to take my own advice. But regarding, you know, friendships again, it is difficult as we get older. We hear people bemoan that very often and, and I mean, think about even the elderly generation, you know, they see people, you know, who are now, you know, passing on and, you know, they don't have those opportunities for, you know, friendship anymore the way they used to or they're so, you're not, they're not socially as active, but they're a generation of people that desperately need connection and need to feel purposeful and need to, feel, seen, heard and understood just like the rest of us do at, you know, whether it's 40 or 80. And so think about how this subject matter doesn't really age out. You know, it's all right. It, always exists. It is, it's always going to be there. And that's why I really wanted my book to be kind of the, the, the hope and prayer was like the true North. 

You know, it was like no matter what you're going through in your life, whatever is happening, you can come back to this book and work these steps and figure this out because it is always going to apply to your life in some way. But to go back to the original question of, you know, why is it so difficult for us to do this? Yes, we don't have the environment for it. But number two, the bandwidth in our life tends to get in the way and you're a busy mom, you know, you and you, you know, you're working, you've got a lot of other obligations going on and it seems to be difficult, especially for women to think that they can put the effort into themselves because it seems so, it seems like they're not serving that. And I'm not, I'm not doing everything for my Children or doing everything for my spouse or doing everything for everyone else because I'm focusing on what I need. But it goes back to that old idea of, you know, the oxygen mask on yourself first before you can help others. And that's what friendship and connection is. It is an oxygen mask and it's also quality versus quantity. That's also a big part. You just mentioned, you know, you don't have the bandwidth or want to have all these different, you know, multiple relationships necessarily, you kind of pour yourself maybe into one quality one. And I think that's also kind of mis it's, it's mis categorized in our world today where people think that they do need to have an enormous calendar, this huge social calendar in order for people to think that they have connection and friendship. And I'll tell you what Doctor Laura, some of the lone, loneliest people I know are the busiest. Some of the loneliest people I know are the busiest because what they're doing or who they're spending their time with is not actually nourishing them. And that's what we need to focus on is the nourishment factor and the quality factor of connection and not the number because that was, you know, that's like, oh, being younger and you're like, oh, you know, you're only popular if you have all of these friends. Like, why are we still, why are we still in that mentality? That right. Right. Condition thing.

Laura: That was really validating to hear. Thank you for saying that. Yeah, I really appreciated hearing that because I do think, I think I've always been critical of myself since the time I was a young child. That I've only barely been able to have, like, maintain one close relationship. You know, it's interesting to think about that history and tendency that we have to be critical of ourselves to, like, look at ourselves and think we're not doing enough, you know.

Florence: Well, well, can I ask you? I guess that, that question, then Doctor Laura, if you pour yourself into that, you know, individual relationship perhaps, are you feeling like something is missing? Are you feeling like you don't have the support from people that you need? And that's why you're thinking you're doing something wrong is because you feel like something's missing or is something, is it the guilt or is actually something missing? Which one is it?

Laura: Yeah, it's interesting. You know. So right now, the close friends that I do have are very mutual and so I feel very fulfilled by them in other stages of my life. They've been very one directional where I've done a lot of the supporting and haven't received that support back, you know. But the close friends that I have now I feel very fulfilled and, and well taken care of. And I think the sources of those friends are also different. Like my mom is one of my closest friends and my husband is my best friend too. And, and then I have, you know, one or two girlfriends, you know, who are my really, like, gosh, I can go to them with anything and they will see me and accept me unconditionally, you know. But in other stages of my life where I felt like I wasn't doing it right. I definitely felt drained. And my, you know, my only source of support was my therapist with someone I had to pay for.

Florence: He said, well, you know what I talk about that in the book I talk about, sometimes there's an entry fee, new connection and that is, there's nothing wrong with that. It's the same way, right? Doctor Lau, it's the same way I would join a board or something like that, you know, a board, you know, for example, I'm on a board at a children's hospital here in Chicago. And obviously the mission is important to me. But also one of the reasons I wanted to do something like that is because I did want to broaden my connection based and not in the networking way. It was, I just wanted to meet different people and uh from a different, you know, kind of demographic. And yeah, in order for me to be on that board, there's, there's a check that needs to be written in order to, you know, do that philanthropy. But do I feel that those connections that I've made are any, are devalued because I had to write, I write a check. No. So I think again, it's demystifying and debunking the notion that if you have to pay an entry fee for something that it makes it less important or less special. And so I it's also reimagining what connection looks like too and knowing that there's a goal in mind that you have. If the goal is connection, then you're willing to do what's needed in order to create that opportunity for yourself.

Laura: Oh, I really like that. And I feel like you're helping me broaden my idea because I think when we came into this conversation, I was thinking about talking about friends and what you're really talking about is community and those are two different things, right? And so in building community, I'm just thinking about this art class that I just joined. I go to an art studio once a week and everybody is working on their own projects, but we're all working in the same medium and there's one kind of guide teacher, artist who helps us when we get stuck. And that's definitely a community that I feel very fulfilled by. I'm, you know, probably the youngest person in the room by 20 to 25 years. And that my dream, I mean, I mean, that's delightful in its own way because these, oh my gosh, these other artists are, you know, so unencumbered by the constraints of, you know, giving, giving a care about, you know, things and they themselves, it's so lovely to be around. I really love that you are helping me broaden my conceptualization of what it means to have a community that it's not just close friends, but it's other pieces too. Right.

Florence: It again, yes, it is. All pieces of the puzzle and also levels of connection. You know, I have my best girlfriend. She's my ride or die. You know, we call each other, we're like soul sisters. You know, we don't need any social battery to be with each other. And, you know, it, we're, we're the sisters by choice, you know, and that she is in that role. And then I have other friendships that serve different reasons and, you know, purposes I have, you know, the friend that I'm gonna go have the drink with when I want to forget all my troubles. I have the one that's gonna give me the tough love. I have the one that, you know, is the good time, you know, and, and so I think this is also a big takeaway for connection for people is you have to set yourself up and set the other people in your life up for success in the relationship, expectation for that you have of them. So if I'm looking, for example, at my good time friend, the one that I'm gonna have a drink with after a tough day. And I'm looking to that person to be the healer in my life or to be the accepting Villager in my life. I'm talking about some of the archetypes. Now in my book, if I'm looking at that person to be the accepting Villager, the one that I can tell my deepest darkest secrets to and confide in and totally let my guard down. 

Am I actually, is that the right person to be doing that with? Are they actually, do they have the skill set or personality to do that? And that's important for you to know that not every friend you're gonna pour into the same way. And so sometimes you need to reassign those roles of people in your life because maybe you've set that person up to be that person, but they've betrayed you in some way in terms of a secret or something you've said doesn't mean they're a bad person. It just means that they're not in the right role. They're not sitting in the right seat. Maybe they're your organizer Villager, they're gonna get things done. You can delegate to them. So I'm just trying to get people and challenge people to understand that not every person is gonna say, serve the same purpose in your life and be in your life in the same intensity. And that's a very important lesson in order to like, go out there and actually build friendships, have that expectation.

Laura: Yeah, I really like that too. And I mean, and there's an aspect of consent in there too around what role do they want to have in your life too. Right. So we have varying levels of capacity, that person might be available to another person to be that, you know, deep healing Villager. But they're not available to you. And that's we all have choice and the ability to decide those things for ourselves as opposed to having those roles impressed upon us.

Florence: Absolutely beautifully set too because this is not just about me, me, me, I always say this, you know, you can't just what do I need, what do I not? What do I need? Who do I need? What do I want? Can't just be about that. It also has to be introspective about how you show up for other people who are you and other people's villages? Because that's also going to give you insight to yourself as well and also give you permission to kind of establish your boundaries and right boundaries. And that's you fighting for the relationship boundaries. Those people think it's a dirty word. It's not, you're fighting for the relationship. It's important to have that I always give the example for me, you know, I always thought I could be all six of those archetypes. And at certain times in my life I can and to certain people I can. But I was going through IVF years ago to freeze my eggs and I was a basket case during that time, hormones everywhere. I was a wreck. And I could really only muster up certain energy for certain people and to kind of be a certain type of people during that time. And I had to say hands up in the air. I can't, I can't show up for you the way I used to, but I can do this. That awareness is also very important when you're making connections in your life that not every season you're going to be able to do what you've always been able to do. You have to give yourself that grace and give that grace to other people too.

Laura: I really appreciate that reminder too. And, and that at various seasons and our lives were able to take on roles that we aren't always able to do. I love that. That's beautiful. So we've mentioned the archetypes a few times now, can you just run through quickly what they are? And I mean, I know that that's like the meat, you know, there's a, each one has a chapter in your book. So I don't, I understand like we can't, you know, have a full, you know, correspondent right now. But, you know, I would love to just know kind of what they are. And then maybe, like, I'll ask you a follow up question once you tell us what they are.

Florence: Well, and again, these six, I want to make this disclaimer. I'm not saying if you don't have these six people that you're like, not a fully formed person, like, you know, I gotta go run out there and get these six people and if I don't have them, then I'm doing something wrong in my life. And you know, that's not what I want people to take away from. But the six are accepting dependable cheerleader, communicator organizer and healer. And I say that I'm gonna run through those quickly just because I do it on purpose. As soon as I say those six, usually I can see people's faces start to do this kind of mental chess game where they're starting to cast people into those roles just based on context clues of what you think that those six mean. And that's exactly what I want you to do. That's exactly what I'm challenging you to do in this book: cast, your Village, cast it like a movie or a play. And these are your main people, these are your main characters. And after you do that, if you see that there are some gaps or things missing, maybe that is what's missing in your life maybe that's why you're waking up, maybe feeling a little depleted, maybe feeling a little sad, maybe a little disconnected is because there is something or somewhere in this village, a gap that you do need to fill. And now, you can be intentional about going out there because you're going to know what you're looking for. You're gonna know the qualities you're looking for.

Laura: So that's my question. Kind of circling back to the very beginning where you said that big word effort. I feel very curious. So we found it may be like the person listening has gone through this list. They have found like, oh, yeah, I am missing, you know, I don't know, missing one of these, right? Maybe I'm missing the cheerleader in my life where I'm missing the, dependable one. How do you go about, what does that effort of finding that person look like? What do you, what do you do? How do you find them when we're not like built in, you know, like when we're not in a cohort at school where you're not, you know, we, we don't have these built in environments, especially for, I don't know where you work at this point in time, but for me, I work out of my home. I never leave my house unless it's a, do school pick up and go to the grocery store, you know.

Florence: Exactly. No, I'm gonna give you what I think is the secret and I think it works across the board and it's philanthropy. I think philanthropy is the best way to make connections because you're gonna think about what makes my heart flutter. What means something to me. You know, we live in a very techno, you know, technology driven world, throw it into Google what you're interested in, see what is available in your community, where you live in your city and see what the, what opportunities are available to you to go and do something that is going to would be a ripple effect of compassion or kindness in this world. I believe our purpose in life is to live a life in service and in service of others and whatever capacity that means to you. So why don't you find, figure out where you can give back and do something and then what happens hopefully is you're there in a room full of people that are like minded have similar values to you and you have this guard that's gonna be down because you're all there for the right reasons. You're all there for similar reasons. And now you have an opportunity to connect with people that you already have a subject matter to talk about. 

You already have something that's gonna connect you to one another and hopefully that's gonna lead to friendships. And I think that that is like the pebble that you drop into the water and you see that ripple effect happen because hopefully that leads to other relationships and opening other doors. But if you are stuck today in this place that I don't know what to do, I don't know how to step outside my comfort zone. I don't know how to be a little bit brave today in this. This is a really beautiful way to do that. That's also not intimidating. And there it's, and I really feel and I've tested it so many times for so many years and I really do think that that is the perfect first step for someone who feels like they don't know what to do.

Laura: And I really love that perspective and I really love that very conscious step out into the community and step into giving as a I don't know, it's just a good energy to put into the world as opposed to going out and seeking just for yourself, going, you know, being of service and offering yourself into the service of others and having that be the thing that connects you to a community. I really like that. That's beautifully put. Thank you.

Florence: Well, thank you. I mean for letting me chat about it. And also the last thing I'll say about that is it takes the ego out of it too. So much of this. Feels selfish, right? I need, I want, I have to, I gotta have this, I don't have this, I'm, I'm, you know, it's, it's all the focus is on yourself and you're like, gosh, I'm so sick of myself already thinking I, I'm, you know, focusing all this attention, you know, so, it helps you kind of, you know, channel that differently, that energy differently and, and, and it reframes it for you instead of it seeming like it's all about me. It's not, it's, I'm, I'm gonna give and it's okay and it's okay to give myself permission to have some perks come from that, you know, it's okay. Hey, and I, you know, I think we need to be able to say that to one another and to ourselves that it's okay if out of giving and out of serving, there is something that we also receive and if that's friendship, wonderful and if it's 10 other things fabulous. But I think it's ok for us to say that to one another.

Laura: I appreciate that. Thank you so much. I feel like I have, we're, I, I wanna be mindful of our time. Can I have you back on the show sometime?

Florence: Any time Doctor Laura. I, it's, it's flown by and I feel like you and I are just sitting on my couch having a conversation or taking a walk together. Like I said, I love it and I would be honored to be back any time because there's so many other things we could talk about too.

Laura: So I do like I have an idea for another topic. So listeners who are listening and are interested in this, this kind of adult friendship piece. I do, I do get messages from you sometimes about falling outs you've had with friends or conflicts that have come up in your friend group. And I feel very curious, Florence, if you would be willing to come and maybe talk through some of those with us. So listeners if you have, you know, friendship questions for yourself, not just for your kids, you know, but for you, I would love to have you email them to me once you've listened to this and then maybe we can get Florence and back on the show to answer some of those questions. That would be so much fun.

Florence: I would love it, Doctor Laura after in my book about the village burning Down and let's talk about it. Let's talk about that village burning down. So I would love it. Thank you.

Laura: Awesome. Yay. Oh, well, thank you. Thank you so much for your time today. I appreciate and value you. I want to make sure that listeners can go and connect with you. Where can they find you?

Florence: florenceann.com is my website. My books available there or anywhere are sold in Florence Ann Romano on social media. I answer every DM I get to please think of me as your village and reach out and I'm so happy to connect with you. My friend, Doctor Laura.

Laura: Me too. It was so great to meet you. Thank you.

Florence: Thank you.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 198: Critical Thinking, Intentional Decision-Making, and Global Awareness: Influencing Our Children and Communities with Kavin Senapathy

In our latest episode of The Balanced Parent Podcast, we’ll explore how to cultivate critical thinking and intentional decision-making as parents and heightened awareness of our position in the world. Joining us to unpack these important ideas is Kavin Senapathy, award-winning science journalist and author of the book The Progressive Parent.

Here’s an overview of what we discussed:

  • Understanding the inspiration behind the book and key insights for parents

  • Balancing science and its limits in informed parenting decision-making

  • Understanding correlation versus causation in parenting research interpretation

  • Balancing individual parenting with community efforts for children's well-being

If you enjoyed listening to Kavin, you can visit her website Kavin Senapathy, and follow her on Instagram @kavinsenapathy.

Resources: 

Tune in to explore intentional decision-making, the balance between science and parenting, and community efforts for children's well-being!

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent podcast, we are going to be diving into how to be better thinkers, more intentional in our decision making and more kind of aware of how we are situated in the world and how the decisions we are making. And maybe, you know, the kind of the bigger place where we are sitting in the world influences our kids and the kids that are in our community, our broader world that we're in. So I'm really excited to have this conversation with you to help me in this conversation. I'm bringing in Kavin Senaphathy. She is the author of a beautiful new book, The Progressive Parent and she's also an award winning science journalist. And we're gonna have a really juicy conversation, especially around correlation versus causation, which I think is going to be really interesting. So Kavin, welcome to the show. I'm so happy to have you. Why don't you tell us a little bit more about who you are, what you do about your very interesting book and then we'll dive in. Does that sound good?

Kavin: Yeah, sounds great. I am a parent of two kids, a 13-year-old and 11-year-old. And, my family unit also consists of my spouse slash co-parent. And, I also have two dogs and a tortoise named Chuckles.

Laura: Oh, my God. I've been obsessing over tortoises lately.

Kavin: I mean, my son is, he doesn't dislike dogs but he's interestingly enough, not a dog person, but he loves reptiles, like adores them. But yeah, more about me. I'm a, as you mentioned, I'm a science writer, journalist and an author of The Progressive Parent. And I think one thing that made me specifically excited to talk to you is, as I write in my book along with my respect for science as an approach to seeking the truth, I would say what really catalyzed my career as a science writer was becoming a parent. So I strive to be a balanced parent though. I'm a work in progress for sure. So, yeah, it's really exciting to be here talking with you. And the balanced parent audience.

Laura: Oh, I'm so happy to have you and just for the listeners who are curious, we're actually neighbors too, you know, we, we found out that I live in the same area which is so cool. I was, you know, we were talking before we hit record. I get to read a lot of parenting books. Sometimes that's really wonderful and sometimes there's a lot to sift through. And I felt like your book was so unique because it's not a list of things to do. It's not tips and scripts to say. But it's really, I feel as I was reading it, the sense I got was look, we don't know the right thing to do and say, but here are some things to consider and let's talk about how to think through these things, how to be real concerned and discerning consumers of information and figure out what this means for us and for our family and how we're gonna do things in our homes. Yeah.

Kavin: Yeah, exactly.

Laura: So I would just love to just start a like, can you just tell us a little bit about your book about and, and why you wanted to write it and what you're hoping parents will take away from it?

Kavin: Yeah. So interestingly enough, the book all started when I mean, I should say that the book started about a decade ago when I started out as a blogger and fairly quickly transitioned into a science writer and journalist as well. So it started with curiosity about this famous yard sign that some of your listeners may be familiar with. It went viral all over America in 2016. And like it's still around, I see it on you know, on bumper stickers like all over our city of Madison, Wisconsin for sure where it, where it actually got its start. But then I've, I've been all over the country and seen it. And I know just the same place. Yeah, and it's in this house we believe Black Lives Matter, women's rights are humans rights. No, human is illegal. Science is real, love is love and kindness is everything. And as I, as I reported for this book and talked to people about the sign, it brings up such mixed feelings and opinions. A lot of, a lot of which are positive, a lot of which are critical and interesting ways, you know.

But I wondered when I started seeing the sign everywhere, what does believing in science have to do with everything else on that sign? It seemed to really stick out for me. As it, as it kind of was in the middle of the rest of these value based statements, like women's rights are human rights and love is love. So I, wanted to tease out what science really means to parents and to families. And then I was, I wanted to share tools like kind of examples and tools that help people harness the sentiment that science is real. In tandem with the fight for justice for all kids in our communities, for parents and for others who worry about kid”s well being. And so, you mentioned correlation versus causation and that's one of the themes that I think ties together, what seems like a kind of disparate set of issues in the book.  You know, including everything from how to apply this healthy scrutiny of science and parenthood, from food to gender and sex, to race and ethnicity, to clean living, bodily autonomy, autonomy, feminism, greenwashing vaccines. And I kind of was able to comb out how some of these themes connect all of this stuff.

Laura: Yeah. You know, it's something that I was really struck by while I was reading your book. Was this and, and I see this all the time in my work with parents. In my, I have a big Facebook group where people are asking questions, you know, I get to, I, I get to hear their anxiety, their desire to do things right for their kid, right? Their desire to prevent harm and prevent risks and the desire to lean on science for knowing which answer is right? Which way, which decision is the right one for their kid. I love the invitation in this book to think broader beyond just our one child. And I also, you know, as a scientist myself. So, you know, I have a PhD, I did a lot of research in science and like on parenting specifically. And what's fascinating to me is how tempting it is to go to science for the answer and how most people who are actually scientists, you know, who have done the research, understand that the answers that are in, that are in published journals are not anywhere close to the whole picture.

They are stories from data that's been pulled out, perhaps taken out of context, not fully, you know, depicting the complexity and rich diversity of life. You know, and, and so as a person who loves to like loves to read, research finds it fascinating. It's also really important to me that we balance it with the idea that, you know, we understand that this research was done in a certain context by certain people with their own, carrying their own biases. And that at the end of the day, like we're human beings too and, and we don't know it all. And a lot of this as you know, science is very new and are we are very ancient beings too? You know, I, so I'm kind of curious where I, I don't even, there wasn't even a question. I just love getting to talk with other people who are thinking about these things, you know, and I know my listeners are thinking about them too. And so I feel very curious about kind of where you sit in understanding. Okay, so how great science is real and we're also infallible. You know, or imperfect humans, you know, very fallible humans. And what does this mean for our lived life and, and how do we understand the headlines that are out there? The Clickbait headlines versus like, what does it really mean for our families? Can you help us?

Kavin: Yeah, I could, I mean, I could talk about this all day. I'm such a nerd for it, but it's also like some of what I love about reading research is like, I have like, one of my not so guilty pleasures. I try not to feel guilty about my pleasures is reality TV. And like, I love sometimes how dramatic science can be and how it's like, really kind of catty sometimes between schools of thought and, and everything. But,  you know, like when I first became a parent, I was so anxious and I know everybody gets anxious in their own ways. But,  I actually ended up with what's called postpartum OCD or obsessive compulsive disorder. So it was like the most extreme kind of anxiety that you could experience and people can read more about that experience in the book. Because I'm pretty open about it and it's more common than we think. But I, I almost turned to, trying to understand science as a coping mechanism. And even now,  I'm a therapy person and I, and my therapist and I sometimes talk about like, how, how much do you want to like to really answer your questions? Like, because if something makes me anxious and I'm uncertain, like, because I have the ability to like, look at the research and be like, Okay, what is, what's the truth? Like? Do I need to be doing that all the time? Probably not.

Laura: But like versus developing the skill, like versus developing the skill of sitting in the not knowing like, yeah.

Kavin: So there's that. So I, I definitely caution against um because you can't do that all the time and you don't need to but to answer your question about like the science and going through it and this sentiment of believing in science, you know, in, in my reporting over the years, I've talked to countless parents, like hundreds of parents, experts, doctors, scientists, educators, um politicians, legal experts and so on and so forth and just regular people. All of whom I think all humans, all children have this infinite. I've, I've listened to, to you talk. So I think you agree, but like we have this infinite potential and we all have these universes within us that are constantly unfolding and expanding ever since we're born. But people, it's tempting to kind of identify with believing in science because it gives you this feeling. And I'm, I'm speaking for myself here too that you identify with, with everything that you stand for. But when you ask people what believing in science means to you, what they say can kind of vary. But the thing is there's this idea that there are some people who don't believe in science, right? So if we believe that vaccines work or we believe that the earth is a sphere and not flat, or if, if someone believes in evolution, then that's what believing in science means. If that's the case, then you know, I would heartily believe in science, no questions asked. I've actually been at science marches holding up those sciences real like science. So I, I'm completely with it, but when you look at people and the, and what they feel and what they mean, there might be people who disagree on some question or another, but in general, everyone and including the organizations that some might call science, denying organizations would say that they believe in science, like they believe that there is something called the scientific method, which is a messy thing too that the book goes into. 

But so in, in kind of positioning like the, the people who would identify with that yard sign, whether or not you would keep that, you know, would put that sign in your yard. I think most progressives agree that, you know, Black Lives Matter, love is love and science is real. So people who would agree with all of those things, I believe that it would really help us build the world and manifest the world that we really hold in our values. It would help us to be able to scrutinize science. And one more, you know, one deep, one layer deeper because consensus like consensus came up a lot when I asked people, what believing in science means to them. People often said that believing in science means agreeing with or following the consensus on any scientific question. But as the book discusses most questions that you can seek an answer through science,  we don't have a strong consensus on most of those questions that affect our kids. It's not as easy as saying, yeah, the earth is a sphere like that's the consensus that or that vaccines don't cause autism. That's the consensus like we know that, that like, yeah, that's not really something that we're debating if we believe science is real. But, there are so many other questions that are Okay, like we only know so much and then at a certain point you do have to sit in that uncertainty.

Laura: Yeah. Yeah. And I mean, and the, you know, gosh, so much of the science on parenting has not, it's not replicable like so they never get the same samples and you're able to get the same results in different samples. You know, it's just as very messy to try to reduce something as complex as, you know, raising a child to the scientific method, you know, like it is very difficult to do that. I feel curious about the can we dig into a little bit of the correlation versus causation? I think a lot of the listeners here will know that correlation means that there is a, you know, a statistically significant relationship between two things. And it's, but we don't understand what that relationship is or the mechanism for that relationship. Oftentimes when relationships are found, we like to interpret them and attribute some kind of causal model to them saying, you know, because of this and this is related, that means, you know, so like, for example,  because spanking and later, you know, and behavioral problems are related, spanking causes behavioral problems, you know, the, like those types I, that was just an example. But there's lots of you where you kind of bring that down into, you know, what does it mean for us as parents? Can you talk to us a little bit about it?

Kavin: Yeah. I really strived in the book to kind of demonstrate how to do this as parents. But it's often hard for one parent to do it. I also kind of demonstrate how we can reach out to our community and find these answers together. And, and talk about how these answers affect us. But yes, the correlation versus causation piece, let's but basically often when a correlation between a specific parenting choice is assumed to be causal, that assumption helps uphold injustice and an inequitable status quo. So to give an example, let's say that we have a headline in the news or something saying like ordering fast food causes x bad thing that we don't like. So then what happens is that because we don't want, let's Okay, let's say that the ex bad thing we don't like is heart disease in this example. So then there comes this tendency to place the onus on individual parents to um Okay, if you feed your kid fast food and they end up giving them disease, you're giving them heart disease. And, and you kind of internalize this a little bit and then what happens is you absolve those in power for their role in those negative outcomes. So we know that heart disease is something very complex and it's you know, it's genetic and environmental and it has to do with social determinants of health. And then, you know, all that other stuff, epigenetics, you know.

Laura: And it can be distilled down to one food choice.

Kavin: And so,again, in this example, then if we only put forth sufficient effort to say, cook these cookbook meals from scratch like or like Mediterranean diet type of dishes, if we in this sort of narrative, which I would consider a, a spurious narrative, as much as I, as much as I love a home cooked meal in this narrative, like we parents can avoid these unwanted outcomes if we only put forth sufficient effort. And yeah, as I said that it then contributes to absolving the systems that are causing a lot of these outcomes like the rate of, of heart disease.

Laura: Yeah. Yeah, I love what you're saying because there's almost like two paths of harm here. One is the levels of crushing anxiety and like that it can make parents take on, right? Just like, like, yeah, we are, we think of ourselves as so impactful, right? Like we are going to ruin our kids' lives if we don't do everything perfectly. Right? This is the messaging that comes from that, right? So there's that one path of harm and then there's this other path of absolving. I had not really considered it in that way that we are by focusing so much on these individual choices. We are ignoring the context that is that this is all embedded in. Right.

Kavin: Yeah. And you know, it's not to say of course that there's no individual responsibility for you and I to make sure that our kids like getting to their doctor's appointments and like eating all their food groups. I don't know if you have any selection eaters, but I definitely have one selective eater. So I'm constantly trying to make sure that this one is getting enough of all of the nutrients that, you know, require nutrients for, grow, like growing and doing, you know, having a good attention span at school and that kind of thing. So, yeah, it's not to let, let myself off the hook or let anybody off the hook. However, I think it empowers us to kind of tease out where are those individual decisions and actions able to really make a difference for our kids and then where are we kind of making a feudal effort where we could be spending that energy in our communities trying to strive for the world that we want in a broad sense.

Laura: How, so how do we make those decisions? How do we know when, when we're face, like when we're facing a one of those moments that, you know, is, is futile or is impactful? How do we tease that apart for ourselves?

Kavin: Right. Again, the book goes through several examples, but the first one, I'll touch on the first one and most of the most of chapter two talks about this and, I apologize, I hope like that this doesn't bring certain people adding you on, on social media because it, it can be controversial, but I wish it wasn't. And that is the question of feeding infants, you know, that the book often goes back to food because like food choices are so interesting. And so, of course, the first thing that infants have is milk and or formula or human milk. And the prevailing view in hospitals everywhere, childbirth classes everywhere, like cultures everywhere. Is this idea that exclusive breastfeeding is best and so exclusive breastfeeding is the advice that a newborn and an infant should receive only human milk and nothing but human milk for the first six sixish months of their life before the introduction of solid food. And there's this idea that the science says that this exclusive breastfeeding model is natural and the way that it is always done by humans. And that the science shows that this exclusive human milk diet imperative causes better outcomes. And that in that way, feeding and baby formula causes unwanted outcomes. And there are all kinds of outcomes connected to this. And so I talk a little bit about my experience in the book, but this experience is so common and that is you're told that exclusive breastfeeding is ideal, it's optimal. And I've reported on this a whole lot. So I'm kind of really immersed in this world. I've, I've spoken to so many people with various experiences. And so when my first child was born, I was told to just constantly nurse the baby. If the baby cries, nurse the baby and if you're nursing the baby, then the baby will be satiated and have enough fluids and nutrition.

And what I learned is that,  this can work for some or even many people, but also for some or many people, it does not work and it never has for everybody. Never. If you mean, if you look back in history, like humans have been, humans have been supplementing milk for,  since, yeah, in, in so many ways. And so the trajectory, it's interesting how the trajectory of the science has been itself kind of the path of this science has been influenced so much by this assumption because, and then the book goes into why is, you know, is human milk causing these better outcomes? Because observe, when we observe humans in, in all, in pretty much all settings, infants who are breastfed, maybe not exclusively, but you know, depending on the study who are breastfed end up with, with better outcomes specifically lower rates of respiratory illnesses and, and other conditions. And then there's also science or I mean, we could say I'm putting science in, in air quotes here, you know, that suggest everything from breast milk contributing to a higher IQ or even better educational and professional attainment. 

And then there's like based on this assumption being these studies to kind of legitimize that. And, and there's, there's a lot of detail and complexity to this, but ultimately what I've, what I've learned and what I'm very convinced about and I'm a, a loud advocate for is that any way to feed an infant in by known safe means is a great way to feed your infants. And this is not something that I as a journalist say. But when, when you look at the science, that's what the science says. And, you know, there's all this, there's a lot of interesting and compelling research about the components of breast milk and how they can, you know how they have really interesting effects. What there isn't, is conclusive or even convincing science at all to suggest that breastfeeding your baby is as I'm paraphrasing here. But a pediatrician that I spoke with for the book said, breastfeeding your infants or not breastfeeding your infant isn't going to be the difference between like bull vaulting for Yale and struggling to make ends meet. And he I'm rambling here but it like study design is really important when we're drawing conclusions. And this pediatrician brought up an example that reminded me of the importance of sibling studies. So there, there are all these studies comparing breast fed infants to formula fed infants from different families and that data suggests that the the breastfed infants end up doing better. But the book talks about how there are so many confounding factors when it comes to whether someone, when it comes to breastfeeding, people and people who are not breastfeeding in the United States, for instance, people who are able to breastfeed for longer, periods of time are more likely to either be able to take off of work to do so or to have um flexible jobs that allow pumping of and storing of milk, which is tedious.

