Episode 164: Becoming a Safe Haven for Your Kids with John Sovec

In this podcast episode, we dive into how to become a safe haven for our children featuring, especially LGBTQIA kiddos. Our guest is John Sovec, a licensed Marriage and Family Therapist specializing in providing LGBTQ support for kids and families. John is an expert in helping adolescents navigate the coming-out process and actively provides LGBTQIA+ support training. John is the author of "Out: A Parent’s Guide to Supporting Your LGBTQIA+ Kid Through Coming Out and Beyond." 


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

  • Effective ways for parents to provide support when their child comes out as LGBTQIA+

  • Learn how to manage the emotional journey that parents go on when a child comes out

  • How to create a safe and affirming home for all children

If you need support for your child’s coming out process, you can visit his websites johnsovec.com and gayteentherapy.com. To connect with him, follow his Instagram @johnsovectherapy, Twitter @JohnSovec and LinkedIn @JohnSovec.

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 here we are with another episode of the Balanced Parent Podcast. And on this week's episode, we're going to be diving in on how to support our kids if they are a member of the LGBT Qi A plus community. And I'm so excited to have my guest, John Svec here with us. He is an expert on how to support adolescents through the process of coming out. And I'm, I feel like we are so so lucky to be talking to him. So John, welcome to the show. Why don't you tell us a little bit more about yourself and what you do in your book? 

John: So thank you. It's so exciting to be here to chat with you and your listeners. This is something I'm so passionate about. As you mentioned, I just wrote a book and it came out, it's called Out: A Parent’s Guide to Supporting Your LGBTQIA+ Kid Through Coming Out and Beyond and yes, I know it's a mouthful, but it's a really cool book. And I, I got involved in this type of work because during my training in grad school, I realized very quickly that there was very little training in our programs on how to support the LGBTQIA+ community and almost none in how to support kids and teens that are coming out. And as an openly queer therapist, I saw like there was a need for this, I would have wanted a therapist to be there to help me during my process, I would have wanted a therapist that could help our family and my parents go through the stuff that was challenging for them. And so this became my passion and my mission and here we are today chatting about it. 

Laura: I'm so excited and I am so appreciative that you're sharing your expertise and your experiences with us. Okay. So let's dive in for parents who maybe are watching their younger kids. So my audience has anywhere from babies and toddlers all the way up through teens. If parents are have some, some suspicions, they're just noticing things about their kids, what is a, a good way to kind of just start conversations for parents or you know, even if they're not noticing anything or they just want to be inclusive in their kind of opening conversations about love and attraction. 

John: Well, I think the first thing for parents to understand is anyone who has kids, they notice everything from a really, really young age. And I think any household would be smart to understand what are the, the messages that you as a family are putting about, you know, regards to how you interact or support the LGBTQIA+ community. You know, kids will notice if you're like, oh something comes on the news about gay people and you switch the channel, something comes on and it's about trans rights and you like, you know, roll your eyes, kids will pick up on this information at a very young age. But if we can instead open up a place where these can be conversations, mom, what is this transgender thing? Dad? What is it? So there is like a, a guy who loves another guy. What is that? If we can do age appropriate conversations to make this something that is just part of the fabric of your kid's life. What it does in the long run, whether they identity as LGBTQIA+ or Cs or, or, or, or heterosexual or straight that it creates an environment of affirming supportive people moving forward in the world. And if someday your kid does want to come out to you, it means they know that you are a safe haven for them to share this really personal and beautiful part of who they are. 

Laura: I love that. So are there any things you know anything that you think parents of young children, especially who maybe are, you know, we were talking, you know, we gosh, I mean, we don't want to get into the conversation of how we sexualize young children and their relationships way too young anyway, but they, you know, ways to make your their environment more inclusive, more representative so that there's more diversity that they see. Like one of my kids favorite books is The Night and the Prince or the Prince in the Night. Um which is a really sweet love story, you know, are there other things that you like to see in, in family homes? So to be a little bit more representative. 

John: Well, one thing that I really like to see in family homes. And so Laura and I are on video as we're recording this conversation and as you were sharing the story of this favorite book of your kid, like you got this smile and this glow on your face. And what that means is you are creating a home where this conversation is open and supported and wonderful. And that energy is actually the most important thing that a parent could bring into the space. So important to understand too. And everyone's like, oh kids, you know, they think about sexual orientation, gender identity when they're teenagers. Yes. And we understand through lots of research now that sexual orientation and gender identity show up for kids at a very young age. And often what happens is because they're in homes that are either purposefully non supportive or accidentally non supportive. They learn to mask that identity. You know, if you have a young trans kid who was assigned male at birth, but knows that they are female, but they receive messages that say like, no, no, no, no, no, that's okay. They will put on this entire persona of being a rough, tough guy. Okay? And tell the pain of holding a line that becomes so big that they have to come out and affirm who they are. So I say as parents look at ways you can have conversations about gender orientation and sexual or sexual orientation and gender identity that are age appropriate. You're not gonna talk to a four year old or a six year old about like sex, but you may talk to them about a connection and intimacy and how people can like, feel supported by each other. And then as they get older and the questions get deeper, then maybe you go more into the idea of, well, what does this look like in, in real life? But I think it's important for parents to get that little glow that you had of being a supportive parent and let that permeate the household. You know, we're all, there's, you know, so much controversy about, you know, rainbows and stuff like that. But isn't it strange that somehow a rainbow has become something that we're all fighting about now versus just seeing it as a representation of the multiple spectrums of who we all are walking on this earth. So you know?

Laura: I love that, love rainbows

John:  And create the space where conversations can happen. That's where the real power of support can show up in a family. 

Laura: Yeah. You know John, one of the ways that I like to do this in my family and is noticing the lack of representation and diversity of relationships in the media that my kids are exposed to. So I have two girls, they love their Disney Princess stuff and we talk a lot about diversity and representation or the lack thereof that is, you know, in a variety of ways that happens within the media that they're exposed to curiosity about those things or even when we're, you know, reading my, you know, I'm a, I'm 40 I'm still learning not to gender people that I don't know, they're pronouns. But my kids are really good at noticing when I've done that and calling me out on it, which is great. I mean, you know, just having those, those open conversations about just, just noticing with curiosity, I wonder why, I wonder, you know, have you, have you ever noticed that these, you know, these families, you know, are all have one mom and one dad. Isn't that interesting? Is that really how it is in the world? Let's think about the families that we know. You know what I mean? I, I, so that's one thing that I, I like doing with my kids.

John: And I think opening up the space for that conversation because maybe when you and I were growing up, we grew up in a slightly more sheltered energy. You know what, how we got outside information was usually by watching TV, often with the family in the evening. So if stuff came up, we'd be in that space. But now kids and even young kids are getting information from social media, from the kids around them in different ways than we received it. And so as a parent, you need to be on your toes, willing to talk about these different types of relationships that exist in the world and the beautiful, like myriad of people that exist in the world that your kids are gonna notice and see from these larger frames that they get to view the world in. And that's what's so hard for a lot of parents is because we grew up in an age where our frames were much smaller. But like you have kids in school who know that there were states that decided trans kids, you know, couldn't go to school or use their correct pronouns. They're getting these messages at a really young age and that's gonna send shock to their system, especially if they are part of the LGBTQIA+ community or questioning that they might be 

Laura: Okay. And so what are, what are some other ways then? I really love that phrase “Safe Haven” that you use. What are some other ways that we can create a home that is welcoming and accepting and that kind of safe haven and maybe not even just for our kids, but for their friends too. 

John: You know, I think one of the first places to start building that is kind of the journey you've had where you've talked about like discovering and trying to change your habits about gendering people, like as a parent, like modeling that space and getting some education. And of course, I'm gonna recommend my book. But you've got lots of really great information out there that allows you as a parent to learn more about my community and to understand it, not from a fear based point, but from a place of, of affirming energy. And then as you're educated, you're prepared to talk to your kids about some of these deeper issues. It's also about, you know, everybody had that one household when they grew up where like the parents were the ones everybody wanted to hang out with. You know, we always ended up staying there a little bit. Like, can I stay for dinner tonight? The way we become one of those houses but is by opening up the energy of love, acceptance and kindness to the kids that show up in our world. And I know that's asking a lot of parents this day because there are so many burdens on your plate, you know, just to keep your household together. But what a difference it makes because I imagine every single one of you is listening, remembers that one house that you could always go to and feel safe. And wouldn't it be wonderful if you became that house for all types of things, for all types of conversations and letting kids know that they can come there and just be exactly who they are.