Whereas people who formula feed for whatever reason, have to go back to work right away. Then we have the question of clean water and safe formulas like this. None of this is to let the formula industry off the hook because the formula industry should be on the hook for a lot. But that doesn't mean that formula is bad for your kids. So yeah, I'm, I'm gambling here but I think just so many interesting ways to examine this, I guess like one part of in terms of like just decision making that the book touches on is it's easy for these ideologies that are couched in the language of science to convince us that we're  that we're doing the right thing, right? And, and with the, with this question of feeding an infant  comes this idea that breastfeeding is free whereas formula costs money, which is, and I can see you laughing because we all know that our time isn't for free and that our money, the expenditures are not free.

Laura: Like, I mean, and even that brings in this bigger question of how do we value women's or folks who are breastfeeding bodies and time, you know, I mean, gosh, the idea that it's where he is, you know, in and of itself is a, you know, interesting thing to think about. I think it's one of the things.

Kavin: Because people are convinced, like, ok, yeah, that is free. And then what does that mean about how I feel about myself? But anyway, I interrupted you.

Laura: No, no, these are really good things to be thinking about. I think that overall, I feel like what I want our listeners to take away today is that it is natural and normal to want what's best for our kids. And when we focus so narrowly on making those right decisions with this idea that our child's, you know, ultimate success hinges on these minute everyday decisions that we're making. It. I don't, I feel like we're missing, missing the bigger picture. And what I appreciate about your book is the invitation to think broader about beyond just our child. And the way is that just our actions are influencing this one child versus kind of where your positionality in the world. And then also the idea that I, I think, I guess always with my listeners and with the folks who work with me one on one. My hope is that they will leave their time with me feeling more confident within themselves to make those decisions with it, like within themselves to be discerning and critical consumers of information. And I like that, your book teaches folks how to do that, how to question a common narrative and think a little bit more critically about the content that's coming in and what it means for us and what it actually means for our kids and for our communities.

Kavin: Yeah. Just yes, thinking more broadly is something that I'm constantly striving for and it's, you know, it's something that we, I think that we all want to do. For sure, I mean, and, and this applies to how we think about the chemicals and exposures in our homes. And then those and the chemicals and exposures in our, in our community. And, and you also touched on earlier, like another outside of like decision making about kids, like how we feed our kids or how we what kind of transportation we use, you know, whether it be an electrical vehicle or something else. The other big chunk of the book and there's also a correlation versus causation piece here is we need to broaden our understanding of the rich variation of humanity. And so it kind of goes into how we see ourselves and how that affects how we, you know, how our Children see themselves reflected in us and vice versa. And so the book, like another really common idea, even for, even for people who believe that love is love and people who believe that trans rights are human rights and that trans girls are girls and trans boys are boys and non binary, people are non binary. 

There's still this idea that the book drills down into and that is that there's this fallacious but really widespread assumption which is kind of at the, at the top of a lot of minds.  Right now that sex and gender are biologically binary, coming down to genetics or xy or XX chromosomes and then go now be that testicles or ovaries and, and genitalia and that this, you know, while somebody may  be trans or gender non conforming biologically, everybody is biologically male or female. But the thing is again, as we're thinking, not only about our own kids, but everybody, this binary ideology about both sex and gender, which are distinct concepts but related concepts as the book discusses causes acute harm to trans kids frankly up to and including premature death. But  what most parents and other adults who care about Children don't realize is that this very same assumption about genetics and genitalia also harms cisgender kids and adults. So there is a lot of nuance and scientific context around that. But I think really what's most beautiful about humanity is that it's so much richer and more charismatic than we have been hard to understand. So when it comes to even ethnicity or sex or gender, like instead of thinking as say sex and gender as binaries, so, you know, black or white or even pink or blue, it's and it's, it's not even a rainbow the way we conceptualize in a flag, even though I love, you know, all the diversity flags. But it's like just this prism that's like constantly melding and dynamic and moving and humanity isn't static and humanity isn't binary or easily, you know, categorized as we would, you know, as we kind of have been taught to see it.

Laura: Yeah. Yeah, I really, I just, I love that overarching message of kind of learning how to sit in the not knowing and delight in the curiosity that, that evokes and just being open to, to the I love that prismatic word. I got that really highlights and captures those things. And I think a lot of parents individually are open to seeing their children kind of unfurl in that way. And it's so nice to think about, can we broaden that to all the kids in our community having the opportunity to unfurl in that way, right?

Kavin: And then unfurling like while certain detractors might make it sound sordid or, you know, an evil way to approach Children developing. It's really very wholesome, like in reality, it's so wholesome. And I'm like there are these fear mongers that want people to think that anti racism is not wholesome or that understanding that sex and gender are a spectrum rather than a binary is not wholesome, but that's a lie. And so, and, and it's just interesting how science really comes into the picture here. The book really acknowledges that we should not need science to affirm the humanity of all people and affirm the identities of all people, including gender, non conforming Children. But alas like, especially in the atmosphere right now, sometimes you really need scientific arguments to fight against bigotry. And when, you know, if you need to, you know, I say, like if you are going to go to an intellectual fight, like you gotta bring the armaments and I, I don't necessarily like putting it that way, but that's how it feels sometimes. And so the, the science that we have, like if we know how to look at it and really see the big picture, but science is clear that humanity is so much more prismatic than we believe and always has been. And it, and it, and when it hasn't, when it hasn't, that's because there has been an agenda to erase that reality, you know.

Laura: And from the people who like an agenda based on who is asking the questions and who like where things are getting published and who's authoring the story. Absolutely. 100%. Kavin, thank you so much for this rich and dynamic conversation. I really appreciate it. I'm sure the listeners are going to want to know where, you know, I'm sure they can find your book wherever books are sold. Although getting it from your local independent bookseller is probably the best thing to do.  Where else can they learn more from you or read your works?

Kavin: Yeah. So I, I'm a, as I said, I'm a science writer so you could read my work on all kinds of fun stuff. One recent, one of my favorite examples to give is I got an assignment from one of my favorite clients sci-show, which is a, a great science program. One day a couple years ago, they're like, could you write about whether people could get pregnant in space? And I'm like, I think I can do that. But anyhow, yes, you could read and look at my work at my website www.kavinsenapathy.com. I'm kind of in a limbo of which social media to settle on now that I don't love Twitter anymore. Although I am there at Casey. But I'm liking Instagram and Threads. So I'm at Kavin Senaphathy on those. And yeah, you can, you can generally find me. I'm fairly accessible. So yeah, this has been such a fun conversation again, I could spend hours talking to you.

Laura: So, one of my favorites. So I was looking through your articles on your web page and you have one in forms that I, I didn't realize was written by you, but I had read when it came out in 2016 that I really appreciated the pitfalls of natural parenting.  Yeah, so I highly recommend listeners when you go to her website, you know, click on her works and writing page. That's I think the top one on for. So it's an old article but still really, really great as a section mom. I was really pleased with it. Yeah.  And I also, you know, I also just wanted to say I really appreciated your nuanced discussion of attachment parenting too. So, Yes, I, yeah, I hope listeners check out your works. Thank you so much, Kavin.

Kavin: Yes. Thank you.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 197: Bullying and the Mental Health Crisis: How Parents Can Support Kids and Build Peer Support with Rebecca and Dan Burd

In this episode of The Balanced Parent Podcast, we dive into an urgent topic affecting many of us as parents: the mental health crisis among children, teens, and middle schoolers. With October being National Bullying Awareness Month, this discussion feels particularly timely. I’m joined by Dan and Rebecca Burd, creators of the impactful musical Speak Life End Bullying, as we explore the connection between bullying and mental health challenges and discuss actionable steps we can take to support our children and foster a positive environment in schools.

Here are the topics we covered:

  • Changes in emotional awareness of middle and high schoolers

  • Defining bullying versus teasing and sarcasm

  • Understanding the emotions behind harmful messages from kids and parental responses is needed

  • Teaching kids healthier connections and emotional resilience in peer dynamics

  • Supporting kids in how to be brave during uncomfortable social interactions

  • Understanding the concept of "Speaking Life”

To know more about Rebecca and Dan Burd, visit their website speaklifethemusical.org and follow them on Facebook @speaklifeendbullying and Instagram @speaklifethemusical.

Tune in to learn how we, as parents, can support not only our own children but also help create compassionate environments where all children can thrive.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent podcast, we are going to be diving into a topic that I think has probably been on a lot of our minds as parents and caregivers for young ones. We're gonna be talking about the mental health crisis that our young kids, our teens, our middles are facing and what we as parents can do to support them. How bullying is related to this crisis and what our role is in, not just supporting our own kids, but supporting our kids and being active and supportive peers in their schools. So to help me with this conversation, I'm so excited to have Dan and Rebecca Burd. They are the creators, writers, directors of a beautiful musical called Speak Life and Bullying. Dan and Rebecca. Welcome to the show. Why don't you tell us a little bit more about who you are and what you do.

Dan: Thank you for having us.

Rebecca: Thank you so much for having us. This is the conversation we love to have and we're so so thankful to be here with you.

Laura: I'm so glad to have you.

Dan: I'll let her go ahead and introduce us, and what we do.

Rebecca: Yes. So we have had the honor and privilege of working in schools with teens, mainly middle and high school students since 2001. We were impacted by a story of bullying ourselves when we were very young, we were just in our twenties. And we hadn't had our kids yet and we heard a story, this is about two years post Columbine and for those who don't know, that was really the mass school shooting that started the real conversations that have been ongoing now about mental health and bullying and how that relates to our children. And so we were so impacted by a story that we heard in a meeting one day as we were meeting with a lot of other people who were working with teens. We were, we were originally from New York and so we were so impacted by this story and that really got us moving as artists to, to really do something to try and make a difference. And so that's when we wrote the film and we were privileged then to tour with the Sorry, I wrote the musical. So we were privileged then to tour with the musical in a live format. To over 31 states. We impacted over over 375,000 students. Over the course of 15 years working live in middle and high school assembly programs. And then that brought us to where we are today with the film and I'm sure we'll talk a little bit more about that. But what we love to do is to be in our middle and high schools really serving our educators and our facilitators and even more so our parents by offering ways in which we can truly get involved and make a real difference in our kids' lives in regards to these super important issues of mental health and bullying.

Laura: I appreciate that. You know, I'm thinking back to Columbine. I was in my freshman year of high school. I was, you know, that was my spring of my freshman year. It was a very, very eye opening event, you know, I was, I was in a small farming community. It was very scary to think about going through that as a child. There's a whole another level and layer to it. Now as a parent, I'm sending my kids to schools and seeing this happening in younger and younger schools systems too.  I feel curious about what it was for you guys that really lit that fire under you. What, what was the story that you heard and what was it that really made you want to get into this topic?

Dan: Well, for me, I had been bullied all through 6th, 7th and 8th grade. I was horrifically bullied, continuously made fun of, had my, had my own story that we may be able to get into a little bit from. But, after, you know, Columbine, both my wife and I, we were working as youth workers on Long Island up in New York and there was a like a youth worker networking kind of meeting so we could meet lots of people from around the island. And there were probably 50 people in the room at the time, all different ages everywhere, from like older teens to like 50 60 70 year olds. And the guy that was running the meeting pressed play on an audio clip from an author named Frank Peretti. And so Frank Peretti had written, he's a fiction author and he had written his only nonfiction book and it was about his life and this book was just getting to come out. It was called No More Victims. Actually, originally it was called The Wounded Spirit. And, then they changed it actually to no more bullies so that it could impact the schools a little better. But, this guy played this 15 minute audio clip of his life of, you know, growing up and being horrifically bullied for having a disfigurement and a speech impediment and all of these things. And, at the end of that audio clip, there was not a dry eye in the audience. You know, everybody seemed to have been impacted but because of what I had gone through and how we were already doing, you know, running a performing arts company and doing arts, we kind of looked at each other and said, we need to do something about this. We don't feel like we can just leave. And so we walked up to the guy that was running the meeting and said, you know, we wanna, we, we just want to do something about this. 

And he's like, well, you guys are the artists go do something about it. And so we did, we went back and we met with our staff and we all read the book, we don't know when it came out and we're very, very moved by it. And it was probably the, there's moments that are pivotal moments in your life that you remember. And for us, this was a pivotal moment because it kind of diverged the track that we were on and set us on a new path. Even though we were doing performing arts, we never knew that we were going to do performing arts for anti-bullying production, you know. And it was very interesting. We wrote our first version of this show and started taking it into schools and, you know, knocking on one school door and then another school door and another school door and finally one school was crazy enough to let this group of artists in. And, you know, there's 25 people in the cast and full sound, full production. And we traveled for 15 years rolling through the cast. And, you know, constantly taking college age kids every September through, you know, February, we take them out on the road and we'd see 30 40 50 high schools on a tour. We did that for 15 years, constantly honing the show every year. We would be the people that were in the mall just sitting there looking at people going by. What's the new style as, you know, updating the songs, updating the costumes, updating the jokes. And when you're alive, that's great. You know, you tell a joke on stage and it doesn't work after the show. You're like, hey, we're gonna switch out that joke. It didn't work, you know, constantly keeping it up to date. And, so that was a lot of fun and, but it was that moment at that meeting that really just completely changed our life.

Laura: Okay. I can't. So sometimes my brain just gets a little like curiosities going. I feel very curious about. So having been in high schools and middle schools for the last 20 years, I feel really curious. Have these kids changed? Because I, on the outside, see like what, you know, so my kids are 11, almost 12 and 9.5. And so I'm not there yet and they're also in a very small private school. So what I'm not seeing, you know, like the Skibby toilet and Riz and, like, all the stuff that's happening in middle school and high school right now. I'm just seeing it through this lens of, like, I don't, I don't even do the Clock App or any of those things, you know. So, like, I'm totally removed from it but I have this sense. Yeah, I have this sense that the kids are better, that they're not the same. Yeah, that they're more aware, they're more emotionally skillful and I don't know for sure if that is hopeful thinking on my part, I'm an eternal optimist and I really love seeing the good in people. But like, what is it really like? And have they changed? Are there aspects of kids that are the same, you know, the threads that run through? Sorry, I'll let you talk.

Rebecca: No. Uh well, such a cool question. It really is because I.

Dan: I think in, in regard, I think there's two things that have changed in regard to bullying and mental health. Specifically, the introduction of cell phones has completely changed the game, for our generation in terms of not for the better. My kids, we have three teenage or young adults and three young adults and teenage boys. And any time they're struggling with mental health, it always comes down to the phone and they come to me and they're like, put their phone down and they're like, this is, this is really, really bad. It's just destroying my mental health. And they're old enough now to know it and, and to help, you know, process through it. But as young kids, just, statistically speaking, in 2006, 2007, the rate of mental health and suicide ideation and suicide completion, all of those things skyrocketed. And it's the exact same time as the introduction of the iphone and social media and they just completely correlated. And so that I think, I don't think social media, I don't think an online presence or following or whatever you want to call it has helped our children with their mental health. And I think that the introduction of uh zero tolerance bully anti-bullying policies in schools has also shifted what high schools look like. 

So as we sit, you know, we'll take teenagers and we'll interview them,we'll sit them, you know, in like discussion groups and have conversations with them and say has had, have you seen bullying gotten any less on co on campuses? High school, middle school and across the board, the answer is no, they haven't seen it change. But what they, what they've said is that it's just different, there's not less, it's just different because they know that the rules don't let them do kicking punching, shoving all the things that we were used to and the overt bullying and making fun of the, the way we would consider bullying. Or I would, I won't put you in my age bracket. You know, that, that I would consider bullying, but if you were in high school prior to the iphone, prior to everything, you know, 911, it was not, not 911, Columbine, it was different. And so those, those two things specifically, I think it has shifted to online, a lot of online bullying through video games and apps, you know, Discord and all of those, the the Clock app, there's a lot of bullying that's there and they've learned to make bullying a type of thing that has a a cause like a reason like, oh it was an accident but it's, it's hidden, it's not over so that they always have an alibi.

Laura: So plausible deniability.

Dan: Those were the exact words I was looking for, but I couldn't find them. So yeah, they have plausible deniability.

Rebecca: And statistically, we know now that 64% of kids are saying they're being bullied, cyberbullied specifically. But in our, if we were just took like the kids that we get to talk to all the time, I would say every one of them said they have experienced some form of cyberbullying in some way, shape or form for our sons. They were gamers. So like it was happening when they were gaming and, you know, through all the things kids were saying and how they were being treated and I'm sure they were being caught up in those things as well and also probably not using kind words and treating people in kindly times. So for them that was where a lot of it took place. But I, I think it's such an interesting question because also I think it's true that not much has changed because it's very interesting when you think back, like, even if you go back to the movies, like our show was actually written, premium pre any of those types of things and you'll see some things that are like similar about it, but we wrote it way before that. But I mean, we can go back to Greece and to some of these movies way back in the day that we saw. 

Yeah, Breakfast Club, all of these ones that we would remember as parents and the problems, the issues those kids were dealing with, the same kids are going through the same things. It's just, it's showing differently because of the introduction of social media. We say, and the challenge in our film at the end, it says, you know, it used to be that when you got bullied in school or got bullied on the bus, you could go home, shut the door of your bedroom and it was over at least until the next time you had to walk in. Now our kids are legitimately haunted. Like when we look at the phones, there are kids that are targeted and hunted and then they're told to, you know, you're worthless and why are you even here? And you should take your own life? These are the types of messages and messaging that's happening online when we think our kids are safe in their own bedrooms and they're not.

Laura: Makes my heart ache and I just feel so curious about what is going on for those kids who are sending those messages because again, I can't help but, but believe in the inherent goodness of people and understanding that these kids who are saying these things are children too. So do you have a sense for what is going on inside those kids? And God, what do we do as parents if we find out our kid is the one who's saying those things?

Dan: I think that we need to be careful as parents, as counselors, as people, as artists not to say this kid is a bully. You know that I am a bully. I am a victim,

Laura: Identity statements, right?

Dan: We want to be real, real careful with that because I look at it this way in schools, you can say there that statistically it's divided up around, this is a generalization, but there's about 10% of kids that would consider themselves to be the bully. About 30% of kids in the school would consider themselves to be the victim. And then around 60% of those kids would consider themselves to be the bystander. The one that just says, I don't want to get involved. Nobody messes with me. I don't want to mess with anybody else. And so, what I try to say is I find those same statistics inside my own life that even though I run an anti-bullying nonprofit and even though I tell kids all the time to speak life, there are moments and there are people and there are situations where I can find myself being the bully. And I would say there's probably about 10%, maybe 5 to 10% of the time. And I do my best to avoid those situations. You know, there's things that you can do to help mitigate that amount. But if we looked at ourselves and said, yeah, probably 10% of the time, I'm the bully to somebody, whether it's my kids or whether it's my boss or whether it's the poor woman on the other side or the guy on the other side of the counter that's taking my coffee order wrong. You know, and then 30% of the time I would say, yeah, I'm the victim and 60% of the time, I just stay out of it. I don't want to get involved. You know, I can look at myself that same way. 

So we want to look at our kids that way as well and not say, hey, you, you're being a bully or you are a bully, but rather say you're making choices that are hurtful, hurtful and you don't have to make those choices, you know, and, and as parents, we need to look at ourselves and give ourselves a little bit of grace too and say my kid isn't the bully but hurt people, hurt other people. And so my kid is hurting. That's one of the things that our show really, really talks about. And one of the things that most people walk away from the show really grasping is yes, they already know that kids are being bullied. They know that kids are doing the bullying. But when you look at the identities behind these people, like you just said, you believe that people are inherently good. And so we show that where is the hurt? If, if somebody is hurting you, where is that hurt coming from for them?

Rebecca:
And that's very eye opening for kids. Something that they're not, we think they're thinking about it. We, but they're not because here's what I think. I think most kids wake up in the morning thinking how am I gonna get through today? How do I make it from A to Z and not become the victim of somebody else's negative words or negative actions? They don't wake up saying, hey, I'm gonna go in and bully somebody today like that's not their innate person. That's not who they are. Most, yeah, most kids, they find themselves inside school now, something's taking place and say their peer group or something's happening around them. And what they see is in order to stay away from becoming the target I'm gonna engage in what's going on here even though it's not really my character, even though it's not really what I'm like, I'm just gonna laugh along or I'm gonna play along with whatever is happening in this moment. And now you take that child outside that moment and most of them would say, I don't even know why I acted that way. That's not my character. That's not what I think. I don't really feel that way about that person and they'll immediately feel regret. 

They'll immediately feel like, oh, I wish I would have done that better and maybe next time they come back and do it better, but maybe next time they'll feel that same survival mode tendency to just go with the flow and go with the crowd and not stand out and not try and be different in that moment. And I think, I think for parents, I want to encourage you that if your child is caught up in a situation like that, get curious. I love when you say get curious because it's the biggest tip. We can give parents around this. If you see your child act out or you get that dreaded phone call from the school on one end or the other. My kid had been bullied or my kid was involved in bullying. Immediately. Get curious with that child. Don't go straight to judgment because you can truly, when you get curious, figure out that probably something just took place like something happened and maybe it happened on the phone and you weren't aware of it. Maybe something happened in their sports situation. Maybe a friend, a best friend sent them a text or a message that really hurt them and their suffering. And as parents, we've got to ask those questions.

Laura: Yeah, you know, in my family, when the kids were younger, we talked a lot about emotional hot potato and how, you know, often when we're feeling an uncomfortable emotion, we just try to quickly pass it on to whoever will take it as quickly as possible. But something else that comes to mind when I think about these dynamics is just from a, like an in group out group piece. And, you know, the kids in this phase of life are so concerned with belonging, particularly belonging within their peer group. And there's this false sense of connectedness that comes in when we do something together against another person there. And I think that, you know, we as adults know that when we kind of, you know, in the marriage and marriage and family therapy world, this is called triangulation where like two people will team up to kind of exclude another person in a triangle, you know,  it's a really destructive form of connectedness. But in a dysfunctional setting, which many schools are, you know, when they're trying to figure out these social things, it can feel really connecting to kind of be in the group that's doing the thing. I, I think, have some compassion and understanding and grace. But how do we then go about teaching kids that there are other ways to be connected, there's other ways to feel that sense of belonging. Or maybe even, you know, I keep thinking about that 60% that you were talking about that bystander effect. How do we go about raising kids who are going to be the ones who step in and stick up for another one? You know, the other kids.

Rebecca: It is, you've hit the nail on the head. It is truly what our children are looking for. The tagline throughout our film, we sort of have the, the adult figure, the person who kind of comes in and speaks truth in a situation. He's actually our janitor. We pick somebody who is just sort of like on the periphery. Yeah. No, not the parent, but just somebody who's an observer and he sort of comes in in different moments and he speaks into situations, but he uses a line at the end of every conversation with each student and he says, you've got to love him because at the end of the day, that is all our kids are looking for, they're looking for love, they're looking for belonging. Like you said, if that love and belonging feels like it's coming from getting caught up in a situation in which I'm actually being mean or I'm not being kind to somebody else or like you said, that triangle where I'm going to side with the person where I won't be at the targeting point of that, of that triangle, right? So I'm going to go over here because that feels good over here. I think what we've discovered and I, the absolute key to breaking through that with a child is we've got to connect them to empathy. Our children when they're in survival mode are just thinking about how do I get from A to Z in a day? But when we start telling a story and we know the story is so powerful, right? Because it sticks. And that's why we know this film sticks. We've talked to kids 10 years after seeing it and they're like, I remember where I sat, I remember the character I connected to, I remember exactly that little seed that was sort of planted in my heart and my mind that I hadn't thought of before and it changed the way I thought and spoke to other people. And why is that? Because when kids suddenly have a moment where they go Oh, I didn't realize when I act that way or when I say that that person feels that I don't want to feel that I don't want to make other people feel that. What could I do to change that or? Wow. I hate that girl in my school. I hate that guy in my school.

They're always so mean they do this or that. Oh. But they might be, maybe there's divorce at home, maybe there's this at home. Maybe there's something else at home and suddenly they begin to go. Oh, so when they're speaking that way to me, it's not about me. It's about something they're feeling and they're going through and all of a sudden you don't just take it as harm to self, you're suddenly going, oh, like, wow, that person could be hurting too. And maybe if I just get curious about that instead of judging them, this could be different. And so as we see kids this little window of their heart opening up to empathy all of a sudden that child who said, you know, I'm going to sit back because I don't want to get involved and I don't want to become the target. They kind of go, hey, wait a minute. But what if I did get involved? What if I just chose a positive word or positive action that could steer this conversation differently? What could happen? And they realize the power they actually hold and I think that's one of the things our kids feel right now is they don't feel very powerful, they feel like all that's been sort of stripped from them, especially post 2020 when the whole world got disrupted. And so I think kids find out the power of their voice, the power to stand up for someone. We always say, if we could empower that 60%, even 10% of that 60% ignite culture shift inside that school because suddenly people will find belonging inside moments that speak life to people. So instead of like this negative bowing moment and now everybody's involved in that and that's how I find belonging. Now that person comes out with that negative word and everyone else in the room goes whoa like we don't talk like that, we don't act that way like that's not cool. What just happened? We just shifted the culture of that room, we just shifted the culture of that conversation. Now a child knows, hey, to love somebody else I or to feel that feeling of belonging, it actually comes from loving somebody, not pushing somebody down.

Laura: I really like that.  I feel very curious about the kids that you get to work with the teenagers and the middle schoolers. What you're suggesting takes an enormous amount of courage, guts and bravery. And I feel very curious about what the response is for these kids? Is there, is there skepticism, is there this desire to brush this off and not take it seriously? Like, do you have a sense of the, there are the kids who are kind of hungry for this opportunity to step up? Like, what, what's going on with these, the kids that you get to see?

Dan: I think it runs the gamut, you know, you have the kids that are like, no way I'm doing that and then you have the kids and we kind of speak to them. They're, they're the kids that have the social credit. You know, they're cool enough that they know they're good with their words because they've been using them to hurt other people. They're, they're like me. So for me in sixth grade being bullied, 6th, 7th and 8th grade, I became the joker. I built up a wall and would use humor as a way to get people to laugh. And I would either make fun of myself or I would make fun of somebody else and I would, you know, self deprecation in order to get somebody else to laugh because I decided there that they would laugh at what I was doing or what I was saying rather than who I was because I didn't want to be made fun of, for who I was. I just built this wall. Well, I became really good at it and at first it was a defense mechanism like just self defense but self defense mechanisms became offense mechanisms and I began to use it against other people and I would, I would be sarcastic and I would make fun of other people. You know, and, and you would cross the line from teasing into bullying when, when you would be hurtful, purposefully hurtful to shut somebody else down. And so for me, I know that in order for these kids to be able to, to take that step and make that step, some of them are going to have to have that, that social credit. You know, it's gonna need to be a football player. It's gonna need to be somebody that, you know, everybody already is looking at that, that they're like, oh he's one of the cool kids, you know, and they already have a little bit of respect, a little bit of street cred, those are very, it it's easier for them to kind of make the switch. 

But we've seen it across hundreds of high schools, you know. So even on Long Island, am I allowed to say the name of the high school? Islip High School there? You know, if anybody in I slip, shout out to Islip. You know, one of the principals there said that after our show, the one of the biggest kids that he would have considered a bully in that school began walking up to different kids and saying things to them. And he's like, oh gosh, what is this kid saying? Like right now right after this, if this didn't impact this kid, what possibly could. And so he went up to the kid and he noticed that he was crying and he had actually gone up to each one of the students that he had bullied and was apologizing to them and asking for their forgiveness. And he said this kid turned around and became the biggest advocate for anti-bullying in his school. He said he would see two kids fighting, he would grab him by the collar, bring him into the office and sit him down and say, you know this isn't okay. 

You know, we gotta, we principal Mike, you gotta tell him what, tell him what's going on, tell him about Speak Life. You know, and then we've had, we've had other kids that we pull into the chick fil a here in our own town and, and one of the girls, you know, seen my stuff and she's like, wait, are you with that show, you know, speak Life and Bullying? And I was like, yeah, actually it's always fun when someone recognizes you. And I'm not even in the film anymore, but she recognized me from being at her school, I guess. And she was like, oh my gosh, she said that film changed my friend group. She said before that we used to make fun of each other all the time and it was always joking and this, but we knew we were making fun of each other. It's kind of what bonded us a little bit. And after that, it completely changed our group, we began to be kind to each other. We began to respect each other. It changed who we were. So when we talk about changing the atmosphere of a school, we don't have to have every single one of the kids in a 1000 person school holding hands and skipping out of the auditorium singing kumbaya. You know, we, what we want is to impact groups like that because if we can change one person, you know that one person in her group, I guarantee you they did not have street cred in that school to shift the culture of the entire school. But the one kid in their friend group of five or six kids had enough pull and decided to make that change that all the other kids, girls in her friend group said I want to make that change as well.

Laura: Yeah. All right. I really like that. I'm thinking about so you were a little bit ago, you said you were talking about that line between teasing and sarcasm and then moving into bullying. And I, you know, I think that some folks have a sense that we use the word bullying too much that we throw it around, you know, and so what do we really like, maybe we should have had this question at the very beginning. But now that we're, you know, halfway through, like, can we define it? Like, what does bullying really mean? Because there's a certain aspect of social development that is developmentally appropriate, that you're not coming to my birthday party. But three days later, you are like, that's not bullying. So what is bullying?

Dan: Bullying from a technical like dictionary standpoint is continued abuse with the unevenness of power. So I have, I have more power than you do and I'm going to use that power to continue to put you down. It's not an equal playing field that is when bullying is considered. And in many regards, teasing is a joking with somebody else and it can actually, it can do two things, it can create bonds between people, you know, like even we had Justin Simmons on he's a safety for the Atlanta Falcons and we had him on another interview and I was like, Justin, you know, if you go up for an interception and you miss it, those guys are gonna razz you, you know they're gonna be on you, they're gonna tease you and it's going to draw, it's gonna pull you together as a unit, it's gonna bond you together when teasing is hurtful and the person that is doing the teasing doesn't care or doesn't stop or doesn't apologize, then you're, you are bordering on bullying, especially if it continues. So you can say, oh, I was only teasing but if that person is hurt from it and they, they're communicating that they're hurt from it and as a friend you don't stop. Like if I tease my wife about something that she did, she'll come back to me later and say that it hurt. I didn't like when you did that. If I press it again, I am bullying her. But if I apologize, if I stop, even if I just walk away, like we're married, so I'm not going to walk away. But if it's just in school and it's two kids and they happen to be sitting around a table because of some, you know, weird environmental thing that made them happen to be at that table for that day. And somebody makes a joke about you know, oh green, you know, you, you blend into the background, not you specifically but like, you know, camouflage or whatever. It's meant to be funny. It's meant to tease, it's not meant to be hurtful. But if that person gets hurt and the person doesn't stop, that's when you move into the boundary of bullying. That's my

Laura: Yeah. Do you have anything to add, Rebecca?

Rebecca: Yeah. I mean, I think that this is an important conversation because, you know, back when we heard this audio clip that changed our lives. I would say what we understood is that if you were being bullied or felt that you're being bullied, all of the target was toward that person. It was like, just be stronger. Like you can stand up against what people are saying about you. Like don't let other people's words affect you.