Laura: I think that that is such a beautiful goal being a space where kids can come and be exactly who they are when we're talking about any aspect of a child's self, you know, um, I think most of the parents that I work with are really, really working towards accepting exactly who this child is learning about who they are, you know, learning alongside them as they grow up and find themselves. Um, I, I think that this conversation is, is good for all of us to have. So I really appreciate that. Okay. 

John: And I, I actually want to dissect a word that's, that's really interesting. And it comes from kids who have all kinds of unique differences that actually I think is really exciting and it is the word that we all throw around called acceptance. And I actually push back against that, especially in the work that I do with the LGBTQIA+ plus community. Because if we look at the nugget of the word acceptance, it means I see there's something different about you, but I'm gonna overlook it and accept you. So we're saying there's something wrong with you, but see I'm the bigger person. So I like to remove the word acceptance from conversations and move towards affirming, a place where I see you for exactly who you are and I affirm it 100%. I am an ally. I am walking by your side and together we're going to explore this world and knock down any barriers that are in your way. But the difference between acceptance and affirming is really really important for me, not just in this work with the queer community, but what if we look at all the differences the kids show up in the world and we affirm them for it and accept them for it. 

Laura: Yeah. Oh, I really love that. Um Yeah, thank you for bringing in that really like nuanced language change. But you're so right. It is so important to really be thinking about those things. Okay. So affirming, what does that look like in practice with parents and kids? 

John: So one of the first places I think it shows up is when your kid reaches a point where they are ready to come out to you and you have to understand that even in the most affirming households, like people who have made an effort like you to create a space where conversations have gone on since they were, your kids were young, is in that affirming space. Your kid is still going to be incredibly anxious. Their heart rate is gonna be through the roof, their palms are gonna be sweaty, they're gonna be nervous and their system is gonna be totally out of whack. And the reason is, is because there is so much history of rejection of LGBTQIA+ communities that your kids are aware of that and they're going to feel that no matter what the moment is. So when your kid sees you as a person that they want to share their identity with the first thing that a parent needs to do is open your arms, hug your kid close and tell them “I love you.” It's as simple as that. And what that does is that creates a space where it's not about, you know, what does that mean? What is it about? How long have you? But it's not about the questions. It's about this foundation of like come here, you, you beautiful soul. Let me hold you close and let you know that you're okay, you're safe. I love you. And that helps take the anxiety out of the moment for your kid. It helps ground them into the idea that this household is affirming and is going to be a place where they can explore their identity as they move forward. You can deal with the other stuff later. But that's the first step of creating that most powerful affirming connection with your LGBTQ kid. 

Laura: Okay? I, you brought tears to my eyes. I'm imagining some of my close friends who did not have that experience getting that and how meaningful that would have been. What are some things that a supportive loving parent might accidentally say in an attempt to be supportive that might actually land in a harmful way like, oh I know or you know, like we knew that, you know, some something you know where that might unintentionally like, yeah, land in a way that hurts a kid. 

John: Well, if I think if judgment comes into the conversation in any way, shape or form that, that can harm that initial contact and any ongoing questioning and sharing that may go on in the family. So I think it's important for parents to be aware. What are my feelings about this? My kid has come out to me, they've said they're non-binary. Wow. What does that mean? What does it feel like? To me, let me talk to my partner. If we're in that type of relationship, how are we going to work with this? So to for parents to work through their own feelings really important, separate from their kid? Because obviously the parents will try and work their feelings out with their kid is that's where some of the harmful phrasing might come out because a parent is still finding their way through it. And I encourage all of my parents when their kids come out to take a moment and make sure that they're taking care of themselves and their own emotional needs. Because as any parents, even a affirming parent, a loving parent towards your queer kid, you're gonna have big feelings in this moment. And so you need to step back and manage your feelings before you deepen those conversations with your kids. The other thing that I always say is do not try and be the cool parent because your kids will put a pin in that balloon and it will burst really quickly instead listen to them and learn the language they're using to describe who they are as they move through the world. You know, I get so many phone calls and emails like my kid used this word. What does it mean? It's like, okay, well, here's some basic ideas of what it might mean and now that you have that the best way to find out what it means is to ask your kids so how does that show up in your world? What does that look like in your day to day experience? Like what, what does being bisexual mean as you go to school every day? Like being curious about how it shows up in the framework of their life rather than like, oh I heard bisexual, I heard this funny joke about bisexuality. That's how I'm gonna treat my kid. Now learn about it, understand it and then say to your kid. So how does this show up in your day to day life? 

Laura: I really like that question. How does this show up in your day to day life? You know, taking that position of curiosity is something that every parent I work with is where, you know, that's one of the first things that we start doing is cultivating curiosity for yourself, your experience and for the other person's experience. I really like that phrasing.

John: Well, and the powerful way to step into that is always use the how the why not the, what the whys are really dangerous because that turns into parent interrogation and the minute you hear the why coming at you as a kid, you, like all your defenses come up and you're like, no, you will not get inside. 

Laura: Yes. Exactly. And that's on any topic. Like, I mean, so when I'm teaching class, word of problem solving for parents, I tell them to stay away from the word why it's just the least helpful of the W questions, you know, oh why man? They, it's, they, it shuts down conversations for sure. How does that show up for you in your daily life though? I really like that question because 

John: Because that's the thing too is like the way I walk through the world as a queer man is going to be different than someone you meet who is basically my same age who grew up in a different experience. You know, a great example is to understand with my husband. So I identify as queer, which really works for me as being a gay man who also is an educator and advocate and activist in the community. And it really makes a statement for me about who I am, especially because it's a word that used to be derogatory towards our community. So I'm taking ownership up and say, yeah, those words don't work against me anymore. And I'm here to help you learn my husband just because of his experience, he, he calls himself gay. Once again, that is the piece of this identity that feels most authentic for him. So we never want to assume pieces of this and we want to understand the, the energy that goes behind how we make these decisions and how we identify into the world. 

Laura: Beautifully put. Thank you for bringing that clarity to us. Okay, so if there was one thing that you could tell parents on this topic, uh, just one take home point, what would it be? What would be the one thing? 

John: Can I have two? You can have two? Yes. Okay. The first one I want to share is a pretty deep one. And this is understand that you as a parent, when your kid comes out to you, you are going to go through a grieving process and this is a very important thing to understand. But I want parents to know you're not grieving that your kid came out to you. What you're grieving is the dream that you had of your kid's life. So every parent when your kid is born and they put them in your arms for the first time, you look down into the little one's eyes and you project forward an entire lifetime for them, filled with all of your dreams and aspirations. And then when your kid comes out to you that dream shatters and you as a parent need to take some time to recognize, to grieve that, to move through the release of that dream. And then you can step forward and meet this amazing new kid who has presented themselves to you and see the dreams that they want to create going forward in their lifetime. And some of them may be really similar to the ones you all imagined before. And some of them may be quite different. But until a parent can release, can release that old version of who they thought their kid was going to be, there's gonna be some barriers in the way. So I let both parents and kids know that this process is taking place. And then the other one and this one is you gotta take it all with a grain of salt because you are gonna mess up as a parent, you are going to mess up. I do this work every day. I'm a part of the community and there are moments when I mess up in the room, I have misgendered people. I have like followed a definition and kind of had my own idea of what it was and missed something. And I do this every single day. This is part of the work that I do my passion in this lifetime. Parents, you are going to mess it up and it's gonna be okay. The best way to handle it is take a deep breath, apologize, ask for information and move forward, but it's okay. You are going to mess it up and let's put it this way you could be the best parent of doing this and your kids still gonna tell you how you mess it up. So that's their job, especially as adolescents, that's what they're supposed to do. So just be okay with the fact that you are gonna stumble. You know, you were telling earlier that sometimes your girls catch you with, you know, the gender thing and it's okay. 

Laura: It is great. 