Laura: You don't be an easy victim or an easy target. And I mean, our entire tagline of what we do is words matter. So words matter, period, they matter. We need to be very careful because they do have the power of life and they also have the power to speak hurt and even to the point of speaking death over other people if we're not careful. So our words matter. But when we think back to those moments in high school for us, the messaging was just like be stronger. And when we sat in that audio clip, what Frank said in that moment, that was so shifting for us is he said when it's truly bullying, it is abuse. And if we as adults sit back and we know that hey, this child's being targeted, like we see it through text messages, we see it through consistent reporting of something that's happening and happening. And we don't step in and actually say, hey, this needs to stop like we are going to that abuse is going to change the outcome of that person's life. We talked to 67-year-olds who can tell us the name, the place, the moment exactly what was said to them that actually shifted what they wanted to do with their life. Maybe they loved a certain thing and they were passionate about it and somebody said something negative about it and then somebody else did and somebody else did and somebody else did. And before they knew it, they just abandoned it completely because of the pain that was connected to it. And so I think we have to be aware in this day and age with our kids to be careful to say, listen, not everything is bullying. It's become a tagline. It's become like an easy word to use. 

So assess situations like, hey, that's your girlfriend, that's your best friend. Like they said, they're probably not trying to bully you. They were probably teasing and maybe it went a little too far. So let's use honesty and go and say, hey, you know that to hurt me when you said that. That conversation then steers toward apology and change. Well, there's forgiveness there and we can move forward and move on. But if that person then like Dan says, turns around and comes back and it's again and again and they're pressing hard. That is when as parents as we're observing it, seeing it, teachers educate like whoever you are. If you're seeing it happen, another peer, it's time to step in. It's time to bring protection there. I always say it like if my kid went to a family member's house and came home and told me, hey mom like uncle so and so was just making fun of me and treating me terribly and please don't leave me alone there anymore. I didn't feel safe. Do you think that next Sunday I'd be dropping my kids off at that family's home. Never. But think about how often that happens at school. Our kids come home and say, hey mom, this is happening. This kid's saying this to me. It's repeated, it's over and over and we're like, okay, honey, I'll go see something at this school. Be stronger and I'm dropping you back off tomorrow for some more.

Dan: Because you don't have a choice, you have to go.

Laura: So what do we do when our kids come home with these, you know, these pieces, you know, these, this information or we see it ourselves. You know, I feel so lucky that I get to be involved in my kids' school life. So there's times where I see interactions that I feel really uncomfortable with. Like what do we do as the parents to support our kids? Like when do we know when we get involved? Like what are some things that we need to know as parents?

Rebecca: Yeah. Amazing question.

Dan: It's, and it's a very difficult question because I don't think there's any one right or wrong answer. You know, I see moms that don't let any of that slide, you know, like they're in the school. They, because that school works for them. I'm not sending my child to a school so that they can become something for, for the government or for, you know, even a private school, they're, they're not going there and becoming the property of the private school. I'm entrusting my kids to this institution so that when they come back to me, they're smarter, better, faster, stronger. And that is not the case. So I'm fully behind moms and dads, you know, mom-bassadors and dad-vocates, we call them to, go to the school and say, hey, this happened, what's going on, you know, and the some of the problems that we find is even in our own story is we get told, oh, we're taking care of it, we're dealing with it. Well, what is being done? Oh, well, we can't share that because that involves another student. So we can't tell you what we're doing. So basically, okay, you know, nothing's being done. So it's not with the involvement of the parents. But I will say from our experience, most of the problem, most of the time starts at home. And so it's up to us as parents to create environments in our home where our kids feel safe, to talk to us, they feel safe to, to open up to us, they feel safe. We want to create a culture of speaking life in our house before we demand the school create a culture of speaking life because we have, I work with schools on a on a daily basis that it is a no win situation when parents advocate or, abdicate sorry, their rights as parents to a school district and say you raise my child. And then yell at the school because the school isn't raising their child properly. It's up to us as parents of these kids, as loving parents and everyone listening is listening because they're going, I need to do this better. How do I do this better? You know, that's why they're listening to you because they want that, they want to know how can I be better at this? And so for us, we think of creating a culture of speaking life in your home. It's the best defense, it's the best.

Laura: Tell me, can you tell me what you mean by Speaking life?

Rebecca: Yes, speaking life. We called ourselves Speak Life End Bullying because we wanted to lead with a solution. We truly believe that when we take the power of our words and we use them for good in someone else's life by speaking words to them that we know can uplift them, encourage them, push them forward. It doesn't mean that we can't speak with honesty, we can speak in honesty and include love and kindness in that conversation. But when we choose to, to look at someone as another living, breathing human being who has feelings instead of just coming at them with our own pain or our own hurt. When we pause, when we take a second and we think about the words that come out of our mouth, we think about those responses. It can change everything and in our homes as parents, whether we realize it or not, we're modeling that every day, all day. So when we're dealing with stressful situations, when Dan and I are in conflict, my kids are watching. Is I going to say something negative about my husband or to my husband or something derogatory or something that pushes him down? My kids are watching when I'm on the phone with my girlfriend because my other girlfriend said or did something that frustrated me. How am I modeling? Am I talking poorly about them? Am I gossiping? Am I saying these terrible things? And now my young daughter, my young son is overhearing this conversation going oh, well, I mean, if mom can talk that way about so and so who I know she likes? Certainly it doesn't, I can do the same thing. 

But when we are modeling in our homes with one another and in our conversations with our kids that we speak words that are life giving, we don't move in that other direction. Suddenly that child is going to feel extremely uncomfortable around negative words around all of those things and they're not gonna repeat it when they're involved in friend groups where it's the culture of the group, they're gonna want to either remove themselves from that group or they're gonna want to like, say, hey, guys, we need to shift this. This is not okay. We are going to create those foundational principles in our children's life on a daily basis. And that also is where we build trust and it's where we build an opportunity for when something does happen at school. We are the first one they're running to. We are the first one. We're gonna have the conversation and, and then be careful. This is where moms, especially our mama bear, comes out, right? You want to pick up the phone, our kids are still listening, they're still watching, right? So now we have to go, okay, let me be curious. There's probably two sides to this story. My kids side and then the other side of what might have taken place. Let me try and get curious to find out what happened. Show up, be in that principal's office. Don't even make the call. Like show up, say, hey, I want, I just want to understand and then when you understand, I would encourage you to then approach them with a solution. Don't tell them all the things they're doing wrong, don't? You guys should and you shouldn't. Yes, they know they're probably understaffed, overwhelmed. Don't know what to do.

Laura: 100% yes.

Rebecca: But you could show up and say, hey, listen, you know what either, hey, I found out a good about a great program. Maybe this could help or what could I facilitate that could help my child's classroom function better. When we've done that, taking those steps offered solutions. If we don't see the school, then responding, then getting involved and our child continues to come home. That's when I would say to a parent, you know what, in any other situation, you would not send your child back. And I want to encourage you that you do have the power to make a different decision and a different shift every single school day of your child's life. It's never too late to shift them, to move them, to find something better for them. Three different kids that I've raised, not one of them has had the same educational experience. We have homeschooled, we have private schooled, we have public schooled, we have dual enrolled. We have done all different things with each one of our kids because all three of my boys are vastly different. Their needs are different, the environments they flourish in, they have different needs. And so what we've learned to do is just pay attention and see what does my child needs and don't be afraid, you know, better than anyone else. Moms and dads if it's in your gut and it's not right. It's not right. Find what is right for your kids because nobody knows better than you?

Laura: Oh, I think it gave me chills. Thank you for that. So I, I feel like we're kind of coming to the end of our conversation. I just wanna,  you seem to have a lot of ideas for how to support parents with this. I know that you're coming out with some resources for schools.  And for parents, can you tell me a little bit more about what you have to offer?

Rebecca: Yeah, I mean, moms I've been working sort of in this area the last three years as we launched our program back into school. So for those of you who are wondering, hey, how did you go from a live musical to this film? That transition of that was actually 2020, that moment in whiskey no longer being lived. And that was when we made this great relationship in connection with this NFL player and his wife who are just phenomenal, all of their giving is to at risk kids. And they thought, wow, what a, what a better way to make a, an enormous influence on kids that are at risk than to put this on film so that any school could use it at any time because we were so limited when we were live, we could only be in one school a day. Well, now this program could be anywhere at any time. So parents, this is available to you. We will scholarship schools if they don't have funding for it. So if you have, if you're looking and going, oh my goodness. My kids, middle school, high school need this, feel free to reach out to us. speaklifethemusical.org is where you can go. There's a little school section you can click on. We would love to get in touch with you. We'd love to serve your school and your community. But also know that like we said, it starts at home. And so we knew like, okay, this can happen in the school but sometimes schools aren't open to it. Sometimes schools are not doing the thing. So let's do it in our own home. So now we've made this available where parents can bring the film into the comfort of your own living room, press play and I guarantee you in 60 minutes, I mean, pull the popcorn out, make it a fun night. Like, yeah, like have fun with your kids and say, hey, I just want to like this. This is a great film that I heard about. Let's watch it together because I really want to hear what you think when it's over and then we're going to facilitate you with just some really simple, easy questions. And all of a sudden your kids are going to start talking about things. I guarantee that you have wondered about them and they may not talk about themselves. They might be like, oh, you know that character Emma, I think they should have done this or this or that. 

But listen, be quiet and listen because what they're doing is telling you everything you need to know about where their heart and where they're struggling and what they need. Right now, it's all going to be right there. And then you've just communicated to your child in 60 minutes that what you're going through matters to me. I'm here to learn. I'm here to understand. I'm here to help. Once those conversations are open, we have five trainings there that then you can go in, you and your spouse, you and your partner, or if it's, if you, if you're single parenting, go in there and listen and we're gonna give you tool after tool to keep that conversation going to help build that trust to see the signs to know how to respond. But most importantly how to build that Speak life culture in your home on a daily basis in really practical ways. So we want you to have that. You go to that same website to find that information, just click on home. It's actually coming out this month. Next month is October's Bing and Balance Awareness Month. So we're super excited to be given insurance.

Laura: Wonderful. And what age ranges are appropriate for this?

Dan: For our school. We specifically target our school offering, we specifically target middle school and high school. 99% of the anti-bullying programs that are out there are targeted for elementary school level kids. And there's very little that's actually out there that's really good for middle school and high schools, high schools have to take whatever the middle schools you're using. And middle schools normally take what the elementary schools are using and just kind of tool it up a little bit. So we designed this from the interface from the film to all of the lessons. Everything is designed for middle and high school students. Now that being said, we have had parents that have come back to our and we will sometimes we'll do an evening showing for the parents to be able to come back and see the film. And we've had parents with kindergartners that have come back. There's nothing in the film that a young kid couldn't see, the some of the barriers for young children are that it's an hour long and Justin, you know, does a 12-minute talk at the end. So those are some things that are difficult to get through for the young kids, but they love the music, you know, some of our, some of our closest friends, their kids just sit there with it on play and love watching, listening to the songs and dancing around to the song. So there's nothing in it for a younger kid that they couldn't watch. And it might even give you the opportunity while the older kids are watching it to be able to have that same conversation with your kids. You're just gonna have to tailor the questions to the younger kids.

Laura: Sure. I mean, I think that this is likely a conversation too that is like most important conversations that we have with our kids that, you know, we start early and often it's not a one and done sort of thing. Right. And so it sounds like this is a really great conversation-starting, like, starting place, but then you've got to keep going. You can't just talk about it once and be done. Right.

Dan: Exactly.

Rebecca: So, our kids are ever-changing, you know, with the way your child's going to respond to these conversations about mental health when they're in fifth grade, as opposed to when they're in 10th grade or 11th grade, vastly different. And so that's why the film works over and over and over again because you could watch it with your kids now and then bring it back up 6, 10, you know, a year later watch it again. You're gonna have different, they're gonna have different opinions, different point of views because they're growing. So, like you said, I, what you said is everything. We have to keep having the conversations, we cannot stop having them. It's, it's, it's so risky right now when we don't keep those doors open to conversation with our kids all the time.

Dan: If you, if they go to, you know, parents, if you're interested in knowing what this film is like um you can watch a trailer at speaklifethemusical.org, you can go there and you can just scroll down a little bit and click on the trailer. I think there's actually three different trailers there of different lengths. And then if you're interested in knowing more and, and finding out more resources, you can also go to our Instagram or Facebook page at Speak Life The Musical.

Laura: Perfect. Thank you guys.

Dan: Speak Life End Bullying is our socials.

Laura: Got it. Okay. Speak Life End Bullying. I'll make sure I have all those links in the show notes. Dan and Rebecca, it was lovely to speak with you. Thank you so much for the work and the words that you're putting out in the world.

Dan: Thank you for having us.

Rebecca: We, we're so grateful for you and how you do this consistently for parents. It's so important.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 196: Navigating Parental Anxiety and Effectively Managing It for a Successful Life with Dr. Kirk Schneider

Welcome to another episode of The Balanced Parent Podcast, where we dive deep into how anxiety shows up for parents and how we can use it to live more fulfilling lives. I'm joined by Dr. Kirk Schneider, a licensed psychologist, author, and director of the Existential Humanistic Institute, whose latest work explores how to thrive through life’s contradictions.

Here are some of the key takeaways:

  • Defining and understanding anxiety 

  • Explore Life-Enhancing Anxiety and how to incorporate this beneficial perspective into your mental health approach as a parent

  • How to cultivate a sense of awe in everyday life, and how this benefits our and our children's wellness and relationships

  • Overcoming parental fear of "messing up" children and responding intentionally

If you’re looking to connect with Dr. Schneider and learn more of his work, visit his website kirkjschneider.com, Linkedin @kirkschneider, and his YouTube channel @kirkschneider

Resources:

Join us as we discuss ways to work with anxiety and develop tools to manage it effectively.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of The Balanced Parent Podcast, we're gonna be talking about you, the parent and anxiety and how it shows up for you. And how all right, we can use it effectively, move through it and go on to have successful lives. So to help me with this conversation, I'm bringing in Kirk Schneider. Thank you so much for being here with us. I'm so excited to talk with you about your work. Will you tell us a little bit more about who you are and what you do?

Kirk: Well, thank you very much, Laura, I really appreciate the opportunity to speak with you and your audience. Well, I'm a licensed psychologist. I have limited practice. I write, I give workshops. I am director of a training institute called the Existential Humanistic Institute. We might get into definitions later that are mouthful. And I also have written or co-written a number of books, the latest of which are the polarized mind, the depolarizing of America. And my latest book is Life Enhancing anxiety key to a sane world. And that's kind of the culmination of a lot of my previous work because it's very much about supporting people to, to work with and to even thrive from the contrasts and contradictions that come up in our lives. And certainly that is true in family situations and parenting and, in just our daily lives. I just feel that one of the reasons we have so much anxiety in the world and so much destructive anxiety is precisely because we're not facing the deeper what some would call existential anxieties that could help us to stave off the, the great inadequacy we have in dealing with anxiety later in life without the tools and the skills to work with it.

Laura: Can you tell me a little bit because I feel like we all have a general anxiety or understanding of what anxiety means, you know, we think about it as worries, we maybe think about it as that buzzy type feeling in our chest or our stomach, you know, but what does things like? What is anxiety to you? At least in the way that you understand it or conceptualize it?

Kirk: Well, my understanding of anxiety is based on my own journey with it as well as a clinician. I'm a researcher. It's basically a terror of the unknown and it's very primal. And I think it's quite universal. I mean, of course, there's no way to prove this. But, my sense is that it begins at birth with all of us. And this here, I'm echoing the psychoanalyst Otto rank who wrote a really trailblazing work called The Trauma of Birth. I don't quite agree that it's a trauma of birth. I call it the drama of birth because I think it has elements of trauma for sure, especially at the beginning. On the heels of that are also elements of wonder and I'll go into that momentarily. But so I define anxiety as the terror of the unknown. And it begins at birth in the sense that it involves it, it really can be traced to that crucible, that intense shift from relative non being and unity with the mother. And you could say with creation or the cosmos to sudden abrupt beings and pandemonium and vulnerability. What's that?

Laura: And vulnerability.

Kirk: What's that? And vulnerability? Absolutely. When we're thrown into this world full of colors and lights and confusion, confusing people and things. It's extremely disorienting and there, there have been actually physiological studies to all this Karolinska Institutet in Sweden did a series of studies at birth in terms of the release of stress hormones and they're off the charts, they're higher than normal adult stress and higher even than severe adult stress. So I imagine all the activation that's going on when as kids, we're just plunged into this chaotic, uncontrolled, vulnerable position. And so that's why I think we do see the kind of shock, the initial shock often at, you know, emerging from the womb going through the vaginal canal. I mean, you're shifting in a major way, right? From a kind of passive receptive mode to sudden huge action.

Laura: And it's so fascinating to, yeah, I mean, I, so I know you're kind of talking about this on the, the end of like, we all went through this, right? So we all were born, we all went through this, this big shift from kind of non being and unity and into being. But as a mom who had, you know, so today happens to be my nine year old's birthday as I'm talking to you. Yeah, I mean, but I can't, I cannot help thinking about her and her coming into the world process and, you know, she's such a deeply aware being and always has been, her whole life. She has spent like pulling up my shirt and crawling, like going underneath my shirt and expressing the desire that she'd like to be back inside with me. I feel so curious about how you would make sense of that because I, I don't necessarily hear that about lots of kids, but this kid wants that unity again with me. Like if she could crawl inside, she would.

Kirk: And I see what it looks like. Emotion comes up for you when you talk about her and it's very powerful. You know, I feel like many of us have a longing to return to that you could call it paradise. I mean, some have said that the you know, the biblical ideal of paradise is fashioned after that initial sense of being at one, right? The mother with, with the universe, the source, whatever you wanna call it. Period of total harmony and grace and then, then we're fighting to try to manage. So I, I don't think that's unusual at all. And, and of course, we get into the whole issue of attachment, attachment theory being the power of the need for bonding with the parent for finding a kind of ground. I call that ground within groundlessness, that is our ultimate condition. Actually.  We do the best we can to find these places that we can find stability. But, you know, we're a planet that's whirling around the sun. It's 67,000 MPH nested in a galaxy that's flying through the universe at 1.2 million MPH to a destination. We have no idea about from an origin. We have no idea about, at least most people that I know.

Laura: No wonder we feel anxious.

Kirk: Yeah. So that's part of what I'm my point here is that it's a very normal and natural existential anxiety to have a terror of the unknown coming into. Yeah, that which is uncontrolled, uncontained uh that which is radically different. So dealing with differences seems to begin at that point as well, that which is other foreign and radically different from where we were before. And, and so, the question of how we're met at that point is really, really important And throughout our lives, I would say because we do have this background sensibility that can get reactivated, especially for traumatized, which is a kind of ripping open of the fabric of the routine and familiar this primal state of groundless and helplessness, right? So yeah, I think your, child, I mean, and certainly my child in earlier years,  especially, you know, long for that contact. I long for that contact being held.

So in developing that grounding, I think an important point here is to realize how, again, how deep the need goes. I wanna underscore that word primal because I do think it is basically the template for all future anxiety and trauma that we experience. And if we don't have tools and skills to work with that primal terror of the unknown, to begin to be more present and presence is a keyword here too, we present to that which is other and foreign. And if we're bombarded with all kinds of fears by the parents and by the culture that surrounds them and often these are transmitted fears over generations that we're not even wit, witting off. So subliminal signals to the child that you must, you know, stay away from that, you must stay away from this group or this person or this idea

Laura: Or this part of yourself.

Kirk: Or this part of yourself, right? All kinds of new things emerge in oneself when one's agitated in that process too and we are lost, right? So the lack of support and understanding can be a real killing. The lack of really to the degree possible experiencing this relationship and this child especially as something amazing and as a gift. You know, I'm not trying to over romanticize because I know that, you know, there's all kinds of, you know, they're born with meconium, right? I mean, detritus, all kinds of dirt and you know, poop and all kinds of stuff.

Laura: No, but I still appreciate Kirk for what you're saying because, you know, so around here, we definitely believe that children are born whole beings worthy of dignity, respect and the full range of human experience, right from the very beginning. And I really appreciate the added lens that you're offering right now. I think gosh, if I had little, you know, little babies right now, I think I could view them even more compassionately. Like I think I always met them with a plate. A sense of like who this is big, this is new, you're new to this world, you know. But, you're heightening that for me quite a lot. Right now, I feel a lot of compassion for our little ones. You know, they are so new to the world and the way they get taught about the world can be so harsh sometimes. But I'm thinking too about the parents listening to this and the fact that most of us weren't met in those, in those times, you know, we experienced this too and we grew up learning coping skills, ways to soothe those anxieties that perhaps weren't so helpful. And now all the, all my clients, all the people in my membership community, they're trying to unlearn all of those things. I would love to, I don't know, talk about kind of what all this means for them.

Kirk: Yeah, I'm with you. I mean, I think our culture and many cultures like ours and even unlike ours are not, are not very good at needing children, right? Supportive and validating wages. I mean, just at a very basic level of being able to validate this being, this new being. Comes into the world. And to express one's love for that being through full presence, that there is a very basic way that we demonstrate the love and we express it. And as you say, you know, being able to affirm well, that they are bringing as well as a place for them when they arrive so critical. So what we're heading toward is, you know, again, the thesis of life-enhancing anxiety,  I really see that as another level of anxiety actually because I'm not sure we ever get rid of anxiety. I'm not even sure it's a great thing to do.

Laura:  I call anxiety, my lifelong friends. That's how I, how I relate to it.

Kirk: I like the tone of that. I mean, another way to put anxiety is as a life force, a life energy. I recall an interview with Emma Stone who did a wonderful film I thought poor things. And boy, that was a lesson in life-enhancing anxiety which I'll go into in a moment. But she apparently grew up, she shared with the interviewer, she grew up with a great deal of panic and anxiety as a kid, excessive compulsiveness. And through psychotherapy, she said that she has come to a place where she sees her anxiety as her superpower. She actually uses that word now that may sound like an overreach in some ways. But basically, she was saying that it helps her activate and get up in the morning. And you know, if, if you know how to work with it, it can energize you. It's a life energy. So life life-enhancing anxiety is the capacity to come into a place of gradually a place of wonder and discovery or the edge of wonder and discovery as opposed to terror and overwhelm.

Laura: So a different way of being with the unknown.

Kirk: A different way of being with the unknown. I mean, my philosophical definition is it's a capacity to live with and make the best of the depth and mystery of existence, which is kind of heaven. But more concretely, it's the ability to have the capacity to live with and make the best of being on the edge of wonder and discovery as distinct from terror and anxiety. So, yes, more comfortable with that, which is other and different and the uncontained, more present and by presence, I mean, a heightened awareness. But more than that therapeutically, we call it an existential humanistic terms. The holding and illuminating of that which is palpably like, feel significant within the child and between the child and parent or within the client, between the client and therapist. So it's a holding as a holding function, meaning creation of a sense of safety of sanctuary, of being able to hold or contain so much that is coming up in those of floundering, talks about this, the great psychoanalyst holding environment and through the holding and being able to stay with learning to stay with these contrasts and differences and contradictions that come up as we grow. We begin to discover illuminate our world, discover more about ourselves and others and our relationship to the world and thereby grow people and hopefully live with more of a discovery orientation, fear based orientation. Now, that's what I mean by the life-enhancing anxiety, you're living with a degree of anxiety that becomes more of a life energy and that can open you to a greater inner freedom.

Laura: Right? Because it pushes you towards curiosity and discovery and deepening of understanding. I feel very, very curious about this because there are, you know, when I think about myself and in my own mind, I'm feeling of awe and wonder and delight and curiosity. They are such things that I value very deeply and I love and can easily access in certain circumstances. But when I'm, it's much harder. Gosh, I mean, borderline, I mean, this is not something I've ever worked on or heard about before. So this is not something I approached in my studies. So I'm very excited to get to ask you this. So I would like to think within myself if I were just thinking about this question before and not talking with you, I would think that they were almost, you know, at two ends of the spectrum. Like I don't even know how to sit in awe and wonder and curiosity because those are such positive feelings for me when I'm also afraid, like feeling fear or worry Right. Like it feels like I would, I don't even know how I could do that. So I'm like, in super intrigued.

Kirk: Well, you're not alone, Laura. I think we're all struggling with attempting to find that, that sense of possibility and delight being and living. But actually, I define it very paradoxically, I don't see it as just, just a positive experience in, at least in a superficial sense, like some of the positive psychology these days about achieving happiness can, can be a little one dimensional.

Laura: So agree.

Kirk: But the capacity to be deeply moved. That means being in touch with one's vulnerability. I see a as a wonderful transcendental term because it precisely because it captures the contrasts and contradictions of our living that, that it gets us in touch with our, our deep vulnerability as well as our incredible capacity to venture out, to take risks, to wonder, to feel that we're participating in something much greater than ourselves. But it's, to me, it's the whole enchilada, it's not one or the other and they, they go together, I mean, if it's just all sweetness and light, where is the depth?

Laura: No, and you can't have one without the other.

Kirk: I think so. This is actually my concern with a recent book called A Ner, which is an excellent overview of the concept from ex quantitative experimental research. But I think partly because of the methodology used. It limits our understanding of law to something almost along the line of that kind of one dimensional happiness. I mean, he actually says in there that experiences like fear and horror and dread don't go along with a sense of awe. And I, I think that's.

Laura: You disagree. Yeah.

Kirk: Yes, I can see that. But I think for many people, the deeper sense of awe is feeling in the background, let's say you're connecting with your child. And I'm thinking of, you know, us and hiking or in the ocean together. There is this poignancy of how significant this human being is and that goes to fears of loss of vulnerability, fragility, you know, as well as how wonderful and, and amazing this time is.

Laura: Actually, I don't, I don't know that I would ever have seen that. It's making me tear up to think about that under those under that, ah, there is that sadness and fear that we're scared to look at. We're scared to acknowledge. Okay. You know, I don't get to have these philosophical discussions very often. Kirk. I'm so glad to be able to have them with you. I feel very curious if we can make it this a little bit practical for the parents who are listening. I'm thinking about one of the most common fears I hear from parents and maybe we can even talk it through with some of that a little bit from your perspective. Does that, would that be okay with you? I know I'm kind of putting you on the spot. I hope that's okay. Okay. So, I mean, so a lot of the parents that I work with are learning how to not parent from fear. Right. So a lot of the kind of reactive parenting that we're trying to let go of comes from a place of fear, you know, stop that right now. Don't say that respect your elders, you know, like it, it's all coming from a place of how will we be perceived, will we be safe and loved and protected if we do these things, you know, all of those questions that are, you know, the questions that you've been talking about. So that's, I mean, that's definitely one of the things that parents are working on is releasing those fears. But I feel like you might even have an alternative for looking at, at that, at the, when those fears, when parents recognize those fears are bubbling up that I think the common language for parents is to release them. But I don't think that that necessarily would be what you would ask us to do.

Kirk: You're right on with it.

Laura: Yeah, tell us what we, what to do with those fears.

Kirk: So I distinguish between reactivity and responsibility, reaction versus response. I think one of the great problems we get into as parents or when we're really agitated and we're in those raw places is that we're reactive. Absolutely. Fear driven where you know, we're terrified of that unknown, of being out of control and insignificant, react often with anger or with trying to take control of that situation urgently and scrambling. There's a lot of scrambling in them to change it right away. So it's understandable. So what I suggest is to try to put it in some concrete, more concrete terms and to help develop presence. I'm sorry, is pause, reflect and respond versus immediately react to the degree possible. Take a moment to collect yourself to take a nice full breath. I know we don't sometimes we don't have a lot of moments, but it's a nice full breath diaphragmatic from the belly and, you know, creating more of that kind of contact within connection, an interconnection and a sense of holding in a way like you like in a way you're, you're holding your own being.

Laura: Yeah, and holding space for the fears that are coming up.

Kirk: Right. Exactly. You're coexisting. You're beginning to coexist a little bit with those fears and that really panicked, panicky place and then take a few moments to check in, reflect on what's really operating here because it's very hard to respond in a responsible way. Responsible way if we don't have a sense of what's operating, we're being driven by all kinds of unwitting impulses and transmissions from the past and maybe generational, you know, prejudices, biases, assumptions. So, to be able to come into that place more of, to the degree you can being curious about or inquiring of what is operating here for me before I go into this situation with my kid. You know, is it, I had a bad day. Maybe that's what's operating here and maybe I can get through that a little easier when I recognize. Oh, yeah, that guy really pissed me off but a half hour ago, that's what's really operating as distinct from. Oh, yeah, I felt like that as a kid when my parent did this or when that other boy, you know, said this to me and, and maybe it's even deeper, you know, I had a great loss. 

Somebody died in my family where they hadn't known this. That's part of the background of what's going on with me right now. So some things might require, sort of, the image of wrapping it up, putting it in a box and on the shelf if you can for a period of time where you can revisit it later to process it. Maybe even with a therapist and I am a big crusader for therapy, therapy. Not just because I'm a therapist, but very much because therapies two in particular were life changing for me. So, I feel that those for me were absolutely critical to learning, presence in my life. So reflecting, so we got pause, reflect, get a sense of what's operating, take a deep breath and then after we've centered ourselves more and, hopefully, are able to coexist with these different parts of ourselves a little more or in a better position now to respond, meaning more deliberative, a more thoughtful or reflective way of interacting, engaging kid. So instead of, you know, just slapping him aside, maybe we threw that breath and collecting ourselves. We you know, tell the kid that he's got to take a time out for a certain period of time or you know,  in an authoritative way rather than authoritarian

Laura: Set, a limit of boundary that needs to happen.

Kirk: Boundaries. Yeah, certain boundaries, you know, if you keep up like this, you're not gonna see your favorite show tonight or we need to take some time here before.

Laura: Yeah, I mean, giving ourselves the time out is also an option. Always an option to our own time. Yeah. Taking our own time out.

Kirk: That, I mean, taking a walk.

Laura: Yes, taking a walk, getting outside. 


Kirk: Really helpful. We know that exercise can lift mood. That could be great for the kid too.

Laura: Yeah, absolutely.

Kirk: I'm outside.

Laura: Help me connect this new understanding of awe to the fears and worries that we're trying to not be driven by like, how can we go? So I'm thinking about the, you know, those moments where maybe we're triggered, we think, you know, our kids just talked back to us and our fear is that we're gonna raise disrespectful entitled kids. How can we use this new understanding of all that you're helping us cultivate, to approach that fear? Like, what would that look or sound like in our own minds or in our journaling kind of just in how we're thinking about that worry of raising just for the sake of, you know, of this example, disrespectful kids.

Kirk: Well, again, if we're taking that pause and we're reflecting on what's going on, hopefully we have a clearer sense of whether this is a growing pattern and it's entrenched in the kid's personality. And we start looking at what  are we doing that may be into that? Are we reinforcing it or are we asserting, you know, more healthy boundaries for the kid?

Laura: I feel like there's also a wandering around like, what does disrespect mean and look like? And is what the kid doing actually disrespectful or is it just what our culture has defined to be disrespectful? I feel like there's opportunities for some deep questioning of some of our societal and cultural norms and our own understandings of these things?