John: You're gonna mess up and I think this expectation of perfect parenting puts too much weight on any parent's shoulders. 

Laura: I so agree. These were the two take home points that I feel like we just need to understand in general like, I want all parents releasing the fantasy that they've built up for their kid in all ways so that when they don't go to college and they go to trade school instead they, they understand there might be a grieving process and you have to let those things go because it's the kids' life, you know what I mean? It's just like there's we, we do build this fantasy of who our kids will be and who the, what relationships will be and, and letting those things go is part of becoming more conscious as a parent anyway. But I love, I really love the invitation that, you know, to accept the fact, not accept. Sorry. No, except the fact that you're gonna make mistakes, you know, that it's just part of life, you know? Okay, one last thing and then I, you know, because I don't wanna take up too much of your time and I so appreciate you sharing with me. All of this takes a, a toll, a stress on the kids and on yourself. So how would you recommend parents can go about supporting their kids getting kind of the, you know, taking care of themselves, like really having some nourishing self-care practices through like the coming out process and, and for parents yourself and for themselves too. 

John: So especially when it comes to your kid coming out to you. And that whole process initially, that's gonna be the number one piece of their identity and it's probably gonna be the number one subject in the family's plate for a while and that gets really exhausting for everybody. 

Laura: Yes. 

John: And as time goes on, it'll maybe go like down to number three, maybe number seven. Like it doesn't have to be the number one piece of the conversation in the family. And there have to be times where you as a parent are willing to say it's okay that I don't need to have this question answered today. It's okay that I don't need to delve into, you know, the three other books that John recommended. You are going to read my book, but you don't have to read the other three right now that it is okay to take a a process and developmental break and just be a family together, do something ridiculously fun that you all love, you know, have a Star Wars movie night, you know, bake with your kids, go to the park and do whatever it isy ou love to do that. Those breaks are really, really important, especially when we're, we're working through something that we feel is, is really deep for the family. Those breaks are really vital. As a parent once again, you need to create space for your own processing. So find a therapist who can be affirming and supportive of you as you move through this process because remember coming out is a family process as well because as things expand and your kids identity becomes more, more authentic to them. Then how are you gonna come out to extended family? How are they gonna come out at school? How will that affect how they walk through their community? All of these things are coming into play. So you as a parent are gonna need spaces for yourself, whether it's with a therapist or joining a group like P flag, which is parents and friends of lesbian and gay kids, which also is really, really strong in supporting parents with transgender and non-binary kids. Like find those places where you can get your support too. And once again, know that you are allowed to take a break from all the processing and go take a spin class. You're allowed to take a break from all the processing and curl up with a book and a cup of tea. And read a really, really trashy summer novel. You are allowed to do all of those things even though it might feel like you're in the middle of this big, big hurricane of identity development. 

Laura: Thank you for that permission. I'm I'm sure that can is super important. Okay, so one, the last thing that I always like to end on with my um guests is to find out what you personally like to do to help, like, refill your cup or recharge you because we're always looking for good ideas. 

John: Oh, I've got a good list here. So I put the book one in there because I'm an avid reader. My husband and I usually have four or five books going at any one time and we're like throwing them back and forth to each like, oh, this is amazing you have to read it. So, book readers, I love to go hiking. I'm here in Pasadena. We're right up near the mountains. So five minutes away. I can just be up in nature, which is one of my biggest, like, fill up my soul places. I'm a gardener. I love yoga and my thing and everybody who knows me knows this. It's like, yeah, it was a really intense day. I'm going to bake something. I am a baker and the people in my life love it when I have a really long or intense day because they get the treats that go with that. 

Laura: Yeah. Do you have a favorite recipe that you're making right now. 

John: So I am famous for my Snicker doodle cookies. 

Laura: Oh,yum.

John: They're very, very well received throughout the world. And then this is a random one, but I also make a really good sticky toffee pudding. 

Laura: Oh, yum. The sound delicious. I'm also a baker. All of those, all of the things you listed are like my go to as well. So we we're kindred spirits in that way. Okay. Well, John, this is lovely talking with you. You've got your new book out and I want to make sure everybody knows exactly where they can find it and find you if they need to reach out for more support. 

John: So you can find me at my website, which is johnsovec.com, johnsovec.com. You can also find me at gayteentherapy.com and the book, of course, it's on Amazon and you can order it there to get it Out: A Parent’s Guide to Supporting Your LGBTQIA+ Kid Through Coming Out and Beyond. And of course, I'm on social Insta John Civic Therapy. Come take a look. 

Laura: Great. Okay. Well, John, it was so awesome to connect with you. Thank you so much. 

John: 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, 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 163: Learning to Process Big Emotions with Alyssa Blask Campbell

In this episode, I’m excited to share with you that I am joined by the woman behind one of my favorite Instagram accounts (@seed.and.sew), Alyssa Blask Campbell. She is the CEO of Seed & Sew which offers a range of services, including consulting, online courses, and early childhood professional development programs, all aimed at promoting emotional intelligence and providing support at any life stage. She will be sharing with us tips on how to help kiddos process big emotions and telling us about her new book that is out TODAY: Tiny Humans, Big Emotions

Here are the topics we tackled in the episode:

  • Collaborative Emotion Processing (CEP) Method and what it is

  • Three questions to ask when attempting to raise an emotionally intelligent child

  • Parenting “shame-free” and what to do to move past the shame for your kiddo and yourself

I hope that this episode resonated with you and you learned from Alyssa just as much as I have learned from her. If you want more guidance on this matter, follow her on Instagram @seed.and.sew and visit her website: www.seedandsew.org.

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, I'm so excited to bring in a guest from one of my favorite Instagram accounts. And so she's got a new book out, Tiny Humans, Big Emotions. Alyssa Blask Campbell. I'm so excited to have you here. Why don't you tell us a little bit more about what you do and who you are and then we'll jump into talking about how we can help our tiny humans with their big feelings. 

Alyssa: Yeah, totally. Thank you for having me. I'm excited to get to hang with you. I have a Master's in Early Child Education. And I had the privilege of doing research and how to build emotional intelligence in kids. And spoiler alert, it's a lot about us. Turns out we play a big role. I, after we finished, so I co created uh the collaborative emotion processing method with my colleague, Lawrence Stale and then we partnered with a university in Boston to research it across the US.

And then after we finished collecting data, I started seeds so that I could start sharing about this work outside of my in person community. And at that time, I was doing a lot of workshops, a lot of presentations for teachers and workshops for parents in person. But hadn't the the digital space was so different at that point in the parenting world, like it, it really shifted during the pandemic. But at that point, it was middle of 2018, I just started sharing about it and it just kind of took off.

People were hungry for this. It turns out a lot of these tiny humans have big emotions and folks were wondering what to do with them. And so as we started sharing seed really grew organically and pretty quickly. And then from there, I created a professional development program, workshops and ongoing coaching from experts in early at like occupational therapists and psychologists, et cetera. That teachers can access at any point through an app. So we have kind of two arms now of seed. One that really serves teachers with these tools in the everyday classroom life. And then one that serves parents and caregivers of like what does it look like to do this work at home and um outside of school. And then in conjunction with your school. We have a podcast, Voices of Your Village and a pretty bump in Instagram, I like to hang out on and now the book Tiny Humans, Big Emotions. 

Laura: That so wonderful. I love that. So I, I have a question for you and this was a little off topic and I wasn't expecting to ask it, but I was just thinking about how wonderful it would be if our kids were getting this kind of emotional support both at home and in the classroom. And if parents are, you know, reading your book or learning from you, and they are curious about having their child care setting, their preschool get training from you. How can they go about supporting the teachers that their child is interacting with? Getting this training? I mean, I'm kind of like, do you work with parent organizations and schools? 

Alyssa: Yeah, exactly. So we get this question actually quite a bit and I love this question because I also want families and schools doing this work together. It's the most impactful way to do it. Right. And actually everyone, we have a Tiny Humans Big Emotions parenting course as well. And every parent or family a seat certified school gets access to that for free, so that we can bring parents into this. Yeah. And yeah, I know we're like, I'm like, how do we bring everyone into this? 

Laura: I love that model. 