Kirk: Absolutely. It's, obviously not a simple issue. Yeah. No, it's not, I'm just like, I just feel like when parents are faced with these worries, they don't feel that same sense of awe that they might feel, well, you know, on a hike and overlooking a beautiful vista or like the feeling I get when I'm standing with my daughter next to the ocean that just kind of that big or small or fleeting, this is important feeling. I don't tell, what it will feel like. You know, they just, I'm just, I'm so intrigued by this idea of approaching these moments with that awe and wonder.

Kirk: I think that the sense of awe and wonder is absolutely critical for parents for all of us to cultivate prior to many of these upsetting agitating.

Laura: Yes, definitely. 

Kirk: Because we're in a much better position to pause, reflect and respond to react. That's that's a big part of my point in the book is, you know, developing the skills to stay with our own vulnerability, to work with it, to recognize how over-identified we may be with certain aspects of ourselves. And they're usually very negative judgments because we haven't been provided, you know, a space to explore and unpack where those messages are coming from and they're often coming from our own parents or the way we perceive our parents viewing those. By exploring, those I over-identifications with the kind of petty and narrow ways that we devalue ourselves. We start questioning those. We, hopefully come into the more of who we are and see that I'm not just this little piece of crap on the ground that it should be kicked, you know. What my kid is saying to me right now doesn't have to turn me into that little piece of junk. But the thing that you, you just kick around. I am not that it can lead to recognition. I am much more and I recognize that. Yeah, I hopefully have much more of a sense of the amazement, the gift, the awesomeness of life. 

This precious moment. I called a flash between two voids, birth and death.  Coming more from that perspective. I'm not saying that one won't get angry, one won't get maybe even, you know, very hurt at times, of course, but I think it cultivating, making that a lifetime cultivation, not just through sunsets or hikes, but taking time to step back in the everyday. Whether you're walking in a city through a city or you're maybe you've been observing your child. You're observing your own breathing, your aliveness, being able to notice the extraordinary in the ordinary, all those ways can help us to cultivate a sense of awe that helps to enlarge or sense of life in our self ourselves so that we're coming from a larger perspective in these stressful places so that the anger, the hurt is likely to be more temporary and not trigger off the panic. Yeah, that would otherwise occur if, if we hadn't developed these tools.

Laura: It's almost like a perspective, being able to have a wider and broader perspective. And I can imagine too, for parents, the more we cultivate that for ourselves and for our own experience and our own kind of broadened understanding of our own complexity as humans. It would help us be able to offer that same kind of broadened understanding of our Children. I know that when I'm in a triggered moment, it is so hard for me to see the complexity of my Children. They seem like they're just one thing in those moments. They're being snotty, they're being, you know, they are, they are embodying that and that's all they are. And I would imagine that by doing this cultivating process that you were talking about and broadening our sense of self. We'd also be able to broaden that our sense of that in others.

Kirk: Yes, precisely. And also model that to our Children. It's important to realize that much of what Children learn from us is not so much what we say, but what we do, we walk our talk, observational learning is really, really powerful. You're aware of that.

Laura: And yeah, they're social learners, observational learners for sure.

Kirk: Kids are watching us. They're watching who we are, what we are. So as we go through life and how we handle things and handle our, you know, our spouses and our employers or fellow, you know, citizens or friends, all kinds of aspects, right? And so this, this all speaks to that too of a capacity to be more responsive in the world rather than reactive. And by the way, I call the reactive mind, the polarized mind, which is fear driven, polarized mind is the fixation on a single point of view to the other explosion of competing points of view. And that's a problem in parenting. That's a problem in the political sphere, in the cultural sphere, in the ethnic sphere. Just about any sphere where we have crises right now, we're dealing with polarized minds often that just only see red and they can't see beyond they're fear driven panic. Yeah, the point of view because it touches on something that has not been worked with enough or held and worked towards. And so yeah, it's a tall order. There's no question. And, again, I think psychotherapy can be very helpful, especially depth psychotherapy and psychotherapy that involves a real relationship with your therapist. Aspects of it involve the genuine connection and learning ways of being with that therapist that activate these various areas in yourself that get triggered.

Laura: Yeah, I think kids are good at activating those parts that need work too and they're so good. They're such our partners even though they're testing. Yeah. And it's not their job to activate those things. It's just a by-product of them being who they are. Right. But they are so good at showing us where we have work and growth.

Kirk: Yeah. And I don't wanna shy away from, you know, points like, you communicated to your kid that is hurtful to me. You know, I wanna talk to you about this but I don't think you're in a place to talk about this right now and I'm not in a place to talk about this right now. So let's cool our heels for a few moments. And whatever it is, time out or taking a walk. Asserting some kind of boundary that we put you more in a position to respond rather than to react.

Laura: React. Yeah, I know, you know, so many of the parents that I work with are looking for that being able to move to reactivity to responsiveness and everything that you're saying is completely in line with what these parents are doing and working towards that. I feel curious about it, I have kind of one last question. I feel like I've had you for a while. I hope it's okay. I have one last little thing I just wanted to put in there. So this is kind of an existential fear a little bit. So, I think the biggest fear that I hear from the parents that I work with is that they are scared, they're going to screw their kids up, that they're gonna mess it up, you know, that they will put their kids out into the world with wounding that they did. And I just feel kind of curious, you know, I don't know that you probably don't have any answers, but just can we end on a, what you would say to those parents who are facing that fear of screwing up their kids?

Kirk: I would say often our fears of, of things like that or just our, our fear fantasies tend to be much worse than the reality of the situation. They often exaggerate the realities of the situation. And so I think we need to be mindful that a few things that go awry or that, you know, feel like they be really screwed up there is likely not gonna screw the kid up for life. And we learned this in therapy too, what we call therapeutic ruptures, compliant and therapists, right? Times where there's a mismatch where, you know, we feel like our therapists really, really didn't get us there or belittled us. But the chance to work with and work through to the degree possible those ruptures is key and that's where the good therapists you know, will revisit it and they'll see. Oh, yeah, man, I really blew that or they'll admit it or, you know, let's unpack that. Let's talk about it. Let's talk it through. I think it's a chance for parents to do that, to know that. Try to talk it through, you know, apologize. Not, not in a namby pamby way, but if you genuinely feel apologetic, you know, I made a mistake there and I'm sorry, and I will be more careful in the future. But I also, I'm concerned about how, how you reacted, let's say here and I'm open to talking about this meeting with you and often kids don't want to talk about it most of the time. I'm sorry, I just wanted to mention the importance of parents having great conversations with their kids that brings presents as well, taking time to discuss really important themes that come up in their lives, in the books they read in the movies you see together or read together or on trips. I mean, those are chances to have substantive contact with yourselves and your Children. So I would say don't miss those opportunities. Those are all building blocks or I think vital and fruitful. A mental process.

Laura: I think so too. I think too that it's so important for parents to remember that there is no way to raise a child who will not become an adult who has work to do. I think part of our, that is part of the journey of being alive. They like they're just, there's no parents out there who are just gonna put this perfectly formed adult who never has any worries or fears or anxieties that like it, that doesn't exist, that's not the reality of being human. So all of our kids are gonna go out into the world as adults and need to have conversations, need with themselves or with the, we all have work to do.

Kirk: Yes. Kids need to separate themselves from their parents. Part of the evolutionary process too. 

Laura: And it's their life, like we can't take full responsibility for their life, right? Because it's theirs, they're born, they have, you know, just to circle back to the beginning. They come out into the world, these beings who have to grapple with their beingness and we can absolutely do as much as we can to support that. But then they are also themselves. Yeah. Oh, Kirk. I really appreciated this conversation today. You know, I know that you are, you have lots of books out there but I feel kind of, I want to make sure folks know, you know about, this book that we've been talking about more. And you can tell us the title and, you know, if there's a specific place you'd like them to go and find it or connect with you. I'd love to hear about it.

Kirk: Yes. Thank you. It's called Life– I clear my throat. I'm being very human here.

Laura: Yay for humanity!

Kirk: Yes. It's called Life-Enhancing Anxiety: Key to a Sane World. And it involves my own journey with anxiety and to a degree, life-enhancing anxiety as well as applications to society and psychotherapy generally and certainly has passages relevant to development and parenting as well. And it can be accessed at amazon.com. It's published by University professors Press, a terrific  independent press in my view. And  people can also visit my website which is kirkjschneider.com to find out more about the book as well as other books that I've done videos,

Laura: You have a youtube channel, right? But you're working with a graduate student.

Kirk: A youtube channel and I'm working on with a graduate assistant which is called The Core of Depth Healers and that's a corps like peace Corps.

Laura: Okay. Got it.

Kirk: It's an attempt to provide a resource especially for mental health professionals but others who are interested in translating principles of depth psychotherapy to social crises. We have examples of experts, you know, working across cultural and political divides and therapeutic principles to gun violence to dealing pandemic. There are many, many samples, video samples of therapists especially, you know, applying the usual individual therapeutic realm to the social.

Laura: That's really fascinating. Yeah, cool. Thank you so much, Kirk. I really,  I've loved getting to know you and getting to chat with you today. Thanks for being here and sharing with us.

Kirk: I really appreciated meeting you too.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 195: Parenting Gifted and Twice-Exceptional Kiddos with Dr. Matt Zakreski

In our latest episode of The Balanced Parent Podcast, we’ll explore parenting gifted and twice-exceptional children. Joining me for this insightful conversation is Dr. Matt Zakreski a seasoned clinical psychologist, professional speaker, and co-founder of The Neurodiversity Collective, known for his expertise in supporting neurodivergent individuals.

Here’s an overview of what we discussed:

  • Defining and understanding neurodiversity term

  • Exploring neurodivergence as a sphere

  • Understanding what giftedness means

  • Struggles and signs of gifted children

  • Difficulties in raising gifted or twice-exceptional children

  • Differences between intellectual age and academic age

  • Balancing pressure and expectations for gifted children

  • Performance cliff and supporting gifted kids facing academic challenges

  • Addressing perfectionism in gifted children’s struggles

  • How to “be the lighthouse” for your neurodivergent child so that you don’t both end up in rough seas?

If you enjoyed listening to Dr. Matt, you can visit his websites Dr. Matt Zakreski, The Neurodiversity Collective, and follow him on Facebook @drmattzakreski and LinkedIn @matthewzakreski.

Listen in for practical advice and actionable strategies to confidently support and guide your neurodivergent child.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent Podcast, we're going to be talking about parenting, gifted and twice exceptional kiddos. I'm really excited for this conversation and to help me with it, Doctor Matt Zakreski, he's the co-founder and lead clinician at the Neurodiversity Collective and he's gonna be talking with us. Matt, thank you for coming onto the show. Will you tell us a little bit more about who you are and what you do? And then we'll just dive into these awesome kiddos. 

Dr. Matt: All about diving into the awesome kiddos. But yeah, I mean, people need to know who I am otherwise, I'm just a voice in their ear. So everybody calls me Doctor Matt. Partly because I have a complicated last name. Trust me, it happens all the time. And so I grew up as a gifted kid in New Jersey in the nineties. And back then we really only talked about being gifted is smart, right? You're, you're gonna go to Harvard, you're gonna win a Nobel Prize someday. I didn't, I never got into Harvard though. I did work there for a little while. And I'm nowhere near winning a Nobel Prize. I, but back then we didn't understand giftedness as neuro divergence, right? But it's literally a different brain and part of being so smart and so different means I got away with a lot of stuff. And to the extent to which that I didn't get diagnosed with ADHD until high school. And boy, let me tell you that explained a lot. Like because when you are super smart and you forget that there's a test, you can study for the test in three minutes between the class changeover and get a 93. And then that reinforces the procrastination. It's like, 

Laura: Oh my God, I feel it. So I don't know, seen and also a little added right now. Like that's my whole educational career.

Dr. Matt: I was actually just peeking through a window the whole time knowing someday we would be on this podcast. I brought the receipts as the kids say.

Laura: Oh okay, great. Yes, keep going.

Dr. Matt: And so both of my parents were clinical psychologists. So they knew the stuff to look for, they knew the questions to ask. And I grew up in a small town with a great school system and being gifted and ultimately exceptional, still kicked my ass.

Laura: Wait. Can we just, can I hone in on something here because parents are so hard on themselves when they don't see things about their kids. Right. And I just want to highlight that you were living in a house with two clinical psychologists and they also missed these things. And so perhaps we can be a little easier on ourselves as parents for not knowing.

Dr. Matt: What a wild idea. Right. I still think my dad doesn't think I have ADHD and I'm like dad, I am the poster child for twice. Exceptional. But I, you know, it was, I just didn't know back then. I didn't have those words. And, you know, now like having the language and the community around neuro divergence, I mean, I feel so seen and also so added all the time, like, I mean, my poor wife, I was researching my dissertation. I kept running out of my office being and then there's this thing that's true. I would go back and then there's this thing that's true. And I mean, it's just all this developmental stuff and social emotional stuff and, you know, moving past this idea of just the smart kid. Like, do you remember the show Boy Meets World? Do you remember the character Minkus?

Laura: Oh, of course. I remember Minkus.

Dr. Matt: You know,  like a lot of kids of our generation grew up with, the arc type was either Topanga or Minkus, right? And actually I went to college with Lee. We were at Wake Forest together. He's a great guy. But it was one of those things where like he's like, yeah, I mean, I was super smart but they were like, no, no be the most obnoxious version of yourself. Like I think gosh, am I that kid? Is that how people see me? You know, so yeah, sometimes we just don't know and I think the messages we get from broader society about what things are or are not impacts us as parents.

Laura: Yeah.

Dr. Matt: And, and I think it contributes to the blind spots we have on our own kids. I mean, you know, my parents knew I was going to be smart because they're both very smart. But you know, entering into that gifted world was a steep learning curve. And as my dad said, he's like, I wish I had taken Carolyn Callahan's class a little bit more seriously. Doctor Callahan being like one of the godmothers of the gifted world, like, and they were at UVA together, right? But my dad was like, I gotta have asked her class and I'm like, thanks dad.

Laura: Okay, let me just zoom out for a second. You've used the term neurodiversity. A few times I feel like that is a word that we hear thrown around and it means a lot of different things to a lot of different people. I would love to just even kind of have this like an umbrella understanding for the rest of our conversation. So what do you mean when you say neurodiversity?

Dr. Matt: Awesome. Thank you for granting that because I can absolutely start going full jargon.

Laura: I mean, Matthew same, but yes.

Dr. Matt: So there are three layers to this, right? So there's neurotypical, neurotypical is a brain that is normal, operates within regular parameters. About 80% of people are neurotypical. Then there's neurodivergent, a neurodivergent person has a brain that is quantifiable different in some way, usually in many ways. Neuro divergence can be developmental. So, ADHD, autism, dyslexia, dysgraphia, giftedness, OCD, they're all literally different brains. Like we can show FMRIs and be like, ha ha! That's what that brain does different. And then there's neurodiversity, which is all the brains. I do this talk. I'm like, is anybody in this room? ADHD or gifted? Usually people raise their hands because those are the conferences I speak at. And I was anybody in this room not gifted with ADHD and then those people raised their hands. I was like, so we've got our neuro divergence or neurotypical and all of you are neurodiversity. So, neurodiversity is all the brains and some people will use neurodivergent as a synonym for autism. And I have lots of friends and colleagues in the autism community and I don't want to speak for all of them. But the ones I've spoken to have been like that drives us nuts.

We've spent the last 20 years trying to get the word autism back and now they've given us a different word. So they're like, autism is absolutely part of neurodivergence. It's not the only show in town and the more we know about the brain, I mean, one neuro divergence predicts others at a much higher level. So, if you're autistic, we should definitely assess to see if you're ADHD or, or dyslexic because a different brain predicts other differences. So, you know, I would love it if the APA moved to a world where it's like you could just be diagnosed as it were with neuro divergence. Because they are much more helpful to people.

Laura: So much more helpful. I mean, even just thinking about this binary of like you have it or you don't, that's what a diagnosis is, right? And I've been exploring with thinking about neuro divergence as more spherical than even spectrum me, right? You know, so that's something that I feel like folks are talking about and I really like that. And what do you think about seeing it as more spherical?

Dr. Matt: I mean, I love it. And, you know, there's you've probably seen this on social media,

Laura:  I'm not on social media at all. It's been a year of being completely unplugged. So, no, I haven't seen it.

Dr. Matt: You look really healthy. That's probably why. Right. But yeah, I mean, the problem with the spectrum language is that it's like, are you more or less autistic? And, but like if you think of it as a sphere, not even a circle, right? But a sphere

Laura: Just 3D, right? When I teach it, I have a rainbow ball that I,

Dr. Matt: Visual aid, visual aid.

Laura: But I totally stole it from my kids.

Dr. Matt: Well, of course, now that's been recorded. So they're gonna have that exhibit. A mom stole my ball.

Laura: Still think that they're fine. They have a lot of balls there.

Dr. Matt: There's so many balls, right? You just, I don't know how we even ended up with balls and rocks. I don't know how we got.

Laura: The rocks are me. I just stick them in my pockets, you know, along with the kids. Yes. Pockets, right. Yes. Oh my gosh. This is the most distracted conversation. I'm sorry because we're talking about it being a sphere, not even a circle but a sphere.

Dr. Matt: Yes, because it's, it's about everybody's directionality within that, right? And so like my flavor of neuro divergence, right is higher impulsivity, higher creativity, you know, some hyperactivity, but more of that emotional dysregulation piece, right? That shows up for me, I have colleagues who have ADHD who are just like the head in the clouds like they're there, but they're not really there. I'm like most of the time pretty focused on what we're doing and my feet are, if I'm here, it's more that like I can't stop moving my legs and legs and arms. Right. So, you know, so that's what gives us this idea that, that it's not, do you have it or not? What's your flavor? So, a lot of people started using a cupcake analogy, right? You wouldn't say, are you more cupcake or less cupcake than this cupcake, you would say? Oh, that's red velvet, that's chocolate, that's vanilla cream, right? Cupcakes, man.

Laura: Like they're all cupcakes. I like that a lot. Okay. So tell me a little bit too. So I feel like there's a couple of directions I want to go with you because there's, I know that there are folks who are very reluctant to pigeonhole their kids is gifted even when giftedness is going on for their kids. They're worried about the pressure they're worried about like what that will mean? I feel like giftedness can be confusing because how can a kid be gifted but doing poorly in school? And that happens too, right? So can we just talk? So we've done the umbrella like neuro divergence and neurodiversity. Like what like what does giftedness mean? Like what does that actually mean?

Dr. Matt: So gifted is an IQ of 130 or higher. So that is the cleanest, simplest definition of it. It's two standard deviations away from the main. It is the 98th percentile of IQs. Right. So, you know, I mean, if I tell my kids all the time, it's like if I stacked up 100 kids your age, I just have you go stand at the end of the line because that's where your brain is compared to your peers. And it's a helpful metric. Now IQ is not the be all, end, all of things. Right. It's a flawed measure like anything else but it's in many ways it's the best we've got. But you spoke to something important and this is really for those, you know, to really amplify this point for the parents. Gifted doesn't mean necessarily that you do good in school because I say this all the time, gifted kids love to learn, they don't necessarily like school,  because I've got a kid who, you know, she's doing homeschool now because all she wants to do is run as far and as fast and as deep as she can on the topic until she's done with that topic.

And then she does another thing. So her mom has built their school around, you know, right now she's learning about ancient Greek architecture. How did they build the things? Right. When she's done with that? Or when she knows she's wrapping up, mom asked her to make some sort of capstone, right? Take a test, do a project, do a powerpoint, whatever the thing might be, right? And then she'll be into Dickensian literature or, you know, the art of the samurai or with, you know, pastries, who knows? But this is a kid who loved to learn but literally wouldn't leave class if she was doing anything she wanted to do. She said, why do I need to stop reading Wind of the Willows to go play kickball? I hate kickball. I like Window of the Willows. Right.

Laura: Makes sense.

Dr. Matt: Right. I mean, seriously make it make sense to me and, and so like a lot of gifted kids, she got labeled as oppositional, she got labeled  as a bad kid.

Laura: Yeah, I was just talking about this exact thing with my 11 year old. She was, we were talking about like, if you just explain to me the logic of why I need to do something, I'll do anything. But if you try to tell me just to do it and just do it without an explanation, I'm not gonna do it. I was like, yeah.

Dr. Matt: Yeah, that's, that's exactly how that goes.

Laura: Yeah, that makes, that makes sense, you know? I mean, and, and lots of adults don't like that. They don't like that. They have to explain things to kids. Right. You know, they don't want to, they want to be in a position that feels like disrespect for authority as opposed to respecting the child's needs for understanding, you know.

Dr. Matt: And that's, I mean, I couldn't agree more and,  respect is such a tricky word, right?

Laura: I mean, it means really different things like the feeling of respect versus disrespect and what it means to respect someone in authority versus respect someone's humanity two different things. 
Dr. Matt: Yeah. And just like we took a moment to make sure we're using the same words around like neuro divergence, neurodiversity. A lot of times adults won't take that moment to tell kids what they mean by respect. So it shows up as like, don't you disrespect me? And it's like, well, what does that mean? We ask questions? Do you mean respect as in fall in line? Don't question authority because I honestly think at least in my clinical practice, like when kids question stuff, I think they're showing me the respect of being engaged in the process.

Laura: Being a full partner.

Dr. Matt: Why are we doing this thing? I want to answer that question.

Laura: I love that for sure. Yes. Okay. So talk to me a little bit more than we. We veered off again. I'm sorry. I feel like I'm kind of unmasking you, which feels delightful but hard to take care.

Dr. Matt: It doesn't feel bad as far as I'm concerned. I'm loving this. I feel like I've known you for a lot longer than 26 minutes.

Laura: Well, that's lovely. That's wonderful to hear. I like that a lot. Okay, so I wanna kind of come back to this, this world of giftedness and what are some of like, what are some of the unique struggles that gifted kids who maybe we don't even know yet are gifted might be facing? Like, what are some signs that parents should like ring the bells for parents to be looking into? Like this is something I should be exploring. Do they need support? And kind of where do they go from there?

Dr. Matt: So things you wanna look for are I'm gonna give you a tangible thing and an intangible thing. The tangible thing is advanced development in something. Does your kid read early? Does your kid draw really well? Does your kid remember the way to grandma's house? Like are doing something that is demonstrably unusual for a kid their age. Not all gifted kids speak in full sentences at two, but some do, right? My, you know, I assessed a four year old the other day who would just sit there on a map and be like, that's Kazakhstan, the capital of Kazakhstan. Is this. That's Kuwait, the capital of Kuwait is this. That's Mongolia, the capital of Mongolia is this. And his mom is sitting there filming it like, where did this knowledge come from? She's like, I don't even watch Jeopardy.

I mean, like, where is he getting this? Like he just got that information and could rattle it off, you know, and unsurprisingly he's wildly gifted. And then that actually segues nicely into the sort of less tangible part is gifted people. If we are going to distill it to one thing, it's intense, they are intense humans, they are intense, thought, intense emotion, intense and learning, intense relationships. I mean, you know, so it's like, does your kid just come across as a lot? You know, and you can say that about ADHD or you can say that about dyslexic kids, you can say about autistic kids because it's all neuro divergence, right? But giftedness has this particular flavor of like they're a fire hose, right? And I, you know, and I just asked you what you wanted for dinner and you started talking to me about the Great Molasses flood of 1919 in Boston. And I'm just trying to decide what kind of chicken nuggets you want me to make. And it's this weird disconnect, right? Because they're just at a different wavelength than a lot of other people.

Laura: Okay. And tell me a little bit about the difficulties that can come up when raising a gifted child or a twice exceptional child. I guess maybe we should define that term too. What do we mean by twice exceptional?

Dr. Matt: So twice exceptional is gifted, plus a second learning difference or a second neuro divergence. So you can be gifted in ADHD, gifted and autistic, gifted and dyslexic. I mean, there's a lot of them that would file under that and serving gifted kids is challenging, serving exceptional kids is borderline impossible.

Laura: Why tell me more like, why is serving gifted kids so challenging? And, then like, why is it even more intensely challenging for the two kids?

Dr. Matt: So let's imagine, right, that you've got a neurotypical 10-year-old. A neurotypical 10-year-old is going to develop synchronously. It's basically they just hang together, right? So they're 10, socially, emotionally, academically, intellectually, physically, uh like motorly, like they're just gonna more or less be 10. Then you've got a neurodivergent 10-year-old. Now, based on how the brain comes online, there's so much developmental energy that goes to your frontal parietal, frontal integration area, which is sort of like right here on top of your hairline, that other stuff lags behind. So you get it because there's only so much energy to go around. So like the IQ part of your brain where intelligence comes from gets extra, tend to see emotion and social skills last, right? So we call this developmental asynchrony. And the sort of colloquial rule for this is what we call the rule of five.

So every gifted kid, every neurodivergent kid is five kids because they might be chronologically 10, emotionally, seven, socially, eight, academically, 11, intellectually 15 and psychomotor, right? Because just one intervention, right? It's five interventions because that kid can actually handle high levels like academics but they might not be able to handle the social group work part of it. So you can't just pick that up and drop them in the high school because they can't hang that way. So we've got to build that kid up emotionally so they can then transition. But how do you do that without playing down to their like down to that level because then they're gonna feel like they're infantilized.

Laura: Yeah. Oh my gosh. That makes so much sense. Can you differentiate something that you just said? So you mentioned having an intellectual age and then an academic age and I feel very curious about the difference between the two of those for our listeners. And how someone can be, have a higher intellectual age as opposed to a lower academic age.

Dr. Matt: You ask such great questions. This is really good. So, think of an intellectual age as academic, as intellectual potential, like raw power. These are the things I can learn and I can learn them very well. Then you've got academic skills which are how well you can harness your brain's intellectual power and make it fit the rules of learning. Right. There are people who like to say it like my mom is a great cook, right? My mom has a very high academic level in cooking because she can follow the recipe. She'll do the steps. It'll be perfect. Right. You want three tablespoons of cornstarch and they're gonna be three tablespoons of cornstarch in there. Right. Whereas I'm more of an intellectual potential cook where I'm like, hey, will these things go together? Can I grill grapes? Let's find out. And sometimes it works out great. There are no cookbooks in my home.

Laura: That makes so much sense. I love it. Thank you very much. Okay, so talk to me a little bit about what are some of the wait? No, we didn't talk about what are some of the hard parts of having a two e kid, a kid who has these kinds of these five people within themselves, right? And then on top of it, another learning difference.

Dr. Matt: So the more neurodivergent somebody is, the more exceptional they have, the bigger we can expect the developmental spread to be. So that puts a lot more strain and stress under the system. I worked with a kid many years ago who had a verbal IQ in the one fifties but was dyslexic and dysgraphic. So imagine all of the words in your head, but you can't say them, read them or write them. That's, I mean, it was right.

Laura: I mean, gosh, so much compassion for that child.

Dr. Matt: And we're sitting there like we used every tool in the toolbox to get this kid unstuck. We ultimately found that basically plugging them into a headset. So they could speak their stories and then we worked to clean that up. It was sort of like retrofitting grammar into their vomit of text, like it worked out pretty well. So, because I like this, you could be the next Percy Jackson in their brain, their body and brain cannot let that story release.

Laura: Okay. Wait. So you're just blowing my mind on something, right? So my daughter has a very high verbal IQ but she struggles with composition and consistently wants like me or her grandma to write stories for her where she dictates the story and like we write it and edit it kind of as we're going like I and there's a part of me like this like competitive or I don't know parenting part of me that like thinks she should be doing these things by herself. But are we actually doing it like a good thing for her and helping her in that way?

Dr. Matt: You're not just doing a good thing for her? You're doing a great thing for her.

Laura: Yeah. That feels good.

Dr. Matt: So there's a famous story in gifted education about Einstein that I think is relevant here. Einstein, when he wrote the theory of Relativity, he knew the physics, he didn't know the math and he published anyway, knowing that he would have a year or so to learn the math to show his work because people were going to challenge him on this Right. So he learned the things he needed to know when he needed to know them and not before. Right? And you could make the argument that if he had stopped to learn the math, he may have never published the Theory of Relativity, right? Because it's been bogged down in that stuff. So, you know, it's amazing how inspiration will create motivation, right? Maybe a point at some point where your daughter is in a writing competition and has to write that stuff on her own. And then that will be the impetus to learn those skills. But right now, you're really just trying to get her to fall in love with storytelling. And if she falls in love with storytelling, then I would go. So I'm a little bit of a rebel in this. But like, I think it doesn't matter how the story comes out if it's interpretive dance or graphic novel or, or old school typewriter, like I don't care like I just, but kids need to tell their stories, right? And the more we do that, they get comfortable with their voice, they get comfortable with the creative process, you're creating more functional adults.

Laura: Okay. Doctor Matt, I feel like you're giving, I want to just kind of broaden this because we're talking about a very specific example with my child. But I think that there is a lot of pressure among parents to do things the right way in the right order and sequence. Right. And  we can get really bogged down in that as parents wanting to see our kids progress through the things, not skip steps, not, you know, and it sounds like what you're saying is that there's really a lot of benefit potentially to allowing them the space and freedom to kind of show up as they are supporting them and that it's ok if they're, if they, we have to kind of go back and build some skills later.

Dr. Matt: Yeah, because I would go so far as to say that the steps are only helpful if you need the steps, right? If you can look at the Lego hit for the you know, millennium Falcon and just see that in your head and put it together, then do the damn thing. You can look at the directions if you need them along the way, it's not worth throwing the directions in the garbage and doing it, just do it right. And then since 80% of people are neurotypical, the world is built for neurotypical people who tend to be direction followers. Like my mom, you know, you could give her a recipe of a thing. She's never cooked before, she would read it, she'd figure it out, she would do it and she would do it damn well. Right. That's like that's just how her brain is. And so that's not that there's nothing wrong with that, right? It's part of leaning into asynchrony is meeting your kid where they are in all the places they are. Can I tell you an adorable story about these? So I work with the kiddo. They are 17. They also do sort of a homeschool hybrid. They go in for some classes, but their best friend is a 45 year old retired physics professor and they go to the coffee shop and they have their lattes and they play some chess and everybody's like, well, isn't that weird?

I'm like, this kid finally found an intellectual peer and they enjoy each other's company. It's like they were like, well, it's like Harold and Maude. Maybe someday I like it. But like, right now we have a kid who had no friends who has a friend and we, and I'm guessing this 45 year old, retired physics professor didn't have a lot on their social calendar either if they're spending a lot of time with a 16 year old. Right. But there's nothing untoward about it. They're just, they're truly intellectually matched and there's something beautiful about that. And, you know, so they sit there and she gives my client some life advice, like do they need to go to college? And my client makes sure that if she were to get back into teaching, she knows that modern slang and how to use zoom and, and it's very adorable and it's,

Laura: I mean, I think that that's the way humanity is supposed to be. I do think that sometimes when we lock our kids away in schools with their age peers, that we keep them from their communities. Right. And, I mean, if we were growing up raising kids 1000 years ago, like those, those intellectual peers of all sorts would have found each other. You would have followed the, the, you know, the guys out doing the building or the, you know, the folks gathering the herbs and like that, like, you would have just found those people regardless of age, right? Like, that's how we're meant to do things too and being in community with each other.