Alyssa: Thank you. And so when we're looking at this just this morning, actually someone was it reached out and was like, oh my gosh, I'm reading the book and I'm loving it. I want to share this with my child's teacher, but like, you don't want to be like, hey, maybe you could use this, right? Like how do I kind of gently share it? And I was recalling there was a parent that pretty early on in my career who I just like had this connection with and she loved to read and anytime she was reading something new, she would be like, hey, I found this book. I know that you love this stuff too. 

If you're interested I'm buying a copy for the school. If you want, I can pass it along to you once it comes in, if you want to dive in first, and it felt like a really like kind way to be like, hey, I'm reading this and I would kind of maybe like you to read it too. If that was her goal, she delivered it in a really kind way that made me feel like, oh yeah, I do love this stuff and I would like to dive in and have these conversations with you. So that was one way from like the book perspective. 

And then from the seed cert first, I think the book is like a good intro to the seed cert. And we talk about our Seed Certified Schools program in the book, too. And so the teachers are reading and then they want more. It's like a nice intro to it. And we have, if you reach out to us at support at seedandsew.org, we have information we can shoot over to you. Like here are ways you can communicate with your school about this. Like, hey, I just found out about this program, I'm really interested. I love that and that they can, it just gives them a kind of an overview of what it is and then we'll jump on a call with the school and chat with the director or whoever is in like the admin role there. Yeah. 

Laura: Oh, I love that. And I, I love that the way of approaching this. Like, we're a team because that's really what we are. You know, I, I love partnering with teachers and school communities because it gives us an opportunity to feel like we're a team that we're all in this together, raising these wonderful humans to be more kind and conscious and there. Yeah.

Alyssa: We are a team, right? Like we, at the end of the day, we want the same thing. I think like a 100%. I really do. I, I have a 2.5 year old and I just yesterday reached out to his teachers and said, hey, something's been coming up that he's been talking about at home. I would love to connect with you to hear how you're talking about it at school and what is really happening outside of the maybe two year old lens I'm getting so that we can collaborate on navigating this together. And I, I just like, truly see these humans as a part of my village that are helping me raise my children. And that I got to play that role for so many families over the years and saw myself as a part of their village. Like we are working together to raise these humans and we have that same goal. 

Laura: Absolutely. Alyssa, I just heard you say something that reminded me of the work that you talk about in your book. In order to be able to do that and have that conversation with your child teacher in a well regulated and compassionate mindset. You're I'm guessing working through the steps that you talk about in collaborative emotion processing, which is the process that you talk and teach about in your book.

And can we dive into what some of those steps are? Because I think a lot of the people who are listening are actively attempting to do this. We recognize that we did not come up with these skills most of the time through no fault to our own parents who were doing the best they could with what they had at the time. But we don't know a lot about regulating our own emotions and caring for ourselves. We know how to stuff, we know how to shame and guilt trip ourselves, but we don't really know what to do in a positive way so that we can take care of ourselves and take care of our kids. Can we jump in? 

Alyssa: Yeah. Can we hang for seven days and talk about it again? My favorite. I love it and we can absolutely jump in. So when we're looking at this, we created this set method collaborative of emotion processing ce P. We call it S for short. And that's the method that we researched across the US. And it's five components. One is adult child interactions, the other four are about us because like you said, like yeah. I, I don't know. I definitely didn't grow up in a household where I was taught these things and I think a lot of us didn't and now we're trying to teach kids and what I kept finding for myself over and over in like, social emotional workshops.

And frankly, even through my master's program was a heavy focus on, like, behavior management and getting certain behaviors out of kids or getting certain behaviors to stop. And what I realized was that what I was desiring was the ability to like, connect with this child and truly see beyond the behavior to see what's their need, which sounded good outside of the moment. And then in the moment when a kid like slaps me across the face or throws a toy or whatever in that moment, I want to like fight a two year old and I can't access that language and those tools. And I'm definitely not looking at them with compassion in the moment. 

Laura: I mean, and you're a human too, right? We have a that's active and moving to protect us too. So, yeah. 