Dr. Matt: In a weird way, the one room schoolhouse had some stuff. Right? One room schoolhouse if you're a third grader, but you want to learn with the 12 year olds, you just across the room.

Laura: Yeah. But you still get to play with the third graders.

Dr. Matt: You still get to play with the third graders, first graders if that's your vibe. Right? Like, and it's amazing to me how often because I do a lot of advocacy work. So I'm saying to the schools, I'm like, listen, just instead of sending this kid to third grade math, let them walk down the hall to fourth grade. Math. Like, well, that's not how we do things I like, but, but it's all arbitrary. Like, it's like the stuff was handed down to us by God it's just decisions we made 100 and 20 years ago, stuff that there's some good stuff there and there's some stuff that's antiquated and, and kids should be taught where they need to be taught with whom they need to be taught. And I said, because we do this with the arts and we do this with sports. Right. 28 soccer players who's dominating the other eight year olds, you move them up to U 10 and then you see if they can dominate the 10 year olds, right? And if you know, if you've got a brilliant musician, you don't make them, do you know the school orchestra with the other second graders?

You see how high they can fly and you know, I have a client who is the second chair in their instrument in their city's orchestra, not the youth orchestra, the school orchestra, the city's orchestra, right? And the pictures are adorable because it's like grown up, grown up, grown up, grown up, grown, small child, grown up, grown up. But that's hard for parents because there's no the playbook that we got when we became parents doesn't say that it says girl scouts and you do T ball and you do, you know junior lifeguards and the things that are a step wise along the developmental curve. But if your kid skips those steps, not only are they gonna meet the level where they want to be educated at regardless of what that thing is, but they're gonna love it more because, I mean, honestly if it was up to you, like, wouldn't you rather do the fun parts of your job rather than the grudrudgery parts of your job?

Laura: Yeah. I mean, that's basically what I do. Yes.

Dr. Matt: I never had to write a single note. Right. I would be a better, it would be a happier therapist. I don't know if I, but I would be happier, you know.

Laura: Yeah. Okay. So I have a question, as you were talking and thinking about kids, you know, like moving up classes and stuff, I wanna talk a little bit about, I don't know, pressure because I know some parents who have kids who fall in this gifted or to be category are really afraid of the pressure of for their kids, a afraid of their kids getting some, some messages about their worth being tied to their intellect. You know, like all they're worried about that on one hand and then there's, there's other sets of parents who can get a little caught up, I think in the ego of it and then increased pressure. And I'm kind of what I would love to have a conversation about, kind of what you see out there as being a good way to, to navigate that in a balanced way for the child.

Dr. Matt: So balance is the keyword there, right? Because you know, I say this to parents all the time and to administrators all the time, gifted education is special education. It’s  just on the other end of the IQ spectrum. Right. And that's important because giftedness has this perception as elitist.

Laura: Yeah. It totally does.

Dr. Matt: It totally does. Right. And, to me it's, equity. It's people getting what they need. Like, I might need faster, richer, deeper stuff than you. But those are the things my brain needs to be happy and comfortable. It's not like, oh, I don't read Tom Sawyer, like you idiots. I'm going to read Dostoevsky in the original Russian. Like, it's not about, look how much I'm flexing on you. It's about, this is the thing my kid needs to, to love learning and be able to produce.  Giftedness isn't about getting into Harvard. Right. Well, there are certainly some gifted people at Harvard. Harvard is a better fit for what we call high achievers. People who are, whose IQs are in that sort of like 112 to 124 range. Because you get all the goodness of being very smart but not all the baggage of neurodivergence. And you know, like I had like, one of my sisters is in that IQ range. She has a master's degree. She's very good at her job. She, from a young age, she knew how to focus, she knew how to work because she like, very greatly figured out what worked for her and did it. Whereas a lot of gifted kids are sort of floating out there in the universe, like, you know. Oh, gosh. How does one study for a thing? And that class is obnoxious. But if you never had to study you never learned how to study.

Laura: Yeah. I mean, my freshman year of college and my calculus class where I was bombing hugely. I mean, and that's when I figured out how to work with my self worth. Right. So, my self worth was really attached to my ability to my intelligence, to my ability to do well in school. And I mean, I was not going to get an A, in this calculus class. There was nothing I could do on the final to get an A, you know, I was gonna be lucky to get a C in that class, after the first two exams. And so I spent my time studying writing. My worth as a person is not defined by my ability to do calculus because I had no idea how to actually study calculus, you know. So I just kind of doubled down on my worth as opposed to the actual skills.

Dr. Matt: Absolutely. And,  that's an important lesson for parents to get because we are all unwitting participants in that. There's a phenomenon in the gifted education world called the performance cliff. And I've done, I've published some research on this. So basically imagine that if we imagine that IQ is relatively static, for neurotypical kids, school gets harder for all kids, school gets harder every year. For neurotypical kids, they meet their intellectual level sooner, second grade, something like that. Right. And then from that point forward to keep up, they have to use the study skills asking for help. Those soft skills, gifted learners tend not to reach that level into somewhere between seventh and 10th grade. So kids are much less malleable than they're much. They've developed some bad habits, guilt. You know, and so, and this is when gifted stops being a badge of honor, it starts, it can be a millstone around your neck because like if things have always been so easy for me and.

Laura: They're suddenly not. What does that mean?

Dr. Matt: I mean, think about it, like gifted kids can be a little socially awkward. They tend not to be very good at sports, the things that are socially very valuable. So you get a lot of praise and a lot of worth from these papers and this test go up on the class board, right? You know, making honor roll was very important to me as a young man. Right? Because I knew I sucked at soccer and I knew I wasn't any good at baseball, right? But I was always gonna get a, a on that spelling test, right. So you get value from that. But if, then if you fuse that intellectual capacity with who you are, and it becomes one thing when that's taken away from you. If you hit this performance cliff, all that's left is the angst right. Kids can crash really hard, which is why we call it the cliff and the intellectual challenge fades. The academic skills aren't, can't keep a pace and it ends up costing a lot socially and emotionally.

Laura: What can parents do to support their kids? Like, you know, they're gifted or to be kids who are facing that cliff, who are approaching it and we see them approaching it.

Dr. Matt: It's the single biggest and best argument for gifted education. And I will say this, it's like the best practices in gifted education are just the best practices in education. This is not gifted is elite. Again, all kids should be level set and figure out where they are and what they learn best and how they learned us and teach them that way. Right. They're absolutely neurotypical first graders who can read at a second or third grade level who should be taught in second or third grade reading. I don't care if you're gifted or not. That's just where you should be taught and that rigidity that, you know, that focus, we have to, this rigid system holds everybody back. Absolutely. So getting kids a meaningful challenge early and, you know, inoculates them against the training pressure. It also shows them that struggle is normal and it's ok. Right. You know, you mentioned calculus. I had a flashback to my calculus class, senior high school and similar moments. It's like there's no way I can get a B in this class.

I got one of those letters. It looks like a moon. I'm not sure. The only time I've ever seen the key C was in chemistry class. But like that was, it was weird. But I was in high school so people were like senioritis and I was like, I haven't understood a word she said in months. But if you're the smart kid, you don't get to ask for help, you don't get to struggle. You don't need a tutor. I finally backed up and said I need a tutor and ended up getting a B minus, God bless you, Mrs Paulson, wherever you are. You're very kind.

Laura: Yeah, I was, I was lucky in college. I was an athlete so I got free tutoring, which was really nice. That's how I managed that moon-shaped letter.

Dr. Matt: The weird letters I don't understand.

Laura: They're not okay. So, you know, I love what you're saying though is that by, by being more okay with meeting their kids where they are, wherever they are, they will find those edges at a time where they're able to get more support, before they've built in this kind of more like deeper problematic things, right? Okay. So one of the things I just wanna be mindful of your time, I wasn't expecting to go, you know, well, I'm really enjoying talking with you. But I do, you know, one of the things that a lot of the parents who come to me with their two kiddos that their kids struggle with is perfectionism.  And I'm kind of curious about your views on perfectionism, how it relates to giftedness. And, and I feel, I just feel curious. So can I just drop that on you? And let's see where you take it?

Dr. Matt: I mean, you crush the transition because one of the things that happens to us when you are the smart kid or the ADHD kid or the dyslexic kid is you're like, I'm going to do, I'm going to be perfect in the things I can control because I in those things, they won't yell at me anymore, right? ADHD kids, like if I'm a great soccer player or dancer, then I will be praised in those spaces and it will counterbalance the fact that I get yelled at all the time. The kid who doesn't maybe have a lot of friends or you know, was the last person on the bench on their flag football team knows that they're doing high school science in sixth grade and there's a badge of honor in there and, and listen, it's a wonderful thing. But perfectionism can enter us into what I like to call the hamster wheel of doom where you only run faster and faster and faster and there's no end in sight. So what we want to do is shift from we want to take perfectionism and break it in half. There's adaptive perfectionism and maladaptive perfectionism. Adaptive perfectionism is the best or else.

Laura: Or else? Yes.

Dr. Matt: Adaptive perfection is. How well can I do?  It asked the question. It's curious, it's adaptive in nature, It's, you know, it's sort of cumulative like I learned this thing. What else can I learn? Versus  maladaptive perfectionism is to be the best or else go to Harvard or else get the lead in the play or else? And are, you know, and I don't need to tell you how our anxiety works. But for those of you out there, what I'm describing is catastrophizing, right thing or something terrible will happen. Dun dun dun.

Laura: Yeah. I mean, I think usually the terrible thing that will happen is I won't be, I mean, ultimately at the core of it is I won't be loved and accepted.

Dr. Matt: And that's right. And, I think that's hard for a lot of parents, especially with your tweens and teens who have this sort of FU attitude. Like, no, they don't care about me not loving them. Anymore. I'm like, trust me, they do. But part of being a teen is sort of differentiating and scooting out. But yeah, I mean, and that's ramped up to 11 if you're a kid who got your primary value as a child for being a smart, achieving human. So, you know, it becomes almost cyclical in nature, right? So one way to tie all this stuff together and it's a helpful thing for parenting, for the kids, for the education system, but also applies to the real world is the difference between top down thinking and bottom up thinking. Right. So we tend to be top down thinkers. I am a good parent, good parents do this when I did this thing. That is not a good parent. I am a bad parent. Okay. Top is good. Anything less than that is disappointment. So the easiest way to think about this. So Laura, if you got a 93 on the test, is that a good grade?

Laura: No, it's spoken like a true gifted kid. I don't know. No, but yes, it's a wonderful grade.

Dr. Matt: It's a wonderful grade.

Laura: As a parent though, I don't care, you know. So as a parent, I don't care.

Dr. Matt: I love asking that question in conferences because you can feel people fighting against their own nature like it's, you hurt it. It's ok. It's fine. It's fine. Just don't have an aneurysm. Right. Oh, you can flip that because top down thinking says I got seven points off. The first thing you see is what's wrong. Yeah. Bottom up thinking is the default here is I did nothing. It's the null hypothesis. I did zero things. I didn't even show up for the test. So everything I do is value added. Every question I answer is value added. Every point I get is value added. My ability to stay through this whole class is value added. So if you get a 93% bottom up thinking tells us, you know, 93% of the thing that's damn good, right? And, if you know, and as parents doing a job that is quite literally impossible. Like there are no 100% days as parents, they are just right?

And if God help you, you found one, then your brain would move the goalposts and be like, oh well, you were, you know what about these other things? Or you have to do it again like every day for the rest of your life, right? My colleague describes it as Maslow parenting. She's like every morning my Children wake up with a roof over their head, there is food in the cupboard, they have clean clothes on the doors and if that's all we do, then that's okay. Everything else is value added. And I was like, that's bottom up thinking, right? My kids' basic needs were met. There was running water, clothes, food, shelter,

Laura: What a privilege that we can say those things, right? Such a privilege.

Dr. Matt: It's and, so this is why as an intervention it's not just helpful to our kids, but it's helpful to us. If your kiddo is playing in the state orchestra and they're, and they play 100 and three out of the 107 notes. Correct? In their solo. Bottom up thinking says that was awesome. Top down thinking says you got four notes wrong.

Laura: Yeah. Oh, that makes a lot of sense. I really like that. I think so, I wanna just be super practical for our listeners. So when we're faced with a kid’s, perfectionism and sometimes for kids, this looks like ripping up a piece of paper because they can't make their g look right, you know, or throwing the Legos across the room because they can't get it to fit, you know, what can we do in those moments there more, you know, intense in the moment things, right? So like we've been talking kind of about a general attitude towards this. Like how can what can you offer for parents in those difficult moments where we hear either two of their actions or their words of like I can't do this, right? Whatever comes next.

Dr. Matt: So the first thing we have to do is fight back against our primary instincts as parents, which is weirdly to disagree with our kids. Yes, you can. Yes, you can. Right. You're not failing in school. Yes, you do. Who are they? Right. Like, it's wild how we are because we don't want it to be true. So we push it away. So your kid says I can't draw J. Now your brain is gonna say yes. And I've seen them do, I've seen them do the J. That's not what they're communicating to you right now. Right? So it can be helpful to add in your own words right now. I can't do this right now, right?

Laura: Just in your own brain even just saying right?

Dr. Matt: Because then that's going to keep us from spiraling like boy. Yeah, that really sucks. I can see how hard you've been working at this and it's really hard when stuff doesn't go the way we want it to, even though we're working really hard. And I think that the simplest solution is often the best one and that's when we can say, you know what? You've been working really hard at this. Let's take five minutes. Let's get a snack. Let's walk to the mailbox and back. Let's show me that youtube video. You've been asking me to show me for like seven days, right? It's amazing how changing the setting. That our brain and when we get double down, triple down, quadruple down on, on the thing we must do in that moment. We're actually stressing our brains out more, which is making us less likely to be successful. You know, there's a, there's thing and that's when the maladaptive perfectionism creeps in, it's like, it better be good or something terrible will happen or it's like, listen, I always tell my kids like, if that voice in your head is being mean to you just make sure you've got a counter narrative and the best counter narrative is from uh you know, the patron saint of all gifted kids, Miss Frizzle. And Miss Frizzle always says if at first you don't succeed, find out why.

Now after perfection says, sure you don't succeed, try, try again. Don't learn from your mistakes by God, right? There's something wrong with you and keep trying. Right? Miss Frizzle says it first you don't succeed. Find out why and then we learn why the G doesn't work. We learned what's wrong with the lego set. We learned why I can't make a free throw in basketball or hit that high, high C on the piano or whatever that thing is, right? Because then, we naturally take this from failure as a monolith like this thing, I am bad at this part of the thing I can't do yet. And even if all we do is shrink the challenge. Well, shrinking the challenge means it's not so scary, right? It's a more surmountable thing. Like I can't climb the mountain, but I can walk around that boulder. And those conversations for our kids, especially our kids who are a little bit more intense, a little bit more cognitively rigid goes a long way to resizing the problem. Right. So we don't argue with our kids' feelings. We help provide context, we help them take a break. And then, there's one more thing that we help them learn from what, learn from what they've done. And then there's one more thing that I think all parents can do, which is be the lighthouse, not the lifeguard.

So I grew on the Jersey shore, right? And I was a lifeguard and the first thing they teach in lifeguard school, right? If someone is struggling in the water, you do not go out there without a tool because the first thing that a drowning person does is they grab you and you sink, right? And so you always yell at the dads, the moms, the best friends, the boyfriends, whatever do not swim out after that person. I've got this, I've got my lifeguard floaty. I've got my giant surfboard. I'm going. Whereas parents, when our kids are struggling, it's so easy to be the lifeguard and into the water to save the day. But then we put ourselves at risk, then we put ourselves in the soup. We lose that objectivity. So jump in, jump in with a tool, jump in with a calculator. Jump in with, I will scribe for you. You just tell me the words kid out, right? I will run lines with you. I will rebound your basketball shots, right. If you're gonna jump in with the tool. If you do not use your lighthouse, the lighthouse is steady and consistent and if it needs help, it will call for help, but it doesn't do the help itself. So as a parenting strategy, I always tell my parents it's impossible not to do anything as a parent, right? Like we're just, we're compelled to help. But if we help as lighthouse, what we're doing is we're maintaining our own spoons to help ourselves out. We're getting that distance and it helps us co regulate with our kids.

Laura: Yeah. We're staying on the shore. We're not in the water thrashing around with them.

Dr. Matt: Yeah. And it's amazing how helpful that is. Right? Like, you know, I know this sucks. I see you struggling. I am here for you. I love you. You can do this, what help you need. I will provide it right. Going to stay here in my lighthouse.

Laura:
I stay here in my light. I really, really like that. I'm thinking about my 1 of my kiddos who, when she's in the throes of a kind of perfectionistic, I don't know, meltdown. The idea of taking a break. I can't like I can't even get her to do that. And I definitely see myself wading in as that lifeguard in those moments just like, desperately trying to get her to like, put the Legos down or, gosh, right now, it's like making birthday cards for her friends just like, put the markers down and walk away and she won't, you know, she's because she's so narrowly, you know, she has that intensity, that focus, that persistence, all those good things that we wanna see that can, you know, I like that imagery of the lighthouse of kind of lighting the way out as opposed to waiting in with her in those moments.

Dr. Matt: There's a great exercise here. It's adapted from, from acceptance and commitment therapy. It's called the handbag test. So I'm assuming you carry a bag.

Laura: Yeah. Sure.

Dr. Matt: And you're a mom. So your bag is probably filled with things. So if I gave you four seconds to find a specific thing in your bag, do you think you could do it? Yes. Right. Of course, you could. Right. Would it, be stressful?

Laura: Yes.

Dr. Matt: Absolutely. Right. So, and you could argue that the stress factor would make it harder for you to find the thing in four seconds. Handbag test is, don't hold all the stuff, dump your bag out because once the stuff is on the carpet, it's easy to see arbitrarily holding it. You've released it. And then like, yes, like there's that stick of gum. There's the b for the car, right? It was in the bag, it was in the recesses of the bag. So I tell my kids that the reason you're struggling right now is that you're reaching around in the dark trying to find something in your handbag and you can't. And you know, and it's funny one of my teens, she was like, oh my God, she's like this kid, I love this girl.

She's, a high school student and she was at uh prom recently and you know, her period started and you know, so it's prom and it's stressful and like she's like reaching around in her clutch trying to find the thing and then she's like, then I remember what you said about the handbag that so I just ran to the bathroom, dumped my shit out, found a, found a tampon and somebody came in and she was like, oh my God, you two and then they bonded over that. It was a whole thing, right? But if you're too close to it, it's harder to solve it. So we need to dump it out, right? Sometimes we need to spread all the cards out so we can see the cards we've done and then we take the next step. Right. It's very, cool practice and it's sneakily a way to inure us against perfection of feelings because he makes a little bit of a mess. But then you get the benefit of cleaning that up. Right. So, it's that, oh, look at that, you know. I did make this better and the world did not stop spinning when I made things a little bit worse to make them ultimately much better down the lot.

Laura: Oh, I like that. I, I know too that, you know, for myself and for many of our listeners like that lesson for our kids can always come in the heat of the moment. And so it is ok to walk away, give them some space so that they can calm down, you know, get help them, take a break in whatever way we can. And,  then like, I really love that analogy. I'm definitely going to, I think I'll use a backpack because she doesn't carry a handbag. But yes. Yeah. Love it. Yeah, that's really helpful. Thank you, Matt, I've loved our conversation. Loved it. I'm positive that there are listeners who are gonna want to keep learning from you. Where can they do that?

Dr. Matt: So I have two primary jobs and each job has a website. So therapy is theneurodiversitycollective.com. That's all about my colleagues and I who do therapy. It's all online. So we can see people from anywhere in the country. It's pretty great.

Laura: Do you do diagnosis?

Dr. Matt: Yes. Especially autism, ADHD, dyslexia, OCD.  You can do that all remotely, there are people who do online IQ tests. I don't love them. Because I'm not very good at them, let's be honest. But, you know, I prefer to do that in person. So, but and I say this not as a humble brag but just because I don't, it's weird for me to believe it, people will fly to me, they will come from far away. Right to, because testing the intellectual and academic levels of two e kids is hard and it may be worth going to find a specialist though. I'll tell you that there are specialists in your state, I promise you. Yes.

Laura: Yeah. Is it the airfare? Is it worth it? Like, is it worth getting your kid tested? Like getting their IQ tested if you suspect giftedness?

Dr. Matt: Absolutely.  You mentioned this before you know, diagnosis can cut two ways. But I tell everybody that  it's better to know you're a zebra than a weird horse. Like zebras and horses look similar, they move similar but they eat different things. They're from different parts of the world. They need different medical care. Like, but we all just sort of default to think we're horses and if you're not a horse like everybody else, you think you're a weird horse. Yeah, this gives us a word for what we are and then unlock services that make our lives easier. The zebra can survive on horse food but it's not gonna be healthy.

Laura: I see. Oh, great.

Dr. Matt: Yeah, diagnosis can be very helpful. It opens up the doors to those programs in the summer, all that other stuff. And then if this stuff I'm talking about supporting neurodivergent kids or parents makes sense to you. And do you think it should make sense for a group? So I'm also a professional speaker. So that's drmattzakreski.com and, you know, I speak to local parent groups and state and national organizations and even the occasional international one which is wild. But, you know, I mean, there's a lot of need out there, you know, I've worked everything from our local theater group here in Northern New Jersey to, you know, international companies. So,  there's a lot of need out there and I'm happy to do what I can to make that better.

Laura: That's awesome, Matt. Thank you so much for being with us. I really, really appreciate our conversation.

Dr. Matt: I mean, you are so easy to talk to. I can see why your clients love you. You know, and but it really was a wonderful conversation. Thank you for having me.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 194: Rediscovering Presence and the Magic of Noticing How to Live Intentionally in a Tech-Driven World with Joey Odom

In this week’s episode of The Balanced Parent Podcast, Joey Odom, co-founder of Aro, shares how missing his son’s first soccer goal while distracted by his phone led him to reevaluate his relationship with technology. We discuss how being intentional with our devices can improve connections with loved ones and create more meaningful moments. 

Here are the topics we covered:

  • The effect of phones on kids’ mental health and on our relationships

  • Changing our relationship with smartphones

  •  Improving our ability to be fully present with our loved ones

  • Practical ways for families to address technology for more present, fulfilling lives

You can reach Joey Odom through his website, Aro, and its podcast, The Aro Podcast. Follow him on Instagram @goaronow and LinkedIn @JoeyOdom.

Tune in for more insights and tips on maintaining balance in a tech-driven world.

I would love to hear from you! If you have any questions you’d like to have answered on the podcast or any takeaways or wins you’d like to share you can leave me a message here: https://www.speakpipe.com/laurafroyenphd


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello, everybody. Welcome back to another season of the Balanced Parent Podcast. I'm Doctor Laura Froyen and, and I'm so happy to be back with you after a much needed summer break. I have a lot of great interviews lined up for you this coming fall. But I'm very curious to know a little bit about what you want to hear from me on. I love getting to know your families, getting to know what's going on for you and getting to know how I can help and support you. So I would love to hear from you. Please send me an email. You can reach me at laura@laurafroyen.com. I, that's my personal email where I would be happy to have a little chat with. You hear about what's going on or if you check the show notes of this episode, you can find a link where you can leave me a voicemail. I would love to hear your voice. Um If there is something you are working through with your family with your kiddos these days, if there's something you have a question on that, you just want to get my take on or you know, figure out what to do about something I would love to hear about it. It would be so much fun to hear your voices, be able to play them on the show and then answer your questions. I think we all know that if we have a question, probably other parents do too. And so it would be really fun to build a community this way and hear from you a little bit more. So I'm excited to be back. I'm hoping that this coming year will be wonderful for you, for your families, for your kids and for us all here at the podcast. Welcome back.

Laura: Hello, everybody. This is Doctor Laura Froyen. And on this week's episode of the Balanced Parent Podcast, we are going to be talking about the magic of noticing and how to live a more intentional and present life in a world filled with technology that is designed to pull our attention away from what matters to us most. To help me with this conversation. I have Joey Odom and he is gonna lead us through this conversation. So Joey, welcome to the show. I, I feel like you're the best person to introduce yourself and tell us a little bit about your story, who you are and what you do. So let, I'm so excited to have you. 

Joey: Yeah, absolutely. Well, thank you for having me. I'm, I'm excited, excited to have this conversation. And it's, it's a, what a fun. I'm sure the listener is kind of wondering what the heck is the life of noticing. So I'm excited to, to open that up and see what that can look like. And, and it's a, it's a really, like you said, we're kind of swimming upstream here when it comes to noticing. And it is because of these wonderful complex distracting things that live in our pockets and we all, we all feel that we can all understand that. And so we've said, if I'm on a, I'm the co-founder of a company called Ro, my business partner, Heath Wilson, and I have been on a mission for the last several years to help families make it easier to spend some time apart from their phones, physically distant apart from their phones and engaged in the real life all around them. So this began really, Laura, I'll take you back 11 years. So my son Harrison, who is now just like a month away from turning 16, he couldn't, you know, that you read all these things about how kids aren't getting driver's licenses. No, no, no, no. May 29th. That guy is getting his driver's license. He's so excited for it. So when he was five years old, he was playing his very first soccer season and this was kind of an ordinary Saturday afternoon, but on this particular day, something extraordinary happened. 

So Harrison had never played soccer before and everybody on the team this season had scored a goal and he just hadn't scored a goal yet. And for those people who have kids who play sports, you always know that kid, there's always the kid who hasn't yet scored the goal. Harrison was this kid, sweetest kid in the world. And so midway through this particular game, it's almost like, and I and Laura, I, I kind of, I remember this, I can see this moment like it's in slow motion, like it's a movie, you know, cue the dramatic James Horner music. Harrison rears back, his leg kicks the soccer ball and it goes, rolls into the back of the net for his very first goal and everybody goes wild. The crowd goes wild. They all knew the kid who hadn't scored a goal, had scored a goal, his coach runs and picks him up. But there was this split second right in between all the jubilation. And when he scored the goal, when he did something that all five year old boys would do is he looked to the sidelines, to lock eyes with me, to lock eyes with dad and to share this. 

Laura: Did you see it?

Joey: Yeah, this beautiful moment, right? I mean, what a, what a cool moment to see the pride on my face and the smile on my face and it really was pure magic except I missed it. I didn't see it. You see when Harrison looked over to the sidelines, all he saw was the top of my head because I was looking down at something on my phone when I say something. I mean, that very specifically, I have no idea what it was. I could have been making the most important business, you know, writing the most important business email of my life at that moment I could have been or I could have been playing a game or one of 1000 other things. But all the, all I know and all Harrison knew at that moment is that when he looked to, to log eyes with me, he didn't, he didn't see my eyes and I had this realization at that moment. Unfortunately, it wasn't the only moment that I'd had as a young dad, whether it was with relation to respect my kids or with my wife. I just realized this relationship I have with my phone, there's something wrong with it. Like it, it's getting in the way of all of these other relationships that I would claim are more important to me. Yet my actions were saying that this relationship was the most important one. So it just didn't feel right. We've talked to a lot of parents since it's kind of made me feel. It's kind of encouraged me to know that I'm not the only one, but it's also, you know, it's also kind of can be discouraging you think. Well, all of us are going through this, gosh, how this is really challenging and we're just missing these little moments in our relationship. I'll go back to that word again, specifically that relationship with our device is getting in the way of these most important relationships in our lives. 

Laura: Yeah, I, I really appreciate you sharing that story. I think it's probably one that everybody listening can relate to. We probably all have those moments where we've just missed it because our attention has been pulled. And, you know, I, I also know that a lot of parents feel a lot of guilt and shame around their digital use, right? Their technology use too. And I want to just, you know, give a shout-out to all those parents who are just glancing at their phone for five minutes, you know, while their kid is playing at the park and you're not saying that it's all bad and we should just throw them away. But you're asking us to actually think about our relationship that we have with our phone. Right? So everybody listening is wanting to have really intentional relationships with their kids and their partners. Right? That's what this podcast is all about. And you're asking us to also think about how we can have an intentional relationship with the technology that we use and with our own ability to notice. 

Joey: You're so right. And that's, and that's the, I'm glad you said that about the guilt and shame because that's something that we come across a bunch. And whenever people and I'm sure people listening right now probably feel this natural defense come up.

Laura: Of course, so natural.

Joey: And it's because it's like, no, no, no, don't preach. Please don't preach, please don't preach. And that's where that's what's great about what we do. Like you can even from that first story. None of this comes from self-righteousness. This comes from us saying, hey, we're all in this and we stumbled and we've stubbed our toes and we want to make it easier so that we don't have to look back at it because I do look back on that story. I just think, yeah, I missed it now. It doesn't go to this toxic place. Fortunately, and we're able to use that as an experience that helped me get stronger for the next one and I hope other people look at that. But, but we're so early, Laura, we're so early in on this smartphone experiment that we're going through and all of us feel it. All of us want to do better. And the only tools, the only weapons we've formed so far in combating this are the weapons of guilt and shame. And those are really crappy weapons. They're really bad weapons. 

Laura: They’re so terrible, right?

Joey: They don't, they don't help us. They, they, that all that does is it, it begins to it, you know, when guilt and shame, what guilt and shame do they, they attack our identity and so they go to our identity and I, and, and instead of, instead of encouraging me to say I can do better, it just says, hey, you're kind of a man, you weren't really good there. You're kind of a crappy dad maybe. Or you, or maybe you're, you know, that's, that's something that you should get better at or something. And so it goes to my identity and then all of a sudden I start acting like somebody who's not very present. So it kind of devolves us. And so it's not a, those things don't work that well. And in fact, I'll actually offer an encouragement right out the gate here for parents if you're one of those parents. And we've heard this from thousands of parents. And this is very interesting, this line that our kids say to us, which can be mommy you're always on your phone. Daddy, put down your phone. We were talking to someone the other day that said they're 16 month old, 16 month old, grabbed their face to turn their face to them and grab their phone away from them. So from a very young age, her kids are saying get us away from our phone. But here's what I want to encourage you with that didn't sound like encouragement. I know. But here's what I want to encourage you with. If you've heard from your, your children from your kids, mommy, you're on your phone, daddy on your phone, put down your phone, put down your phone, put down your phone. If you've heard that, that is a great thing. 

That's not something you should, you should beat yourself up. But that's a really good thing because it means two things. The first one is your child likes you. They wouldn't tell you to put down your phone. If they didn't like you, they want to spend time with you. What a great thing. That's not always gonna be the case. Hopefully it is for us all, but it's not always gonna be the case your kid actually likes you. And the second one is, and this is where I think it's really powerful is your child believes they're worthy and they're deserving of your eyes on them. They actually have some self-worth. They believe that they're valuable. They, they believe that your eyes should be on them, that they deserve that. And that's a great thing. Their foundational sense of value is there where we do need to get nervous is when they stop asking us for that, when they stop asking, because then all of a sudden they may have been conditioned to believe that our phones are more important than they are that they may believe that instead of our phones being a distraction, them being the priority. It may, they may believe it's the other way around that. Hey, maybe, maybe their phone is more important, maybe I'm less valuable. So if you've heard that from your child, that's a really good thing. Don't beat yourself up over that. Say, okay, I'm gonna continue to get better at this because my kid likes me and my kid believes that they're, they're valuable. What a great thing for all of us to have. 

Laura: I would even add a third one to that too. Is that your kid is willing and, and trusting enough to give you feedback. You know, I mean, that, that feedback, sometimes feedback from our kids is really hard to take, you know, sometimes they aren't very good at delivering it in, in ways that are easy to, to let in. But the fact that they're giving us feedback tells us, you know, that they trust us, you know?

Joey: I totally agree with that. That's, that's so good. Yeah, they, they trust us there's this built up trust and foundation and they're not, they're not afraid to say that thing. That's true to them. Thank God. I mean, what a great thing they are that those little truth serums running around everywhere. 

Laura: Oh, my God, they're, you know, they're so naturally good at being present. Right? So, kids are so good at this. They have a lot to teach us. So I'm kind of curious about the, the name of your company, Aro, it means notice, is that right? 

Joey: It does. It's a term from the Maori language, New Zealand. And it's a term that means to notice because you know, there, there are a bunch of as people are talking about again, we're 16 years into smartphones. So it's very early. But as people talk about smartphones that you know, it, it, it can come across very vilifying, come across very negative and, and almost like think how to say this. Well, it's, it's almost like the putting your phone down for the sake of putting your phone down where there there's why would we need to put our phones down? Our phones are awesome. We only need to put our phones down if, if they can get in the way of other things that are more important, those, those relationships that are more important to it. So what if, what if we could, what if we were so captivated by the real life around us? What if we saw the beauty of the world around us, in our partner's eyes or in our kids' eyes or in the nature around us or in a cool breeze or in the lines of a novel or just in a feeling that we were experiencing ourselves. What if we recognized all those beautiful things? I think if we did really grasp that beauty of the world around us, if we'd noticed those things, I think our phones would become so much less captivating. And so the goal of our business is not, hey, go put down your phone. What, what, what good is that? It's put down your phone so that and then fill in the blank. What, what, what is after that? So that, so that you can go look that you see the sun glinting off your child's eyes at four, you know, 4:30 in the afternoon or go play with them jump on the trampoline. Some of my, my favorite memories with my kids when they were young and they're, they're about 16 and 14 now. 

So my favorite members are just jumping on the trampoline with them and they could do it for hours and hours and hours. And so those are the moments like that, that absolutely trumps anything that could happen on my phone. So that's what we want people to, to go into is this lifestyle and notice and I know that sounds ethereal. I know that sounds like, oh, that's done. Let's out of this world of court. Like, like I understand not every magical moment, but we all know this from a friend of ours named Billy Phoenix who would always say he'd say that quality time only comes from quantity time. So unless you have that quantity of time, you can't go manufacture this great moment, but it will come from that quantity of time. And then all of a sudden, who knows? That thing pops up where your, your daughter opens up or your son tells you something, you have this great joke and you just roll in laughter. So this for us that life of notice that lifestyle of notice. I do believe that this is possible and it's accessible for everybody listening today that this is something that's accessible to all of us. However, we have to remove that greatest distraction in our lives first as a prerequisite when I say remove it Laura, I'm not saying go back to a flip phone. I'm saying find, find these moments where we are physically distant from our phones. 

Laura: Yeah. Okay. So I mean, I think it's tempting to go back to a flip phone. I miss my Motorola Razor so much, you know, I remember, I mean, I did well, no, I had a red one. 

Joey: Ah a red one, I got it. 

Laura: Yeah, I mean, I remember the moment where I got my first like touch screen phone or phone that was going to have like the browser and how momentous that was the kids, you know, kids, they're not even going to know, right? And sometimes I wish I could go back in time and talk to 20. How old was I? 23 when that first touchscreen internet browser phone came out and be like, oh, Laura, you don't want that, you know, but they're here, they're not going anywhere and they're wonderful tools for staying connected, right? And so what are you, you've mentioned before, the idea of changing our relationship with our phones and, you know, we've talked a lot with various guests and the skill of noticing and I'm, I'm curious about if we need more skills, need different skills in order to change that relationship. So, do you have tips, like, help us? 

Joey: I'd, I'd love to go back even deeper in this. You and I have talked for the last few minutes on and pretty naturally we're talking about this relationship where they have their phones. It's, we've not said anything that sounds that bizarre. But hold on one second. Let's just take it, let's take a moment and say I'm describing a relationship, a human, describing a relationship with an object. That's weird, right? Ho, hold on. Like, that's weird. I mean, you think about any other object in our life? Think about my lawnmower, right? I, I see my lawnmower about once a week, about nine months out of the year, right? But when a conversation gets boring, I don't go sneak in a quick mo, right. Like it's, it's not something that I have this, I have this deep relationship with and it's, you know?

Laura: It's a tool. It’s a tool.

Joey: That's exactly right. It's a tool that we have now. What's interesting about that is I've thought that we've thought a bunch about this and we've said, oh, well, you know, humans don't have relationships with objects. That's not entirely true. Adults don't have relationships with objects but kids do, kids have relationships with objects and there are things like blankies and things like pacifiers and there are things like teddy bear and there's a word for that, that term is a transitional object also known as a comfort object. So, and that serves actually a very important role in a child's development with a transitional object. We'll call them comfort objects for, for the sake of this discussion. A comfort, comfort object is something a child clings to. Usually when their parents leave the room, when their parents leave that they're holding on to this thing and they're getting a false sense of security from this object. When their real security, their parents are gone. So we have been devolved back into childhood. Oh, and by the way, the reason that's important. So one of these days, one of those days there, those kids realize, oh, I don't have to cling to the teddy bear. I don't have to cling to the blankie. I can do this on my own. So that object has transitioned them into independence, which what a great thing for a kid to know they can do it on their own. So we're kind of devolving back to childhood in this really weird way by clinging, excuse me, by clinging to this object. 

In fact, instead of progressing us towards independence, it's actually devolving us into isolation, devolving us into, into dependence back on this thing and we're not doing and we're not holding on to this thing in the absence of relationship, in the absence of security. Like when with a child, when their parents leave the room, their, their parents are gone, they cling to this, we're clinging this thing in the presence of our relationships, in the presence of security of the people all around us. What are we doing? So it's devolved us back to childhood. So this is a real problem for us that we have this relationship. And the real question is okay so how did we form, how did it, we know what it is? It's a transitional object. But how did we get here? How, what, what, what is, how is it possible? We formed this relationship and it's, and we formed this relationship in the same way that we form human relationships. So there are three in our minds, there are three kind of kind of hallmark characteristics of a relationship. So the first one is proximity. When you are proximate to someone, when you're close to someone, you have a higher likelihood of being around being a forming relationship with them. So it all begins with proximity and when you're in proximity with somebody that leads to interaction with somebody, so proximity leads to interaction. So when, when it comes to our phones, beginning with proximity, we have our phones with is a shocking staff that 91% of us have our phones with us 24 hours a day. So we don't ever, we don't have to move our feet to get to our phones. 91% of us.

Laura: Wow.

Joey: Then and, and then what happens if you have your phone? Of course, we're going to use it. That's where it goes in the proximity leading to the interaction. So when we have our interaction, so our phones, 89% of us, excuse me, 89% of smartphone interactions are self-initiated. So when people say go silence your notifications, that's about 11% of your usage. That's not going to solve the problem, right? That's not gonna do it. 

Laura: Yeah, yeah. Fascinating.

Joey: And so, and so we're using this. So we are, we are interacting with them all the time if we and that only if we have them with us. And I'm sure, you know, people make jokes about this all the time. I go to check the weather and the next thing you know, I'm down.

Laura: It’s half an hour later. And you’re watching like, same thing goes on Youtube.

Joey: Yeah, exactly. Like what was the 1984 defensive line for the Wisconsin badgers, right? Like who like you go down these, all these, like what are you talking about? So, so and then here's what's interesting that proximity leads to interaction and that leads to dependence. That's what happens. That's the third defining characteristic of a relationship. You have proximity interaction, dependence. You begin to depend on that other person around you in certain ways. And our phones, this is probably the trickiest one of all when it comes to the the kind of defining characteristics of a relationship because we actually need our phones. Our phones do really cool stuff for us, do really helpful things for us. Like, you know, we learn foreign languages on it and we order Jimmy John subs whenever we're hungry and we all, we have all these other things, these things we do on our phones. So that's good. But this is where it becomes really dangerous. So we begin to develop false dependencies on our phone. So we begin to think we need it more than we actually do. So I'll give you a great example. We all know that our phones are catastrophic to our sleep. We know that if we look at our screens 30 minutes within 30 minutes before bed, it's going to disrupt our sleep. We know if we get up and go to the bathroom in the middle of the night and we look at our phones, it's gonna be terrible for our sleep, right. So we know all these things. However, most people leave their phones in the room for one reason. It's my alarm clock, right?. Hey, it's my alarm clock. I can't get rid of it. Hold on a second. This is a, a, false. 

Laura: There've been alarm clocks. 

Joey: You've heard of those two? You've heard of alarm clocks? I heard of those too.

Laura: I mean, this is one of the things in my house, you know, for, since I had children, my rule for my husband and I was that our phones go into the kitchen drawer where the charging station is and that's it. That's the rule because I want that to be our family culture. I know those kids will get. So mine are 11 and 9 and I know they'll get phones eventually. Hopefully, I'll push it off as late as I can. But I want them to know all devices go in a drawer at night. Like that's the rule. You know, mom and dad have been following it your whole lives. It's not changing just because you're 16 and have a phone now, you know. 

Joey: Yes, you're so right. And, and what, what a great gift you're giving to your kids because of all of the, you know, there's, there's a bunch of stuff that our kids can get into. And this again, this is why we go back to relationship here. There's, there are a bunch of things that need to be solved on our phones. But if we could solve what you just described with solving your core relationship with your phone, that just says my phone doesn't sleep with me. I don't, they don't, they don't sleep in the same room with me. And so that core relationship will make a big difference because of that interaction piece. When it's around us, we're going to use it. And even more so when your kids the greatest, the I say greatest. That's a weird way to say what I'm about to say, the most effective form of torture, still after thousands of years of humans doing terrible things to each other. The most effective form of to torture is sleep deprivation. That that's the thing. And so we're giving our kids this sleep-depriving device to sleep within their rooms. If I, if I were 15 years old and I had access to the internet, I would have never slept. That would have been the worst possible thing for me. And so just the sleep crisis alone in America, just by the fact that we have our phones and we all have our phones in our rooms. So to, to put a bow on the, the soliloquy there on, on, on our, our relationship with our phones. That false dependence piece leads us by saying, oh, I have to have, I, I need it for an alarm clock or? Well, I have to have it at the dinner table because what if I want to take a picture or what whatever other rationalization we have in there. Now that's different from my kids are at school. I want it around me in case the school nurse calls, I get that. That makes perfect sense. But that those false dependencies, all those false dependencies lead us back to having our phones with us all the time. They convince us that we need to be proximate to them, which leads us to do what interact with them more, grow, more dependence. And so this, this kind of snowball continues to grow and it results in we have our phones with us all the time and it's to the detriment, the absolute detriment of our most important relationships around us. I didn't even answer your question, Laura, that was.

Laura: I don’t remember what the question was. 

Joey: The question was, how do we change our relationship? 

Laura: You had? No, you had to define it. It's so good. I'm so glad.

Joey: We got to know what it is, right? That that's, that's so critical for us to know what it is. And if we can view it as a relationship for me, this makes it so much more digestible like, oh okay, well, I can, I can, I can do that. So I'll grab a trail on you one more time if we also begin to look at our phone and this is what everybody says when everybody talks about their phone, they kind of laughingly say, I'm so addicted to my phone and they laugh about it as if we would do that with any other addiction. I mean, if I were saying, oh, you know me, I'm so hooked on meth, silly me. You know, we would never, we would never describe any other addiction with such a casual approach to it. Especially one that can have so much damage on our lives. And the reason why we kind of laugh it off one is because everybody's, everybody's going through it. So it's almost like, oh, you get it, you know what I'm talking about? Every, you know, we're all addicted to our phones. And then the other one is we're kind of excusing ourselves to some degree by saying that we have an addiction. Oh, I'm laughing at it. So it's ok that I have that I'm on my phone all the time. But what? So we, and, and by the way, there's, there's a bunch of science out there that would tell us that while there are addictive characteristics to applications on our phones, the phone itself, we actually aren't clinically addicted to our phones. Most of us, it probably falls when you're, you're a lot smarter than I am. So you can correct me here. It probably falls more into the, into the category of compulsive behavior. 

Probably so something closer to that. But what if so if we just set science aside for a moment, which is a dangerous thing to say to a doctor. We set science aside for a moment and we just said, look, what if we just guarded our words if, instead of saying I'm addicted to my phone, what if we said I have a bad habit with my phone? And, and here's why I think that that distinction is really important. When someone says they're addicted, they go on a 12-step program. The very first thing they do is they say I'm totally powerless over this thing. What if instead, and that's an addiction. What if instead with a habit, we said I actually have agency. I actually do have, I can actually, I myself, I can do something about this. The other thing you do, obviously, when you're, when you have an addiction, you abstain completely from the thing. I don't believe we're at such a point. I don't believe we're so far gone with our phones that we have to abstain from smartphones. I don't, some people would say we do sure. Maybe. Would that be great? But that's impractical in our lives. That probably is not something that we, that's going to work for something that's sustainable. 

Laura: I think, I mean, too is involving beings, beings that have developed the technology and now have to learn to live with it. Like the technology is not going to go anywhere. There's only gonna be more. And so we only need to build better skills and learn how to have better boundaries with ourselves and with the technology, you know, like it's just like.

Joey: 100%.

Laura: There's, you know, there's, this complete abstinence is great for some, but it's not a solution for everyone. And we need these skills to continue to, to, if we're going to keep building more things, you know, having more advanced technologies, we have to continue to build own skills, our own human skills. 

Joey: So, right, because what happened when someone falls off the wagon of, of the abstinence wagon? Because that's such a binary like you either do or you don't when you fall off, then, then you don't have any skills to restrain it or to have a good habit. And so you're just, you're kind of all or nothing there. So I totally agree with you. So we believe those words are important instead of saying I'm addicted to my phone. What if we said we have a habit and understand you do have some power? So that's maybe that's, that's a quick pause to tell every listener out there that I believe you have an infinite amount of power in this. That if you, that if you have struggled with this, if you found your phone, if you've heard that line from your child, if you've heard from your spouse or even if you just feel it inside of you, I just want to encourage you to say, hold on one second. And I just want to promise you as someone who is, as someone who was so far gone, maybe beyond repair on just being so attached to my phone. My world looks different and we've talked with thousands of people who tell us my world looks different. So if you feel hopeless for yourself, if you feel hopeless for your partner, if you feel hopeless for your kids, I want to tell you that it can look different, that your world can look different. And I just don't even want to sit on that for a second Laura that it can and that, and you're listening to this, you're listening to this, to this podcast because you want to get better because you do need help and you do want clarity and you do want decisiveness and I'm just telling you, your world can look different. 

Laura: How does it look for you? I feel, can you paint a picture of what it looks like because I don't even know, you know, gosh, you know, can we even remember what it was like before, you know, and what it would be like now, you know, because it's, when it's there, there is that compulsiveness, you know, the phones there, you can check it, you know.

Joey: I'll tell you a before and after which is maybe the best illustration for it. So when, when Gianna, who's my, who my daughter who's 14 now when she was 8 or 9, I had just begun kind of on this journey of, of Aro we were at the beginning stages. And we, the the premise of it is let's change our relationship with this. Let's get it away from us. The studies tell us that the only way for you, for you to reduce your screen time is for your phone to be physically distant from you and out of your visual field of sight. So we were just on this journey Gianna and I had just watched a Harry Potter movie together and like we did plenty of times before I, it felt about like the same experience to me. At the end of the movie, Gianna turned to, to me and she said, daddy did you and very factually this was not, she wasn't creating moments, she wasn't being judgmental nothing. She just said daddy, do you know that's the first time we've watched a movie and you haven't had your phone with you? 

Laura: Wow. 

Joey: Nine years, eight or nine years, Laura of every time, every time we'd had, we'd watched a movie, she had noticed that I wasn't fully present with her. She had noticed that. And so this was a little punch in the gut, but it was also this like freaking awesome, like holy crap. I just did a good thing. Of course, I wanted to do the, I wanted the next time to have this to do that again. And so I told her, I told Gianna this story probably a month ago, we were driving and I said, oh, I told that story about the movie about when you told me the first time that I had been off my phone and she, she laughed and she said dad, she goes, that would be so weird if you had your phone during a movie now. So what it really looks like is the normal to my daughter looks different and you know what it, you know what it wasn't, it, it, it didn't come from a, from a, a week, a week long retreat away from my phone. It came from the small daily deposits that I made the the small daily deposits of being away from your phone. I, I, I'm, I am curious, Laura, I, and I'm sorry to put you on the spot. People are watching this. I'm, I'm, I'm, I get emotional when I talk about this but I can see emotion from you in this. What, what do you, what do you think it is about this that gets us emotional? 

Laura: Hm. Oh, that's a good question. I think the kind of the before and after that you just shared really highlights the normal that you've created for your daughter. Her being able to say dad that would be so weird if you did that. You know, you've created a normal for her that doesn't involve you being on your phone all the time, you know, and I think that that is beautiful. You know, because I think our kids look to us we are walking advertisements for adulthood. We, they, they look to us for modeling from the time they are born, they're watching us, you know, and I think she does make me emotional. I think most people listening. What model, the very best world that they can for their kids. They want to model intentionality. Joy, wonder, love, connection. Yeah. 

Joey: It's, you would think after studying tens of thousands of hours and, and being, being in this world for years and years and years that I would be discouraged when you see the, the big monster. This is and all the AI is progression and a lot of stuff. But I, I, I just gotta tell you, Laura, I am, I'm so encouraged for where we're going. I'm so encouraged for people listening today because I'm, I am gonna tell you, I'm gonna tell you four ways you can change your relationship with your phone. But underlying all of that is, is that you can do it, is that your world can look different that don't, it's so easy to get, you know, to cower, to discouragement. But understanding when you understand the power you have in your world and that it's never too late for your kids, never too late for your marriage, never too late for where you are. So that to me, I'm so I'm just so encouraged again because I'm living it and again, like I said, with thousands of people who said that their lives look different. And so this is, and maybe that is a perfect transition into this and I really want and these aren't, these aren't four throwaway, quick fix solutions. These are four things that if, if you take these to heart, you take one of them to heart. This is, this is where to begin. And the first one we call these, the four S's, the four Ss. The fir the first s is that I want people to start. If you may remember Simon Sinek wrote a book called Start with why, great book several years ago. Our first way to change your relationship with your phone is to start with I, I want you to start, I want you to begin with yourself. It's very easy with this to go cast the blame on others. 

It's very easy with, with your, your spouse to say, oh, they're always on their phone or with your kids to say, oh, what are you gonna do? Kids are always on their phone or they're on their ipads at a young age and, and the historical kind of precedent for the way we've handled this. We call this the 3 Ms. So I got 4 S, we got 3 Ms. The 3 Ms are with our phones. When it comes to us with our phones, we, we have our phones and as parents, we model a bad relationship with our phones. We have them with them all the time, wrong places then we give our kids a phone and they do the second M, they mimic what we've modeled to them and then we do something absolutely crazy. This is the third M is that we get mad at our kids for mimicking what we model. They're just doing what we did right? So instead, what if, instead we model a great relationship and they mimic that great relationship and then we go make magic and make memories and any other cool em you can think of is that we have that. But it begins with yourself. So, as someone listen to this, I want you to look, this is a hard one. This is very hard. It's probably the most difficult of all four is to look in the mirror. And what are my habits? Am I modeling a relationship that I want my kids to mimic someday? So the first one start with I. The second one, I want people to go streaking and this is not, Will Ferrell running from the quad of the gymnasium on old school. When I say go streaking, I mean, I want you to, to start building up a streak of daily time, physically distant from your phone, daily time, physically distant from your phone. 

And it sounds so basic. I know. It sounds so simple. I know. But when you do that, you just join the 9% club. 91% of us don't do that. 91% of us have our phones with us 24 hours a day. I want you to put it physically apart from you, Doctor Maxie Heitmayer at the London School of Economics I mentioned he says the only way to reduce your phone usage is for it to be away from you physically in a way out of your visual field of sight. So I want you to in in the amount of time people say, well, how much time that's gonna be the next question. The amount of time depends if, if you were to say, hey, go do a, you know, go bench press some weight, everybody's answer for how much you should bench would be different because I don't know how strong you are, right? So it kind of depends on how strong you are. So what I would say to somebody, if you've, if you've not done this in a long time, I want you to start for five minutes a day. That's it. 

Laura: Yeah. Are there times a day that you would go for more than others? 

Joey: I, I would say this will actually get into the, that'll get into the third one.

Laura: Oh, sorry.

Joey: And which will answer. No, I'm glad you asked that that because that's a natural progression. But five minutes a day build up from there to 23 minutes a day. It takes 23 minutes and 15 seconds to refocus after you've been distracted. That's Doctor Glory Mark at the UC Irvine after you've done that get up to an hour a day, just begin small, start at five minutes and build that slowly progressively. Make sure it's daily. The, the, the number of days is more important than the volume of time. The third one is similar to what you just asked is I want you to establish for yourself sacred times and sacred places of, of no f excuse me, excuse me, of, of no phone time, so sacred times and sacred places. And that's for you to determine. So those sacred times that could be the 30 minutes after you wake up in the morning, it could be the 30 minutes before you go to bed. The sacred places could be the kitchen table. It could be the dinner table. Sacred places could be. Here's a great one for young kids. Sacred place could be their bedroom. So you never take your phone into their bedroom. What a cool thing they know mom and dad are locked in. What if that's sacred? Let's say your place could be anywhere that you deem this is important to me. Here's another great one is the living room couch. What if you said that we're gonna watch a family movie without a second screen? So we're not demonizing screens. We're just saying establish that. What is it for you? Our highest usage people who use ro the highest usage is from six o'clock to eight o'clock in the morning and five o'clock to eight o'clock. In the evening. So that's, those are five o'clock, five o'clock and eight o'clock, five o'clock, nine o'clock. So those are the most important times. So establish those sacred times, sacred places. So first start with I, second go streaking, third, established sacred times and sacred places. And again, I want you to go to very small here. They find these small things. You don't have to it all at once. And then the fourth one, the fourth one's my favorite. The fourth one is I want you to, to search for you to search for cues or bids. The Gottman Institute calls them bids for connection. I want you to search for those moments of connection. So here's what that may look like. Let's say my daughter says something like, oh dad, you won't believe what happened at school today. That's a, that is a moment for connection. That's a bid for connection. My wife could say and say, hey, how are you doing? She's like, oh, I don't know, had a, had a, you know, had a tough conversation with my mom. That's a moment. That's a, that's a bid for connection. It could even be my son walking in. I just see his shoulders are slumped. By the way, this goes back to the, the magic of notice. You gotta be, you gotta be noticing, you gotta be searching for these. 

And the thing you do when that happens is you say the six most powerful words in a relationship and it's silly and this is a 2024 line is let me put down my phone. So here's, here's, here's why that's important when my daughter begins with that. I said, oh, hold on, John one second, one second. I gotta hear this. Let me put it on my phone. Oh gosh, honey. Oh man, I'm sorry to hear that. Hold on, let me put it on my phone and you don't make a bigger deal out of it. But what you're signaling to them is that you're all there and that will absolutely change the dynamic in a relationship because the other, the alternative is when my daughter opens up to me and it just takes one glance at my phone to kill the intimacy of that moment. And our relationships are dying by, we, we were experiencing right now. Death by 1000 glances, death by 1000 glances or the intimacy in our relationships is dying as a result of those. So if we do that, that tells that person on the other side, hey, there are 8 billion people who can theoretically reach me on my phone. You are more important than every single one of them right now. I believe that transforms intimacy in a relationship. I believe that helps a young girl who's going through all the stuff they're going through, bullying body shaming all that stuff. I believe that that, that helps her know that she's safe and secure. I believe that helps my, my son who's a young man. I believe that helps grow him into becoming a good man. So I think that those things can change the relationships all around us. So the again, start with I, go streaking, establish sacred times and sacred places and search for those moments of connection. 

Laura: Yeah. And say those six words, right? Let me put down my phone. I like that. Have you asked your kids if they, like when you say that?

Joey: I believe they’re.

Laura: Have you solicited feedback? Like brought it up.

Joey: That’s a great question.

Laura: I feel very curious.

Joey:  Well, here's what I did at first. Laura, I am, I am a typical male and I overdid it and I tried to make it. I tried to be so dramatic, I'd say, oh, I want to be so present with you right now. I'm gonna, I'm gonna put them on and they dad stop or my wife be like, it's like I, I turned this thing that was about her into myself, like waiting for a pat on the back. So it really, really backfired in the first. But honestly, what's typical in my home is, and again, this is no self-righteous. This, this is, this is as a result of daily deposits is the default setting. The default place for my phone is the, again our product, the Aro box. So it is in the Aro box. That's where it lives when I'm not using it when I'm not actually using it, it's just living there. So, in, in a lot of, I, I don't actually have to posture because for that, because it's typically in that. So it's, I've not asked that question. That's a good question I am gonna ask but I try to do.

Laura: But you don’t even need to. You know?

Joey: I try to do it so subtly, I really do try to do it. So subtly that it's not that it's not something that draws a lot of attention. It's just normal for them and they just know like, ok, I'm locked in. 

Laura: I mean, that's beautiful too. So you've mentioned your Aro box, but I, you know, my space in our house, we have a, we have a drawer in our kitchen that is our charging drawer and that's where the phone goes. And, you know, that's honestly the first thing I do if I notice my husband and I are being a little, a little catty with each other, you know, or snappy with each other. Okay, it's time phones, you know, phones away. But we have those sacred times. So I'm so glad to hear that. I'm already doing that. You know, we've, you know, no phones at our table at the dinner table has always been our rule from the time I gosh, even before we had kids, that was a, a rule for me and my husband. I, you know, sometimes I think I sound like a very fun person to be married to that. I have rules for, I like, I like rules.

Joey: I don't even know what called rules. Those are just, those are guard rails, right? 

Laura: Yes, right guard rails. Yeah, thank you. Yeah. You know, and I, so I, I'm trying to think about some of the other common ones that, that we have. You know, there's one that I'm trying to add. So I have been fi finding myself going to my phone much earlier in the morning than I want to because I want to check the weather and I want to check my schedule for the day and you got me thinking about this, like, this false dependence. Like I don't need my phone to check the weather. There are other ways to check the weather, you know, like I don't have to look at my weather app, you know. So that makes me feel very curious because I am, I'm trying to build a, you know, an hour of sacred time in the morning that isn't there yet. And that's that, I think that that's interesting to kind of get creative. Like we used to learn the weather before we had phones. Like we, we could find out the weather, you know, like, I mean, I can always go to my computer and look at my calendar, you know, I don't have to get my phone out because my computer is a completely different thing than my phone. You know?

Joey: Exactly what's fun about this too. Is this is I love you're describing that use case and it's, it, this is just where anybody is on their own, on their own spectrum and their own journey and just figuring out. Okay, where am I feeling that energy being sapped? Or when do I have the most creative energy I want to devote to something else? Or when is it most important for me to be fully present with my kids or my spouse or whatever that is. It's finding those moments for you and it does require some introspection. But the cool thing is you don't have to do all of it right now. This is we're gonna be, I'm planning on living for a lot more years. A lot of us are. And so let's go ahead and just look at this as I'm gonna build a little bit of muscle today, I'm gonna build, I'm gonna do a little bit today and I'm gonna do, you know James Clear, talks about the Atomic Habits and you know, the atomic habits of small, little daily things that have great results over time. If we can look at it like a savings account, then it makes it a lot more approachable and easy and not knowing that I have to perfect this right now. 

Laura: Yeah. Yeah. And II I do like that idea that these are muscles that we're building over time. That's just like anything that's new to you, right? Anything that's new, you have to start small, you have to practice. It's, you know, a marathon, not a sprint at something. You can't just hop off the couch. You've got to train for, you know, like these are good things to remember and that it's a similar thing for this. Yeah.

Joey: Absolutely.

Laura:  I like that a lot. Okay. Well, gosh, Joey, I so appreciate what you're doing for the world and the way that you're sharing this mission. I'm here for it and on board and I appreciate the, you know, helping me think through some of my own use. You've got my wheels turning. I'm sure the listeners do too. Where can they go to learn more from you and about you? 

Joey: Yeah. Well, we'd love for, for people to go to goaro.comWe didn't talk by design. This is not a product pitch that we didn't go into any, you know, real description on it. But if you're interested and you said, hey, I'm struggling with this, I, you know, I will say that's, that's who this is built for someone who says, I've, I'm, I've tried and I'm having a hard time on my own. We, we do, you know, I say it because I believe it that we're the most effective way to help change that relationship out there. So if that's something you're interested in for those on Instagram, we don't, we don't hate on the gram, we’re on, we're at, at goaronow and then we have a podcast called the Aro Podcasts. So we'd love for you to check us out on any of those. 

Laura: Okay. Cool. Well, I really appreciated this conversation, Joey. Thank you so much. 

Joey: Thanks, Laura. I really enjoyed it.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 193: How to Quickly and Easily Reduce Stress with Dr. Greg Hammer

Welcome to another episode of The Balanced Parent Podcast, where we dive deep into the topic of coping with stress and overwhelm. We are joined by Dr. Greg Hammer, a (recently retired) professor at Stanford University School of Medicine, a renowned mindfulness expert, and the author of the book “GAIN Without Pain”.

Here are some of the key takeaways:

  • Understanding burnout, identifying the symptoms and recognizing when you’re experiencing it

  • Managing patience, self-regulation, and peace in collaborative parenting amidst daily stress and challenges

  • Dispelling myths about starting a regular wellness practice

  • Building resilience and finding peace through a quick mindfulness practice outside challenging parenting moments

  • Supporting children’s resilience and mindfulness without being pushy

  • Fostering acceptance and fairness without dismissing children's feelings

 If you’re looking to connect with Dr. Hammer and learn more about his work, visit his website greghammermd.com, Facebook @drgreghammer, and Instagram @greghammermd.

Resources:


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello everybody. This is Doctor Laura Froyen. And on this week's episode of The Balanced Parent Podcast, we are going to be talking about how to cope with stress and overwhelm with Doctor Greg Hammer. Doctor Greg Hammer is a recently retired professor of medicine at from Stanford University and he is an expert in mindfulness. I have his book here Gain Without Pain and in it, he teaches a really quick and approachable method for bringing more mindfulness into your everyday life and recovering from stress. And so I'm really excited to have Greg here on the show, Greg. Why don't you tell us a little bit more about yourself? You know who you are, what you do and then we'll drive it, dive into talking a little bit about how we can cope more and recover from stress that most parents are experiencing. 

Dr. Greg: Sure. Well, first of all, it's really great to be with you, Laura. So, you know, I'm grateful to be on your, your podcast. I grew up outside of Chicago. I was very interested in star gazing and planet gazing as a kid I had my telescope out at the end of my driveway offten when the skies were most clear in those winter months where it was often below zero. I was, I was worried my eye, my face was gonna stick to the eye piece of the telescope. And I followed that into, you know, my university years, but also got, became a vegetarian and got interested in nutritional science and ended up majoring in that and then going to medical school to kind of further my interest in human biology and nutrition. During medical school, you know, we do rotations in all the various specialties. And I found that I really felt a kinship to people that worked with children. It wasn't really my love for children, but I loved the practitioners in pediatrics. So I did a residency in pediatrics, fell in love with intensive care medicine, decided to do another residency in anesthesiology and then fellowships at Children's Hospital in Philadelphia and pediatric intensive care and pediatric anesthesiology. 

And I've been in Stanford for decades, just retired at the end of December doing pediatric cardiac anesthesiology and intensive care and research in in developmental pharmacology. And along the way, I got very interested in burnout in medicine. Stanford convened a group called Well MD to address the issue of burnout. I think Stanford is on the leading edge of many things and, and wellness being one of them. So I, I joined that group and, you know, it sort of took a deep dive into what is burnout. And what are some of the, what are the drivers of course, and what are potential remedies? And got asked to give a talk about that and then another talk and another talk and then I had some sabbatical time and by this time I was sort of refining what I thought were the real essentials of, of physical and mental and spiritual wellness. And how embracing various practices can really reduce stress and therefore burnout. Burnout is just the mental and physical fatigue we experience due to chronic stress and.

Laura: Okay, next I have a question about burnout. 

Dr. Greg: Of course.

Laura: I feel like burnout is a buzzword that's having a moment out in the world. But I think it's something that humans have been experiencing for a long time. Right? Can you talk to us a little bit about what, like what burnout is, what it looks like and how to know if you're experiencing. 

Dr. Greg: Sure. Well, you know, very interested in human physiology, including what we call the acute stress response. Tthe sort of fight or flight response which evolved in humans for a reason so that we could be physiologically better prepared to either stay and fight or flee when encountering an actual threat like from a predator or a foe. And this acute stress response is I is really an elegant way to prepare us to deal with that acute threat. Unfortunately, those physiologic changes associated with acute stress can become chronic. And unfortunately, acute stress itself actually is, is most commonly now triggered just by our thoughts. So it's not triggered by an actual threat we're not facing, a bear chasing us or somebody that wants to bite us. We're, we're thinking of something acutely stressful. 

Like I'm walking down the hall and I'm gonna meet with my boss and I don't know why he or she wants to meet with me and I feel my heart rate go up and, and these other changes associated with stress. And I call resilience, Laura, the ability to neutralize the acute stress response when it is no longer adaptive. In other words, acute stress means an increase in adrenaline, an increase in cortisol in the blood. And those may serve a useful purpose acutely, but we don't want them elevated for very long once the threat subsides. And so our ability to neutralize that acute stress is called resilience. And if we're not sufficiently resilient, then that acute stress becomes chronic and that leads to burnout because chronic stress and there's a number of physiologic explanations and contributors to this, but it's exhausting, right?

Laura: Yes.

Dr. Greg: So you feel physically exhausted and we feel mentally exhausted too and that's from chronic stress and that's called burnout. And we, we kind of know when we are experiencing this, it's of course it's not a on or off switch or a yes or no or black and white. I mean, it's a, a matter of degree but, you know, often at work, many of us, sort of, by the end of the day we're getting a little bit, you know, our, our patience is bearing a little bit thin, let's say, and then when we start to get burned out that that happens earlier and earlier in the day, you know, so that sort of, I want to get out of here. I'm losing my patience. I'm getting a little short with my colleagues or what have you. That starts happening instead of five o'clock at three o'clock at one o'clock at eleven  o'clock. And, you know, pretty soon we just show up at work and we're feeling like exhausted from it already. 

Laura: Yes.

Dr. Greg: So, you know, that's sort of one manifestation, but there are many others as we experience at home with our spouse, with our kids, you know, our patience is, is getting less and less and less and, and we just feel that our heart rate rises and, and, you know, we feel not control, sort of flooded with emotion, which is really probably adrenaline and cortisol mediated. 

Laura: Okay. So let me bring this home for my audience. So, so many of the people who are listening to this podcast are attempting to parent in a very different way than they were parented themselves. They're attempting to meet their children where they are, see their children's underlying needs. Understand that behavior is communication and really work collaboratively with their kids as opposed to using more traditional and punitive forms of parenting, that takes a huge amount of patience, it takes a huge amount of self regulation. And so as you were describing the person who at the office who's getting, you know, starting to lose their patience earlier and earlier in the day, that exact thing happens in the homes of so many parents that I work with and that listen to this podcast, not because they're doing anything wrong, but because their days are stressful. 

So I'm kind of curious about what do we do then if we are starting to notice this about ourselves or we are just not like, you know, maybe we're not even getting super crispy by the end of the day where we're super short and short tempered, but we just want to not have to kind of white knuckle through it so much. We want to be able to be at peace, be calm, be present with our kids, even when they're having a hard time without it having to be so hard and so stressful. I really liked what you said too that a lot of our acute stress comes from our thoughts. I think that's going on a lot in the brain inside the brains and minds of parents. Oh, that was a long kind of roundabout question, well yes.

Dr. Greg: Absolutely. Well, you know. Yeah, I mean, you know, parenting is definitely stressful and um you know, I think first of all, Laura, our baseline level of stress just setting parenting aside for the moment is elevated compared to any other time in my life. I, you know, I just think the last few years have been incredibly stressful. Obviously COVID created a whole set of stressors and, you know, many of those persist now, even though there aren't so many sick and dying people all around us. But we also have this intense political divide and, you know, we just get less and less patient listening to what we hear on, on, on the news and in the published media, we also have just heart rendering things going on in the world.

Laura: Absolutely.

Dr. Greg: Heartbreaking things where innocent people are being injured and killed in Gaza and in Ukraine and, and elsewhere. And then we have social media related stressors that certainly affect our kids, but in many case ourselves as well, the stresses that affect our kids affect us, of course. So, you know, I, I, I, you know, I, I imagine that some teenagers are thinking, you know, should I wear a bulletproof vest to school today? Am I a boy or a girl? You know, I'm being bullied online. So there are so many stressors that I never even thought about when I was a child, teenager and, and when my kids were young. So I think our baseline level of stress is elevated to begin with and then you add the inevitable stressors of being a parent. 

Laura: And I just say that it feels really good to have that validated. But, you know, I, I think that there's a, it's true that things that, you know, that humans have always had stress in their lives, but you're right. It is, it's a hard time to, to be doing this thing called living right now. And I think it probably feels really good for others to hear, hear you say that it's, it's valid, but there, there are a lot of stressors on our plate right now. 

Dr. Greg: Yeah, for those of us that have been around for 60 years or so. You know, we do have that perspective and I, I do feel that this time is unlike any other in my lifetime. So we're talking about yes, parenting being stressful and, and parents experiencing acute and then chronic stress related in part to parenting. But I just think, you know, we're a lot, parents are a lot closer to the edge even before we start to consider all the factors related to parenting, right? And we all are. So I, yeah, it is validating. And you know, I think our brains are wired in ways that set us up for this. We have a negativity bias. We tend to hold on to negative thoughts and, and memories and, and dispense with the positive ones. And again, this is something that our brains are wired this way. So anyone who's listening, who thinks it's their dirty little secret that they're negative and maybe a little depressed and kind of get mired in all this negativity. No, we're all like that. 

Okay. So we're all stressed. We all have a negativity bias. We are all obsessed unduly with thoughts of the past and the present. Excuse me, the past and the future in ways that are maladaptive. So we know that happiness and peace are in the present moment. So the good news is our brains have this wonderful quality as you know, called neuroplasticity. So though our brains are wired to be negative, distracted and stressed, we can change that. But they became, our brains became this way over millennia. We're not going to change them overnight. So we have to have reasonable expectations, but we can begin to rewire our brains. I deal with a daily practice. That's what the game practice is. And I think we have the ability to respond to acute stress with resilience and bring those acute stress responses back down to baseline rather quickly. And we can learn to do this and become more adept at it over time if we have a practice that uh we do on a regular basis. 

Laura: Okay. So I think probably we've all heard that having a practice that we do on a regular basis is good for us. It also feels like for so many people that it's gonna be overwhelming that it's gonna be 20 minutes sitting on a cushion that they just don't have. The idea of getting started is, is just so much. Can you dispel some of those myths for us that can make it so hard to start? 

Dr. Greg: Sure. Yeah. Well, you know, I, I wonder why we don't, we, we, we seem to be kind of reluctant Laura to do things that we know are good for us. Why is that? 

Laura: I’m not sure.

Dr. Greg: Even if they don't take a lot of time, you know, I don't know whether that's, I mean, you're the psychologist and, I wonder whether sometimes it's that we feel we don't deserve to be happier. I don't know if that's correct, but that sort of resonates with me, but we do. That's again a negativity. 

Laura: There's a worthiness problem for sure. Yeah. 

Dr. Greg: Yeah. So we, we do deserve it and, and I think it is in a way our natural condition to be present and happy. We just kind of embraced layers and layers of other behaviors and thought processes and, and now we're kind of stuck with those. So, no, I think, let's just call it mindfulness practice. I, I, I don't really like that word. It's kind of a excessively used, but we might call it relaxation practice or distressing practice or just resilience. So there are ways to have a resilience practice that are, don't take any time at all. I'm gonna give you an example about how it's been scientifically shown and you probably are aware of additional literature, but scientifically shown that we can rewire our brains with a simple practice that really takes no time at all. And that is a practice called three good things. So this is I think an ongoing study out of Duke University where the short version is people sign up online, they take a quality of life survey and then they pledge to simply think of ideally journal and submit online. But even just thinking of three good things that happened during the day as they prepare to go to bed. So I'm fast forward, I'm going to sleep tonight. I'm thinking, wow, I met this really cool person. Laura, it's a beautiful day here in California. I've got my two little dogs. We had a great hike in the forest. 

So thinking of three good things, at least that happened during the day as you prepare to go to bed at turning down the bed linens, whatever, no time involved. And what the investigators have found with these serial quality of life surveys is that just thinking of three good things before you go to sleep, helps you sleep better and leads to greater happiness. And you know, that's basically a gratitude practice and it's something that simple that really takes no time and then maybe repeating that in the morning,, which was not part of the study but, or doing a, you know, having a breathing practice where you just simply sit and focus on deepening and slowing the breath, maybe inhaling through the nose to a count of three and pausing to a count of three. And then slowly letting the breath go through the nose or mouth to account of four. And just doing that slow, deliberate breathing activates our parasympathetic nervous system through the vagus nerve. And this is exactly counteracting and neutralizing the acute stress response, which is a sympathetic nervous system response that adrenaline and cortisol that get secreted during the acute stress response. When we activate the parasympathetic nervous system, we're, we're bringing those back down to baseline. We're, we're learning to let go of that stress response that results in these physiologic changes that are usually undesired that, that increase in adrenaline and cortisol. 

So, just sitting and breathing deeply and deliberately for one minute, can actually be a way and, and then this practice becomes more accessible to you during the day. You're driving somebody changes from the right lane into our lane without using their turn signal, maybe a little bit close. We get the acute stress response and then we just a light bulb goes off. We recognize we're getting stressed, we just do slow, deliberate breathing and usually this will kind of bring us back down to baseline. We may realize we got stressed unnecessarily and get a little laugh to ourselves, get a little dopamine hit instead of that adrenaline cortisol hit. So just even having a, a very simple gratitude practice or a very simple breathing practice or, you know, something simple like the game practice, which is a three or four minute practice we do in the morning, gratitude, acceptance, intention, non judgment, contemplative 3 to 4 minute period, linked to slow, deep breathing. All these things can be embraced and, and help reduce stress. 

Laura: I love that you're making it so accessible that you can do it in the car when you're experiencing a flash of road rage and that's beautiful. When we do a loving kindness, meditation in the, in the car, whenever somebody cuts me off or does something, you know, we wish them well on their way. I like doing that out loud with my kids so that they are, you know, used to hearing things like this. Okay so tell me you mentioned gain, I would really love to have you break that down a little bit. So you said it's a 3 to 4 minutes, you do it in the morning. What does that look like? Because 3 to 4 minutes feels accessible. That feels like something people can do. 

Dr. Greg: Yeah. Well, you know, I, I used to tell my residents and fellows you know, just, you know, gonna do your gain meditation. I give them a copy of my book and say, you know, start with your set, your intention the night before or set your alarm clock three minutes earlier than you would otherwise. So, if you're gonna get up at 5:30 set your alarm for 5:27 if you're gonna go to bed at 10 o'clock, go to bed at 9:57. So you're setting your intention the night before. So you get up in the morning, open the blinds. Maybe there's light, which that blue lights sort of activating. It kicks off our circadian rhythm, wakes us up. Maybe it's still dark, but it's good to know that the outside world is still there. Do our morning hygiene thing and then find a comfortable place to sit,, and just close our eyes and begin this deep breathing practice slowly in through the nose to a count of three, pausing to a count of three, exhaling effortlessly and slowly to a count of four. If each one of those counts is one second, 3, 3 and four is 10 seconds. 

So for each breathing cycle is 10 seconds, we're breathing six times a minute and this activates the vagus nerve, our parasympathetic nervous system. We actually get a little bump in our cortisol just getting out of bed. Which I've noticed when I do my, I, I have a continuous glucose monitor that I do for two weeks at a time. Periodically just to monitor my blood sugar. And I noticed that it goes up a little bit just by getting out of bed. And then when I just do the deep breathing part of the game practice, it goes back down. So we do our deep breathing.

Laura: Fascinating.

Dr. Greg: We, we do that for 30 seconds or so. And then we just do a self guided contemplation of the G game first. That for which we're grateful. I'm, I'm grateful for my health. I got up this morning and I, I peed my kidneys are working. My heart's pumping blood to my organs, including my kidneys. I'm grateful for the health that I have, albeit potentially imperfect. I'm grateful for having a roof over my head and living in this wonderful place unlike that, which many people in the world are experiencing. So I feel very fortunate. I'm grateful for my loved ones, my community, my work, interacting with others. My two little dogs, I feel so grateful and I'm linking this experience of gratitude to my breath. I transitioned to the A and gain because the A is acceptance. Life does not always comport with our wants and needs. So, you know, there are uncomfortable and painful experiences. I lost my son almost eight years ago at the age of 29. So that comes to me often and linked to my slow, deep breathing. I sort of bring that experience those feelings closer and closer. I open my chest, I opened my heart, I bring this experience into my heart and linked to my deep, deliberate slow breathing. I sort of abide and just relax my body into this experience. And it's a little uncomfortable at first. 

But eventually we learn that we can live with this feeling and then we transition to the Iron Game, which is intention because again, we tend to be very distracted by thoughts of the past and future. And with our negativity bias, those thoughts of the past lead to a lot of shame and regret and low self esteem, the imposter syndrome, depression, and our excessive thoughts of the future with negativity lead to a lot of fear and anxiety. So here in the iron gain, with our slow deep breathing, we just focus for 15 or 20 seconds on our present experience, the pressure of the chair against our body, the slightly sweet smell of the air, we're breathing the expansion of our chest and abdomen, maybe the sound of an automobile or an airplane going by in the distance, our current experience and we link this to our slow deep breath. And then we transition this to the an in game which is non judgment and we're always judging the world others ourselves often negatively. So here we just picture, for example, uh the earth apparently suspended in space. One of these beautiful NASA images and it's clear to us that the earth is just a planet. It's beautiful but it really is neither good nor bad. It's just the, the planet that it is. 

And it's only logical for us to think. I too am just a person. I'm neither good nor bad. I am neither good nor bad. I simply am. And then we link this, I am this to our slow, deep breathing. And then we just focus again on our breath as we did three minutes prior, slowly in pausing, slowly out and then we slowly open our eyes and we're ready to go out in the world. And you know, the more we do this, the more we have those light bulb moments when we're driving in the car and we start judging someone else or we start feeling ungrateful or resisting something uncomfortable instead of learning to accept it, or obsessing over something that happened yesterday, instead of being present. And so then when we do those things, a light bulb goes off and again, we can have a little laugh to ourselves and, and just focus on our slow deep breath again for a moment. And again, we get a little hit of dopamine instead of a little hit of adrenaline and cortisol. 

Laura: I, Greg, I love what you're saying. And I really just want to pull out the, the piece of this that I find so important because I think so many parents come to me wanting to know how can I get a pause, in the midst of a challenging moment? They wanna learn how when their kids are having a meltdown or they're, you know, refusing to do what they need to do to get out of the house in the morning, how they can get that moment of like that present moment, peace and what you just so beautifully illustrated is, is that, that moment is not gotten in that moment. That, that pause, you don't get that in the moment first, you get it by practicing it outside of the moment, right? So having this a dedicated practice where you're building that flexibility, the resilience, the neural capacity and rewiring the brain. So that in the moment when that stressor does happen, then you have access to, to a tool or a function. And it, I think it's, it's hard to convey that sometimes that if we want that pause in the moment, we have to be practicing outside of the moment. You know?

Dr. Greg: Well, we have to have the I and gain, we have to have intention, right? We have to actually purposefully do this practice and then invoke the elements that allow us to have resilience that is to neutralize the acute stress responses when they arise in a maladaptive way. And you know, it's not unlike having intention or a plan with regard to our physical shape. You know, we have to train, we have to exercise if we want to be able to hike 10 miles we have to practice, you know, we have to train our body to do that. It just doesn't happen, sleep if we want to have good sleep and we're having difficulty. We have to be intentional. We have to have a plan of practicing good sleep hygiene.

Laura: Right.

Dr. Greg: Start really darkening and cooling the room. Start going to bed and waking up at the same time every day. Stop using our screens proximate to the time we try to go to sleep, stop having that cup of coffee or tea with caffeine in the afternoon because caffeine has a very long half life and it's affecting us at 10 or 11 o'clock in the evening. So we have to have a plan if we want to have the best quality of life possible and, and certainly our, our mental and spiritual processes are no different than our, our physical processes. 

Laura: Yes, absolutely. So I, I in your experience teaching this this process to, to practitioners and to folks how lo how long does it take to start seeing a, a noticeable change in yourself to start feeling like actually this is doing something. So I think that's something else that in this day and age, we kind of expect instantaneous results. And if we don't get the feedback that something is working quickly, we might drop it. Do you know what I mean? 

Dr. Greg: I think as I do know what you mean, I think it takes about five minutes So I think that if you, if you do the game practice once and then you have your cup of coffee and then you're driving to work and you have that experience where somebody kind of cuts you off. You might just at that moment start to get riled, start to develop an acute stress response. But then a light bulb goes off. You just did your gain meditation. The end is for non judgment And here you are casting all these judgments on this driver. So I think it can happen very quickly. But you know, it's it gets started the first time you sit and do this and then it gets reinforced and stronger and more immediate, more automatic every day that you practice it. And I, I kind of liken it, let's say to the three good things practice. 

When I started having a gratitude practice. As I was about to go to sleep, I noticed that Laura the first night, you know, I, I thought of three or more good things that happened during the day as I was putting my head on my pillow and then I sort of abided these nice thoughts as I fell asleep instead of recapping all the things that went wrong during my day, which might have been my custom. So I think you can start to get benefits really right away. But they, they get more and more significant over time because we have to retrain rewire our brains, our brains naturally are rather negative, rather distracted. And nowadays, especially full of acute stress, even if we don't have children. But having them, of course, especially when they're young. Maybe no matter how old they are depending, adds to that stress. So that's the way our brains are wired and we can, we can begin the process of rewiring them rather quickly, I think. 

Laura: Okay. And so speaking of those beautiful children that we might have in our lives are there ways that we can s, you know, before we started recording, we were talking about how gosh, how we wish we had known these things earlier in our own lives and how glad we are that kids are gonna have access to this earlier. A lot of the parents that I work with are interested in um helping their kids develop more resiliency, some of these practices, is there anything that we can be doing as parents to, to support our kids in developing some of these practices without being too pushy?

Dr. Greg: Well, I think? Yeah. No, I think the, the first way to do that is to model it right that you were saying, you know, you're driving and someone is not a very proficient driver ahead of you, let's say, and you know, you invoke this love and kindness meditation, let's call it, it could be verbal or non verbal. You do that yourself. I mean, you probably do that when your kids are not even in the car. 

Laura: True. Yes, yeah.

Dr. Greg: So I'm sure because you have this intention of embracing these principles of being present and grateful and accepting, intentional and nonjudgmental. Even without labeling them as such, you're modeling those behaviors for your chi your children. So, you know, I, I, we talked about the fact that I'm writing this book called A Mindful Teen for parents and teachers and social workers and school administrators and others. And I think the first message is, you know, our kids are watching and we can model those behaviors for them. I think that's the first thing. And you know, it's, it's pretty hard, you know, your kids are just, they're so smart, even at a very young age.

Laura: Yes.

Dr. Greg: You can't BS them, right? You can't tell them that this is a good way to think and behave on the one hand and then you are obviously behaving in a different way.

Laura: They can smell hypocrisy of from a mile away. 

Dr. Greg: Yeah, They are just. Their sense of smell is just amazing. 

Laura: Yes, yeah.

Dr. Greg: They're like, you know, like my dog, you know, so yeah, they, they will, they'll call us out right away. So we have to begin to learn to embrace this practice or these practices ourselves and model them for our children. Model them in the way we, you know, we are when we're dealing with our spouse or talking to someone on the phone or the way we are with them when they're not being particularly well behaved, you know, so we have to have a plan and we have to invoke the plan ourselves. I think that's the first step and, and that's probably half the battle. 

Laura: And then anything else for actually like teaching kids these practices besides models. Did we get a preview on your book? 

Dr. Greg: I think that, well, the book is kind of also based on the gain principles. I think that, you know, we can t teach our kids to be grateful, right? I mean, we can actually reinforce how fortunate they are and when they receive a gift or what have you, you know, how lucky they are to be even getting a gift in the first place. And, you know, talking about uh less fortunate children and, and people in general around the world and what's going on not to give them nightmares, but to some extent to facilitate them, appreciating what they have and being grateful, we can teach them acceptance. So when they're obviously thinking and behaving in, in ways that are resisting what is true and what is scary, you know, we can, we can actually teach them that the world does not always comport with their wants and needs.

Laura: Okay, right.

Dr. Greg: And their sibling. Pardon me?

Laura: Can I ask a question? So.

Dr. Greg: Yeah.

Laura: Everybody growing up heard. Well, the world's not fair when we were little and we don't want to say those things to our kids. So how can we actually do that for our kids help them come to that place of acceptance when they're disappointed or they're seeing, you know, sensing injustice between a sibling without dismissing their feelings. 

Dr. Greg: Yes. Well, I mean, we always have to ourselves accept their feelings and so we don't want to dismiss their feelings, but we can, you know, teach them that not everybody can win the race, we can teach them, you know, that there are things that they may not like. And we have to think to ourselves and we can talk about it. Is this something that I can change? Well, if I can't change it, you know, if I'm not as tall as my friend or, you know, there are other things I don't particularly like that. I'm gonna have a temp temper tantrum over sometimes. You know, we can teach them well, let's, let's kind of stop and think about this. Is this something that we can do something about? Is this something we can change? And if we can't change it, let's kind of learn to, it's okay. Let's learn to accept it sometimes be upset about it. That's okay. We can accept that too. So there are ways to teach gratitude, acceptance, intention. We can teach our kids that nobody gets ahead or nobody achieves their goals in life without working at it. You know, that this takes practice, this takes a plan, this takes intention and there's a variety of ways that are age appropriate. I think that we can teach that to our children.

Laura: Sure.

Dr. Greg: And that, and that, and in pain is non judgment. You know, we can teach them, you know, not to judge just to, and it's acceptance. These are all very closely interwoven principles. But, you know, this is the way things are. They're not good or bad. It's just the way it is and, and it's, it's fine the way it is, you know, that person is, is who they are. They've had, you know, I mean, depending on our child's age, but they may be able to understand a little bit at an older age that, you know, that they, this friend of yours has had experiences that have led them to behave this way. Let's not judge that as good or bad. You know, things have happened that they had no control over, it's not their fault. And so if they're acting out a bit, if they're bullying you at times or this is happening or that's happening, let's not automatically call it good or bad. Let's just not judge others and the way the world is and ourselves, you know, we can teach them not to judge themselves to a degree as well. So I think we can, you know, we can cone in on these principles and beside modeling them ourselves, which is perhaps most important, we can actually, you know, directly, you know, teach them a variety of methods that are age appropriate. 

Laura: Yeah, I've been, you know, so my, um, almost nine year old is, you know, practicing for a play that her class is putting on. Every year her school does, you know, each grade does a play and it's kind of stressful. It's exciting. It's a fun time. But they have to learn a lot of lines. They have to have them memorized, they only get, you know, two weeks to memorize everything and stress has been high in her classroom. There's been a lot of, you know, big feelings, a lot of acting out, a lot of unkindness. And so we've been doing a lot of, you know, really talking through these, you know, at the very least the A, the I and the N in game, you know, kind of acknowledging what is, you know, taking a look around at like what's going on for everyone, how they're feeling, what kind of support they're getting at home or lack of support they might have at home, you know, how do you want to be when you are engaging with the play? You know, just lots of this and it, and it doesn't even involve us talking very much. 

My daughter does most of the talking. And so it's like a lot more questions like, yeah. And is that something that we can control? No, it's not. Is it? And that's really hard, you know, and you know, how about you, how do you want to show up for your dress rehearsal tomorrow. What do you think you need in order to be able to do that? You know, just lots of those little kind of curiosity and they, they're so wise, these kids, they're so wise, you know, they, they know they, when they just need a little prompting to get quiet and tune inward, you know? I, I love, I love children. I think they're so wise. 

Dr. Greg: They are, we just need to give them the space and unconditional love, of course, and, you know, sort of carefully titrated amount of guidance.

Laura: Yes, yeah.  

Dr. Greg: You know, but I think we do need to have a plan. Obviously, we need beside modeling, you know, the game elements, for example, we need to be consistent, right? So I think, you know, this is obviously a challenge between mothers and fathers, you know, they may not have the same ideals when it comes to child rearing and, and how to support your kids in the best way. What's okay for them to be exposed to etcetera at certain ages. But I think we need to have consistency. So, you know, I think maybe that's the second principle is, is beside modeling, the behaviors have a, have a plan that you stick to, you know, just the iron gain for us is our intention in terms of how to parent and you know, they need consistency. So I think that's another element, but you're right. I mean, they are, they are smart, little critters and, and incredibly sensitive and, and thoughtful and, and maybe they don't need that much from us. They just need, a good model, consistency and, and just a little bit of guidance, carefully titrated to the circumstances. 

Laura: Yeah. Some scaffolding. Right? You know, it's just a little, just the right amount at the right time so that, then they can go on their own. And you know, kids as they grow, they'll face different stressors and they might need different things at different times. I'm really looking forward to your book on teens. I hope you'll come back and chat with us again.

Dr. Greg: Absolutely. I would love to. 

Laura: Okay. Well, thank you so much, Doctor Hammer. If people want to find your work and learn more about you and learn alongside you, where can they go to find you? 

Dr. Greg: They can go to my website, which is greghammermd.com, greghammermd.com. And there's a lot of messaging and media. Probably this session with you Laura will be on there at some point. 

Laura: Great.

Dr. Greg: Access to a link for the book which is on Amazon and elsewhere. So, yeah, greghammermd.com. Thank you. 

Laura: Okay. Well, I hope we can stay in touch and thank you so much for sharing your wisdom and experience, not just with us, but with the world, I, I'm, I was very grateful to have you. 

Dr. Greg: Well, Likewise, Laura. A, as I said, I've explored your website and I can see all the wonderful things that you're doing. So keep up the good work.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!

Episode 192: How to Actually Heal Trauma That Is Affecting Your Parenting with Dr. Frank Anderson

In our latest episode of The Balance Parent Podcast, we’ll explore using our past experiences to understand ourselves deeply and ensure we don't pass on negative patterns to our children. Joining me for this insightful conversation is Dr. Frank Anderson, a world-renowned trauma expert, Internal Family Systems expert and trainer, psychiatrist, and the author of the book “To Be Loved”.

Here are the topics we tackled in the episode:

  • Dr. Frank’s deep attachment trauma and how he has healed over the years

  • Recognizing our child’s invitation to personal growth and actionable steps in healing while parenting 

  • Healing old wounds using Internal Family Systems and seeking solutions beyond therapy

  • Shifting self-criticism to self-compassion for lasting healing and change

  • Understanding and working with inner critic for personal growth

  • Taking responsibility without being burdened by guilt or shame

To learn more about Dr. Frank and his work, visit frankandersonmd.com. Connect with him on social media via Instagram @frank_andersonmd, Facebook @frankandersonmd, and Tiktok @frankandersonmd.

Resources:


TRANSCRIPT

Parenting is often lived in the extremes. It's either great joy or chaotic, overwhelmed. In one moment, you're nailing it and the next you're losing your cool. I want to help you find your way to the messy middle, to a place of balance. You see balance is a verb, not a state of being. It is a thing you do. Not a thing you are. It is an action, a process, a series of micro corrections that you make each and every day to keep yourself feeling centered. We are never truly balanced. We are engaged in the process of balancing.

Hello, I'm Dr. Laura Froyen and this is The Balanced Parent Podcast where overwhelmed, stressed out and disconnected parents go to find tools, mindset shifts and practices to help them stop yelling at the people they love and start connecting on a deeper level. All delivered with heaping doses of grace and compassion. Join me in conversations that will help you get clear on your goals and values and start showing up in your parenting, your relationships, your life with openhearted authenticity and balance. Let's go!

Laura: Hello everybody. This is Doctor Laura Froyen and on this week's episode of The Balanced Parent Podcast, we have an incredible opportunity to learn and dig into how we can use the hard things that have happened in our past to more deeply understand ourselves and make sure that we are not kind of reperpetuating them on our kids. To help me with this conversation, I have Doctor Frank Anderson. He is an author of beautiful book that we're not actually gonna talk about today called Transforming Trauma. And we are gonna talk a little bit about his memoir, which is just this gorgeous vulnerable look into how the hard things that happen to us form who we are. Doctor Frank Anderson, welcome to the show. I'm so happy to have you. Will you tell us a little bit more about who you are and what you do and then we'll dive in to how this all fits into parenting?

Dr. Frank: Sure, sure. Who, who am I? And what do I do? Boy, that's a, that's becoming a longer list. It's a longer list. The older that I get sometimes I hear people read my bios. I'm like, holy cow. I have done a lot. I've been very busy for a long time and did my residency many, many years ago at Harvard Medical School and worked in a psychiatric hospital that was mostly um people who are homeless and had no insurance. So right from an early start of my training, I was able to work with people with severe mental illness who had horrible trauma histories. So really, my whole training has been kind of dealing with trauma in many different forms. And, you know, being someone who's not only a therapist, psychiatrist, also a client myself, had been in therapy for a really, really long time and thought I had, you know, at one point, honestly, during my residency program in, in Boston, I was in therapy for 5 times a week for 11 years. So really long.

Laura: That's intense.

Dr. Frank: Really long time. You know, it was kind of like a form of analytic treatment even though I'm not a big fan of analysis. And then I really thought I'd got my crap together, honestly. I was like, all right, I'm good. I found a really wonderful man to raise a family with. And so I was like, ready to sail off into the sunset honestly. And then I had children and boy did that activate a whole different layer of things for me in a way.

Laura: They really crack us open, don't they? 

Dr. Frank: Oh, my goodness. In a way I could have never really anticipated honestly because I had done so much work beforehand. So that layer a very deep young physical emotional attachment trauma really recently with my kids and shot me back into therapy for a third round of my life. And that was where I would say my biggest learning has been honestly in my life is, is raising children. 

Laura: Tell me more about that. Can you tell me just a little bit about what that's like because I think everybody listening is in the throes of that right now. I don't know how old your kids are, but like we are, we are in the midst of it in the thick of it. And I think it's incredibly brave to see the struggles that we have in raising our kids as an open invitation for healing and growth. And I, I guess it also feels really daunting. So, can you tell me a little bit about how you approach that for yourself? 

Dr. Frank: Yeah. So I'm, it's, I'm in the thick of it in a very different way than I used to be. I'll say that, I don't know that you're ever out of the thick of it. Honestly.

Laura: It's just, it's a different thick of it. 

Dr. Frank: It’s a different thick. That's the way I think about it, right? My kids just turned 2016 last week. So I have two boys and they're 2016. So it's a whole different layer of what we're dealing with now than what we dealt with when they were, you know, infants or toddlers or in school age. And you know, to have my second adolescent now who's also on the spectrum. It's fascinating to kind of see him go through that developmental phase in my oldest son was so funny. I mean, because we really struggled with him as I write about in the book. But my oldest son said to my youngest son, he's like, look, I've done what you're doing and you think, you know everything, but you don't. Do yourself a favor and listen to them. They know what they're talking about. I never knew that, but I know it now. So listen to them and save yourself a lot of trouble. And I was, like, holy cow. You know, I couldn't, my oldest, like, had that. I'm like, you're pre cortex.

Laura: That insight.

Dr. Frank: Developing. Yeah, it was so cute that he would said this to his brother on his birthday. Their birthdays are a day apart. And so it was really kind of a cool moment. But boy, it has been, it has been a really challenging, challenging journey, something that I would have never expected. You know, school was always a safe haven for me getting good grades. It was kind of my, excuse me. It was kind of my exit out of the kind of an abusive household. And I was like, oh my gosh, you know, I'm gonna raise these kids and they're gonna be really smart and they're gonna, you know, I'm gonna give them all the love I didn't have and, you know, they, I'll just, it'll be a total, you know, 360 corrective experience right from my childhood to what I'm saying. Boy, it was the farthest thing from that. I, I always say you get what you need, not what you want.

Laura: Yes.

Dr. Frank: Children, right? 100%. And that's been my experience. And I've learned, I've learned a tremendous amount from both of them in ways. I didn't even know that I needed to learn. Honestly, I kind of, they have pushed me in ways. They pushed me in ways that I pushed my parents in a bizarre kind of recreation. So we talk about transgenerational trauma, but we don't talk about transgenerational lessons, you know, I grew up.

Laura: Tell me more.

Dr. Frank: Yeah, I grew up as a gay kid in the midwest in a conservative family. So I was everything in the world my parents didn't want, you know, I talk about it in the book. I went to conversion, a form of conversion therapy. Honestly, when I was in six years old because I got caught playing with Barbie doll. And so I was the kid who my parents couldn't relate to, didn't really want and pushed them towards acceptance in a way that was such a stretch and a reach for them. And then I have these two kids. First of all, they're boys, my husband and I had really tough relationships with their fathers. The last thing we wanted was boys. Why led along two of them, right? So that in of itself was challenging, but they were, they're both everything we're not, everything we're not, you know, one person, a friend of ours once said your oldest son has more testosterone in him than the two of you put together. You know, like he was this rough and tumble and cars and crashing kind of kid, you know, and it forced both my husband and I to accept difference way earlier than my parents were able to do. You know what I mean? 

Laura: Yeah.

Dr. Frank: Way earlier. I was like, oh, my goodness. At least I didn't wait till 32 years of age to accept who these kids were that I really was challenged to accept the difference. And it was kind of a flip, you know, I was a sensitive, sensitive, sweet, gentle kid growing up with this kind of rough and hyper masculine, you know, ma macho Italian mafia mindset and my kids are like flip, you know what I mean? I was like, why you play the piano? Do you have to ride a motorcycle? Like to ride a motorcycle? Do you have to do mountain biking and jump off cliffs? Like please ride a motorcycle. You know what I mean? So it's like I really think it caused me to really expand my capacity for acceptance of difference, you know, being somebody who marginalized, you know, that's what happened. 

Laura: Yeah, I can, I can I dive in there just a little bit because I do think our kids invite us into that personal growth space into accepting affirming who they are, releasing attachment to our expectations for what it was going to be like and coming to understand the kids we got versus the kids we thought we were going to have. And I'm curious about in the midst of recognizing that they're inviting you to do this, right? Because that's the first step. Recognizing like in the midst of all this conflict, in the midst of us having rough edges and not necessarily fitting together the way we thought we were going to that there's an invitation there. What is once you recognize that invitation? What is something that, like, something tangible that parents can do? So, they've slowed down, they've noticed that invitation. That's sometimes a very difficult thing to do. But most of the parents who are listening to this podcast have done that they're there. What is the next step after your? Okay, so my kids are inviting me. What do we do then?

Dr. Frank: Do your own work. I mean, that's really what it is like that invitation. That invitation is not about changing them in any way, shape or form. It's not about them. That invitation, that awareness is about you and your history and what you need to grow in, not what your kids need to change. It's like you need to fit their world, you need to fit into their world. They do not need to fit into your world. And boy, I've learned that like no other with my son who's like I said, the youngest on the spectrum, the whole world is expecting him to behave a certain way. 

Laura: Yeah. 

Dr. Frank: You know?

Laura: The world was a need for him. 

Dr. Frank: The world what you, well, it's like, well, I got this really clear kind of message if you will. We were, we once we were in the CVS and at the checkout line and he was having a total meltdown for whatever reason. I don't even know. And he was throwing things off the counter and the woman behind the counter was just so ju ju man nasty, like what's wrong with you? And why can't you behave your, why can't you have your kids behave? You know what I mean? And it was in that moment that I was like, I am done getting to have this kid fit into this world. The world needs to fit into him. He doesn't need to the world, you know what I mean? 

Laura: I do.

Dr. Frank: And and that's the attitude, that attitude changed a lot for me because I had so much stress and reactivity pressure to get him to behave a certain way, which wasn't who he was. 

Laura: Yes, I have, my oldest is on the spectrum as well. And I, so I really resonate with that. I I think there is so much pressure within us to make our kids acceptable. We want them so desperately to be accepted and to be loved, right? And that's the, you know, that's the name of your memoir To Be Loved. We want that. Yeah, we want that so desperately for them. And I love what you're saying here is that if we want that for them, it's, it's actually shifting, right? Because we got the message growing up that we needed to change something within ourselves in order to be lovable. What we're trying to do with our kids now is recognize that they are inherently lovable. And the work is actually within us, within society to, to make those shifts and changes so that we can just love people from fully and, you know, just exactly as they are, you know?

Dr. Frank: And that energy shift is profound for the kid because even if you're not saying anything, they feel it, they feel the wrongness they really do with the look or the judgment or the whatever. So when parents can get to that, like, I don't need my kid to fit into the world, I need the world to fit into them. It opens up the energetic like you're good just the way you are, you know, and I'll teach you how to be in the world that's different than making you fit into the world, you know, hard, right? It's hard for my youngest to fit into the to fit into the world because the world doesn't work according to the way he experiences things like it's a tiny little example but profound lesson for me. He was, you know, in the regular school system, our town school system till fifth grade. And then he went to a therapeutic community in sixth grade where he's now a sophomore in high school. 

So a couple of years ago, we went to the, with swing sets at the school in the center of town. And he was older than he was probably, uh, you know, seventh or eighth grade, but he gets on these swings and jumps on the slide and all this stuff. He said when I was here in school, they made me play on the playground, but I was too unstable and I felt like I was gonna fall all the time, but they kept forcing me to play with the other kids. And I never wanted to be on this. He said, but now because I do taekwondo in gym class, I have more stability. And then he's like here he is in 8th, 7th or 8th grade with all these little kids and he's gaining agency on the swing set, right? He's taller and bigger than everybody, but nobody knew that he didn't feel the stability to be on the swing set. And you know, kids can't articulate that 

Laura: They can't. Yeah.

Dr. Frank:  They can't. So it was so so profound to me, like how much we try to make these kids fit in? Like, can we can we listen to them when, when things aren't right for them. I was recently drove him, he loves indoor water parks. And so we went to an indoor water park for his birthday, which was so fun, just him. And I stayed overnight to the whole thing. I opened the window because I, I love fresh air. Right? And it's March and it's kind of cold. So I opened the window and he's, like, close the window. It's like nails on a chalkboard, nails on a chalkboard. I'm like, what are you talking about? He's like, when the, the pressure from the wind, when you open your window is so intense for me, I can't stand it. And I was like, oh my gosh.

Laura: That's beautiful articulation. 

Dr. Frank: Right? And who knew that opening a window would be like kind of painful for him. I'm like, I just want the fresh air. So it's, it's those kinds of things to really expand our capacity for listening and trusting what's right for our kids versus, you know, it's Easter Sunday, you need to behave and you need to blah, blah, blah, whatever it is. But you need to like everybody wear the fun outfit and you know, be, don't throw the eggs if you're doing whatever it is, you know. So I'm not, I'm not saying, don't teach children. That's not what I'm saying. Kids need to be taught how to be in the, you know, how to interact with the world but making them who they aren't is not the solution here. It only makes it worse. 

Laura: Yeah, I agree so much. Can I read a passage from your book that really resonated with me and I think will hit home for other parents too? 

Dr. Frank: Yeah.

Laura: So, in this part of the book you're talking about how, despite you knowing what to do. It was quite hard to actually do what you knew you're supposed to do and you would get triggered sometimes by your kids and their behavior. So you said nevertheless, the stress triggered outburst didn't stop. Instead, I became even more critical and self loathing whenever I lost control. I knew what healthy parenting looks like. I taught it for a living in my workshops and coach clients who were struggling with their children. Most important, I had vowed never to be like my father with my children. Despite the physical distance I'd created with my dad, he remained alive and active inside me. 

I was capable of yelling at my kids just like he yelled at me.  think we have all felt that we've all felt our, our mom's voice fall out of our mouth in those moments where we don't have, feel like we have control. And I think that that's the number one thing I hear from parents is that they are wanting to stop that cycle. They are wanting to do something different with their kids and they just don't know how to do. They know the thing that they're supposed to do. They don't know how to actually do it in the moment. And I want you before you said that they need to do their work. What does that look like? 

Dr. Frank: Yeah. And it's interesting like you, when you're activated, when you, when your history gets activated, you do lose agency and control. Like I knew, I totally knew what appropriate it was 100%. 

Laura: It's like watching a, a though you can't take your eyes off of it and it's just happening in front of you. Yeah. 

Dr. Frank: That's exactly right. And, and that's a very painful thing for me. It was anyway. So painful to become what was done to me. Like, most victims, like, there's nothing worse than to become the perpetrator from which you were victimized from. Like that's what makes people suicidal when you do what was done to you. Like that's what makes people say, forget it. I'm out of here. And that's when I have felt suicidal in my life is when I perpetuated the very thing that I was a of the recipient of and that's an in, that's a powerful kind of come to Jesus moment so to speak. It brings you to your knees around your helplessness and your vulnerability. And there was a moment I think I describe it when my son was like broke, broke our vanity in our bathroom. 

And then he went into his bathroom and he was like banging on the shower door, the glass door, it almost fell on him and I just gave up. That was a moment. I was like, I cannot control this, I cannot control this. And so to kind of stop trying so hard to fix it, make it right. Control it is huge and it does take a pause, it takes a pause. You know, it's like, okay, I am I and not make this happen. So this acknowledgment of willing your way into a solution and giving that up or controlling your child. So that because really what we're doing is we're using perpetrator energy that we've been the recipient of because our wounds are activated and so we're using the thing that was done to us so that our kids will stop activating our wounds. I'm gonna say this. 

Laura: Say it again, please.

Dr. Frank: I'm gonna say this and I'm gonna give an example of this because this, this couple is huge and this is what people don't understand. This is what they don't about us, not about our children, but we've picked the perfect children to activate our wounding.

Laura: Yes, yes of course.

Dr. Frank: It doesn't get better choices than that, right? And like this couple that I talked about that I was working with this last week, I'm, I'm talking to the woman on the phone and I'm hearing in the background the father yelling and screaming and grabbing the kid because the kid was refusing to go to the therapists appointment. Like he slept in, he overslept his alarm and I saw the father escalate more and more get more and more desperate and more and more abusive. Like if you don't do this, I'm gonna take away your phone for a month and I do like it just kept escalating, escalating the father. And I said, I said to the mom, I'm like, ask him what the worst case scenario is here. What is his fear? What is the worst case scenario? And then he couldn't really answer that. He'll be late and bla bla bla I'm like, and then what, and then what, like what's the worst case scenario here? He misses an appointment? And then the second question I asked was what would happen if he acted like his son when he was growing up, that's where it totally hit him. Because if he acted like his son, he would have gotten beaten, 

Laura: Yes, yeah.

Dr. Frank: Right? He wasn't beating his yelling at him. But, and that was, that's the hook. It's like I'm gonna stop you because your behavior is so scary and dangerous to my system because if I did that, I would have gotten killed, right? So if I stop you, I can stop my trauma from showing up. 

Laura: I can feel safe. 

Dr. Frank: Yeah, I could feel safe because my history doesn't get activated because your behavior being defiant, yelling at your parents. If I did that, I would have been beaten or whatever, you know. So when you do it, it terri, when you do it, it terrifies my little boy inside. Right? That's the piece that people don't understand enough because 123, you know, six signs for this, all of the stuff to try to change parents' behavior doesn't work. 

Laura: It doesn't work, no.

Dr. Frank: Because

Laura:  I'm with you. 

Dr. Frank: It doesn't we try you have a wound and changing your child's behavior. So they won't activate. Your history is not fair to them. 

Laura: Oh, say that. So, changing your child's behavior so they won't activate your history is not fair to them. I love that.

Dr. Frank: You're not, you're not acknowledging who they are. You're needing them to be something else, so they won't activate your history.

Laura: So that you can be okay. 

Dr. Frank: Yeah. 

Laura: Yeah. So, there's a piece of this that is really taking radical responsibility for yourself and for your own wounds and your own history. Yeah. 

Dr. Frank: Well, and that's hard for people to do because it's taking responsibility for what was done to you. 

Laura: Yeah. 

Dr. Frank: See, that's what's hard taking responsibility for what was done to you because you're not responsible for what was done to you, but you are responsible for releasing the pain around it.

Laura: Okay.

Dr. Frank: Because if you don't, if you don't, you will transgenerational, perpetuate it.

Laura:  Yeah. Yeah. Absolutely. 

Dr. Frank: When my son, my oldest, when my oldest son, when, when my oldest son loses it and he's a teenager and there's a lot of dropping the F bomb and all this stuff and, you know, I hate you and all this, this regulated normal kid behavior. I don't react anymore. I don't react anymore. That behavior used to terrify me and I would do everything in my power to stop it. Now I hold steady, I hold my center and I let it be all about him and not about me because as soon as we yelling, as soon as we start yelling and threatening consequences and escalating, then it becomes about both of us. I joined him in his dysregulation instead of my ability now because I've healed those wounds. I don't get activated. I could be, I could be with his dysregulation. But when your kid's behavior activates your history, you can't be with it in an effective way. You get taken over. 

Laura: Yeah, you get taken over. Can we start talking a little bit about parts work now? 

Dr. Frank: Yeah, sure.

Laura: Because you're starting to use a little bit of parts language and I, I love it. I'm here for it. So my audience knows a little bit about internal family systems. And so I'm curious then. So if you, are you recognizing? Okay, so my kids behavior is activating old wounds within me. What do we do then to heal those wounds?

Dr. Frank: Yeah, so I.

Laura: And beyond getting a therapist, right? Because we probably need one. 

Dr. Frank: That's one of the things that's one of the things that's super important to me is I'm aware that there's not enough therapy, resources for everyone.

Laura: Of course, yes.

Dr. Frank: And everybody can't afford it. So, one of my missions, you know, I just started a trauma institute a week ago. I launched a trauma institute. 

Laura: Oh, exciting.

Dr. Frank: Yeah. Yeah. It's super exciting and it's bringing, it's bringing integrated trauma treatment to the general public and to the next generation of therapists because I feel like we need to translate therapeutic material and teach the general public. 

Laura: And make it accessible.

Dr. Frank: Yes. 

Laura: That's why I have my podcast, but I'm with you on the mission. 

Dr. Frank: Exactly. Right. Exactly. Like I can't do it alone. We all need to do it together. But this is the way because there are so many people that don't have access to that and people that don't want to go and visit their histories, they're like,.

Laura: That’s scary.

Dr. Frank: That's why I got married and left the house. I wanted to get away from it. I didn't want to go back to it, you know, but there is a way to safely visit, not relive your history. You know, there's three main components to healing that I teach about. And this is kind of rooted in some neuroscience knowledge also is first, the exper the overwhelming experience needs to be witnessed. The part that experienced the trauma needs to share it with somebody. It could be you the parent, the adult. Now it could be a therapist, it could be a friend. So the experience needs to be witnessed fully, not just the story.

Laura: The emotionality of it, the.

Dr. Frank: Exactly.

Laura: Not the elevator version, the the real version.

Dr. Frank: 100% 100 per all of it like the physical sensations, the emotions, the the distorted thinking around responsibility. It was my fault. I'm bad and wrong. Once that's shared, the part is not the only holder of the information, right? The part is shared. If somebody else gets this too, then there needs to be a corrective experience, what science calls disconconfirming. So the part feels loved, instead of hated, the part feels seen, instead of neglected. Right? There needs to be a corrective experience in some way. Once those two critical steps occur, sharing the experience and having a corrective experience, then the park's able to let it go. That's when the park can release what it's carrying. And that's an important thing for people to kind of pay attention to that, that there is, it's not just about coming to terms with your history, it's about releasing what you're carrying that doesn't belong to you and then, then you don't get activated anymore. When your kid does the thing, your person's side is not activated in the same way. That's the, that's the real message around healing from my perspective. 

Laura: Yeah. Okay. So I think that I want to go back to in this part of your book where you mentioned that you tended to be very critical and self loathing when you saw yourself making those mistakes and what you just shared is so different from self criticism and self loathing, right? So what you just shared is compassion, witnessing, being caring towards yourself to the part that was carrying these things. I, I think so many parents are trying to make changes in their outward behavior by using the stuff that was used on them, the critical, the shame, the judgment, the blame. And I really just want to highlight that. What you're saying is that if we want healing to happen, if we want change to happen, healing has to happen and that healing has to happen with compassion and grace and love. Yeah?

Dr. Frank: 100% 100%. And the critical part is actually trying to help.

Laura: It is trying to help, yes.

Dr. Frank: Behaved appropriately, frank you idiot, then your kids would be loved. Right? 

Laura: Yes, yes.

Dr. Frank: So it's trying to help in a critical way. So you kind of have to appreciate the critic. But you know, I'll say to critics often like, where did you learn how to help that way? It's a question that I ask.

Laura: I like that question.

Dr. Frank: Because you have to understand that even the critics are trying to help mostly internal critics come from parental verbal abuse, they internalize that. But I'm going to use it protectively as opposed to use it destructively. It ends up being self destructive instead of the other. But so yeah, it's an important paradigm shift to be compassionate. 

Laura: Yeah, I so I'm thinking about two about so if we're thinking about this from from a parts perspective, there's these parts that are holding these burdens and then there's these other parts that are trying to help, right? Who maybe are the inner critic? You know, so we have to do our work with our inner critic too. We have to witness them, help them learn different skills. 

Dr. Frank: Well, what we do with those inner critics or any part that's trying to protect is we have to acknowledge their job, appreciate why they're doing what they're doing and ask them for permission to access the wound. See, we don't, we don't do the same healing process with our protectors, but we have a process with these, you know, the parts that drink the parts that eat the parts get depressed, the parts that yell, whatever it is, the parts that associate, we appreciate their job. We get to know why they're doing what they're doing. We love them up and we get permission to access the wound that they are, trying so hard and failing to protect. 

Laura: Yeah. Do you, do you have to spend a lot of time with the protectors first before you can go straight to the wound or?

Dr. Frank: Depends on the trauma history. Like it's variable, some, some of those protective parts, you can develop a relationship with relatively quickly. Others, it takes a long time, you know, and the longer it takes, the more severe the trauma history, I just kind of know that. So I'm not trying to rush it.

Laura: Okay.

Dr. Frank: You know, there's no sense rushing it. You know, I knew what was supposed to happen with my parenting relative to my kids, but it took a long time for me to make those real lasting changes because those wounds that they were protecting, you know, came for me came from very early preverbal trauma. So it was trauma that couldn't be healed like quickly like that, it took time. 

Laura: Okay. So I feel like that is gonna land in a scary place for a lot of the parents listening because they feel so much, they so desperately love their kids and they so desperately want to get it right for them. And it's scary to think that this might take time and that along the way that they'll be making mistakes that whole, that whole way as they learn and heal. 

Dr. Frank: It's true. Sorry. But it's true. 

Laura: Yes.

Dr. Frank: And this is the thing instead of blaming your kids, like take responsibility and it's hard work. Here's the thing. Repair is critical in that process. Repair is critical, okay? You'll have to be able to say I'm sorry, I shouldn't have done that. That was my fault. What were you feeling when I did that? Right? Because if parents don't take responsibility for their behavior, the kids will take responsibility for parent behavior 100% of the time. Okay? So while you're in the midst of fixing it, repair, repair, repair, repair and not like, yeah, while you're in the midst of healing, you take you repair, I am. You know, and it's not like why did you, why did you hit your brother? You know, I get mad when your brother, it's, I'm sorry, I shouldn't have gotten mad at you like that. That was wrong. What was it like for you when I yelled? I'm so sorry. So you know, I don't talk about the kids' behavior kind of at all. When I've gotten activated, my hearts take over. It's about repair and connect first. Then you can hear the other side of the story. But parents rush too quick into fixing the problem, the outward problem, not taking responsibility for repairing the, the breach that was just caused with their child.

Laura: Okay. Can I ask? 

Dr. Frank: Yeah. Sure. Go ahead. 

Laura: Oh, yeah. I just, so I have a few clients who've been working diligently and hard on this or listeners that write to me sometimes and who've been working very hard for a long time and they are not seeing themselves as making progress in their outward behaviors even though I know that they are and they're really good at the repairing piece of it. But they're starting to feel worried that their kids aren't gonna believe them that they're, you know, that they're working on it or that they're trying it. And so I'm, I'm kind of curious if you can, I don't know if you have a message for the, the parents for whom maybe have some significant stuff that they're working through and it's taking longer than they would like. 

Dr. Frank: It's a, it's a really hard, painful issue. Like there was a study once that showed one of the most, I hate to say this, but it's, it's one of the most damaging things for children, our parents trauma histories.

Laura: Because it's so hard to hear.

Dr. Frank: Right? I know. I know. It's because kids lose their safe parent. When they get a, when, when they get activated, when the parent gets activated, kids lose their safe parent. It's just the same thing as, like somebody who is an alcoholic. Every time a parent gets drunk, the kid loses their same, their safe parent. So every time we get activated, our kids lose their safe parent. I have this thing, I call the triggering agreement where if a parent gets activated, the other parent steps in.

Laura: Yes, yeah. I have that with my husband.

Dr. Frank: And said daddy he shouldn't have done that. He, that's not the way to act. Like take, give him responsibility, don't throw him under the bus but give him responsibility. What was that like to do? What was going on for you? You know, so that the, that the kid gets, the mo the kid gets as much contact with the non activated parent as possible. And then what? Here's another thing when the parent who was activated recovers to repair. But what I sell, tell my parents is don't engage in repair unless you feel compassion for your child, because most parents feel like, you know, okay, I'm better, I'm better but you shouldn't have done that. You shouldn't have hit your brother. You know what I mean? Like, no, no, no, no, no.

Laura: You're not ready. 

Dr. Frank: You have to feel you're not ready. You know, sometimes parents try to push that, you know, and you, it is, it is painful. There's another thing that kind of bothers me a little bit is I, I, I don't wanna be, I don't want to perpetuate criticism in parenting because it is a super hard job. But I also don't want to excuse the behavior. Like there, there's this other culture. It's like, oh everybody loses it. It's normal. Like let me feel good about myself. Right? And I'm like, no, when you lose it, it's your responsibility to fix it. It’s not about your kids.

Laura: Okay. So I think that I think you're hitting on something that I wanted to talk with you about too. So you're right. It's not okay. So we're not talking about the repair of trying to make it okay. Right? It's, we're talking about taking responsibility and I think lots of people don't know how to take responsibility without getting weighed down by the crushing guilt of having perpetuated what was done to them. Do you know what I mean? But that.

Dr. Frank:  I told like, you gotta be honest with your children, you gotta be authentic and honest with your children taking responsibility and you know, I, you have to speak in developmentally appropriate ways. Like when my kids were younger I said, I'm sorry, I should not have yelled at you. I did that because I was treated that way as a child. And sometimes when I get upset, I'm yelling at you in a way that I shouldn't and I'm sorry, it's not, it's my fault. I should not yell at you. So I'm taking responsibility for my Trump history. Like I was hurt as a child. You know what I mean? I was hurt as a child. This is me. This is not you, you know, and then it's beautiful modeling for kids to see parents take. But then the kids like, well, I'm sorry because I shouldn't have hit my brother, you know, then kids learn how to take responsibility for their actions.

Laura: And repair. 

Dr. Frank:You know what I mean? Yeah. So it is. 

Laura: But how do you as a, I feel like hearing you say you're able right now from such a centered and self compassionate place to say, yeah, I, I've screwed up. I've made those mistakes. I've done to my kids what my dad did to me, you know, I think that that's very hard for a lot of us to say. I think, I think a lot of us are not there. I think we're way down and mired in guilt and shame about that. 

Dr. Frank: And here's the thing too. Oh, go ahead. Sorry. Finish. I'm sorry. 

Laura: No, no, I just, I kind of been wondering about how to, you know, how to move through that because I think the we can get stuck in the guilt and shame and the self regulation.

Dr. Frank: Because we have not forgiven our perpetrators. And nobody wants to hear this either. Nobody wants to hear this either. I'm sorry. But, and I learned this the hard way I learned this, the hard way it was on I, I say, heal your wounds first, then work on forgiving the person who harmed you. Okay. Some people choose never to forgive and that's fine. That's their choice. What I learned and I was very surprised by this was when I was truly able to have compassion for my father. It was only then that I was able to forgive myself for what I had done because you can't hold somebody else accountable for harm and then forgive yourself for harming. 

Laura: Oh yeah. Oh my gosh. Yeah. 

Dr. Frank: Right?

Laura: Yeah.

Dr. Frank: That's the thing. We're so divided in this country and so many different ways, we're divided all over the world, not just this country. And if we can't really see the good and the bad and the per and the person who harmed us, we can't honestly acknowledge the good and bad in us. 

Laura: I mean, gosh, I really, I mean, I just want to pull it out one more time. How can we possibly forgive ourselves for what we've done if we haven't seen the person who harmed us as also worthy of forgiveness? 

Dr. Frank: Yeah. That's right. Yeah. 

Laura: It's so simple. But I've never heard anybody say that before. 

Dr. Frank: That's right. Because this is a new dimension of healing that I learned. This is what I write about in my memoir because I learned that layer of, you know, there's healing the trauma, which is releasing what you're carrying around the experience. Forgiveness is around relational healing of the other who harm you. Right? And again, some people choose to do that. Some people don't. But that's a piece like I know I'm a good parent. I know that now because I've been able to forgive myself, forgive myself. I'm not asking my kids to forgive me, forgive myself for what I did and take responsibility. You know, I say to my kids now because they're older like I, my trial history really got in the way for you and I am sorry about that. I know when reactive and I was intense, that wasn't good for you. And I'm sorry, I wish I could take that back, but I can't. But what I do know is I don't do that anymore and I feel really good about that and I'm sorry that I did it. I did that and it affected you like it's easy to be, it's, it's easy to be human when you could forgive those. It's easier to be human when you can forgive people who have been human, too. 

Laura: And human. Yeah. Oh gosh. Frank, thank you so much for this interview. I really loved learning and from you and talking with you. I, I highly recommend your memoir to be loved. I loved reading it.

Dr. Frank: Thank you.

Laura: I read most of it in a day. It was one of those ones that I couldn't stop putting down. I am so, so value your authenticity and vulnerability. And willingness to go there. I appreciate it so much and, and to be truthful and honest with us, even with those truths that are hard to hear. I'm here on the show today. It was so good. I would love to know a little bit more about where my listeners can find you where they can connect maybe with your new institutes. 

Dr. Frank: Yeah. Yeah. But, but so, so my website is frankandersonmd.com and everything about me kind of will is connected through the website, the courses, I do the books, I wrote the companies I'm affiliated with. So that's probably the best way. Now the email list, so if you want to follow my work, you can sign up for my email list. I'm pretty active on social media these days and Instagram is frank_andersonmd. I'm on Facebook, I think it's Frank Anderson MD. Tiktok now, I'm on tiktok also. So those you can all get through my website, too. And then the trauma institute is called, is called traumainstitute.com. 

Laura: Okay.

Dr. Frank:  That's the company traumainstitute.com. I'm also doing, I have another company called Trauma Informed Media which is bringing trauma informed content to Hollywood. So I'm living in L.A.

Laura: Good job.

Dr. Frank:  Yeah, it's like if I'm gonna get this message out to the world, you know, that's a really great media. Media can be a harmful tool,.

Laura: Yes.

Dr. Frank: But also a great tool to teach people appropriate ways to deal with trauma. So I hope to accomplish some of that there. 

Laura: That's amazing, Frank. Thank you so much for all of that you're bringing to the world. I appreciate it. 

Dr. Frank: Thank you so much for having me. I, I hope this will reach, you know, as many people as possible because that's the goal we have to do this together. We can't do it separate, we can't do it alone. 

Laura: Yeah, we are, we do. We have to, we're in it together. Yeah. Beautiful.

Okay, so thanks for listening today. Remember to subscribe to the podcast and if it was helpful, leave me a review that really helps others find the podcast and join us in this really important work of creating a parenthood that we don't have to escape from and creating a childhood for our kids that they don't have to recover from. 

And if you're listening, grab a screenshot and tag me on Instagram so that I can give you a shout out um and definitely go follow me on Instagram. I'm @laurafroyenphd. That's where you can get behind the scenes. Look at what balanced, conscious parenting looks like in action with my family and plus I share a lot of other, really great resources there too. 

All right. That's it for me today. I hope that you keep taking really good care of your kids and your family and each other and most importantly of yourself. And just to remember, balance is a verb and you're already doing it. You've got this!