Alyssa: Yeah, exactly. And so when we were putting together this set method, adult child interactions is obviously a huge part. How do we engage with the kids to help them build these tools? But this the other, the other four which we can dive into are specifically focused on us so that we can even access the adult child interactions part it gives us access to that. So we have self awareness, really noticing for ourselves. Like what is coming up here and what really like, how does it feel inside my body when it's building? This is something that I didn't learn when I was a kid of like, what do things feel like in my body? And I would just experience something and cry or yell or like have a reaction, hide fawn, but no one ever broke down like, yeah, how does it feel in your body? Because what we often want is self control. 

We want to be able to control our words, control our tone, control our actions. Like we want this from kids for them to say things in a kind way or to talk to us instead of hitting et cetera. Self control requires self regulation and you can't regulate what you're not aware of. And so it really starts with this part of like noticing what's happening for us. When my heart is racing, when my shoulders go up to my ears, when my voice starts to get loud, like starting to notice those cues so that I can pump the brakes on it. And when we're pumping the brakes on it, this is where we're gonna look at like our regulation tools. Now there's we, we put, put this part into self-care. We have proactive and reactive self care. Self care has gotten really buzzword, which I think is cool. 

But for us it's not something you like occasionally do for us. It's looking at how do we take care of the nervous system. And for me, as a mom of 2.5 year old who's running a business and doing life and growing a new human. This isn't like, oh, I have a spare 30 minutes to go for a run or whatever. Like, that's not my life right now. And so it really looks like, ok, am I drinking enough water? Have I eaten breakfast and not just say just scraps like, am I pause like a lot of this for me is boundaries of like buddy I would love to come watch you play with that. I'm gonna set the timer and when it beeps, I'm gonna come in, I'm gonna pause to eat my breakfast so that my body can feel good, right? Like boundaries are huge for me in self-care. And so we look at these proactively, what are we doing throughout the day and then reactively in the moment, how do we take care of ourselves in the moment? And yes. 

Laura: So I really love how you're talking about self-care. I, I agree. It's super buzz wordy and we think it's bubble baths and yoga classes and well, yoga classes are great but and so are bubble baths. It's much more about the nervous system and how do we care for this human body and this human heart that we have? 

Alysaa: How do I take care of myself. 

Laura: How do we take care of ourselves? How do we get good mothers to ourselves, good fathers, to ourselves, to our own, our own beings and recognizing that, that we are humans and we get care, you know, we get to be cared for and are worthy of that. I love that. I also really loved in the book you break down coping strategies versus coping mechanisms. I really love how you break those things down because I think a lot of us have developed coping mechanisms in order to do the stuffing and the numbing that was required of us as young children to hold it together because for whatever reason, our big feelings really weren't acceptable or the adults in our lives couldn't handle them, you know, and we needed to kind of get a handle on them. 

So for parents who are maybe at the beginning of starting to really notice this aware, building this awareness and learning how to care for themselves, how can they go about shifting out of some of the coping mechanisms and moving into the strategies and how can they go about finding the ones that are right for them because we're all different. 

Alyssa: Yeah. So I actually wouldn't shift out, I would add in. So when we're looking at coping mechanisms, these are usually things that produce dopamine in our brain. And so this is going to activate that reward center of the brain and it numbs us temporarily. The thing about dopamine, everybody has it. It's like become a four letter word, but dopamine is great. We all need it. We all have it. And when we're tapping into it as a response to like that adrenaline or cor all rush of a big feeling where you're like, oh my gosh, I'm so activated right now and I'm fired up or I'm triggered when we then tap into a coping mechanism. We're usually looking at something like a distraction or scrolling on a screen or sometimes food. We sometimes use like playfulness or silliness to like, get out of the moment as fast as possible.

This is like my dad will go to like silliness or sarcasm. So interesting to see it play out now as like the grandparent of the grandchildren. And I'm like, oh, yeah, this is familiar, this is why I am the way I am. But when is having a hard time and my dad pops in and he just like, wants to distract him out of it. He wants it to make it go away as fast as possible. He's really just trying to get the back to tap into some dopamine here. Dopamine is not bad and we all have it. And what we're finding now too in research around neurodivergent children is that we can see a lower dopamine store in their body. And so we're noticing is that using a coping mechanism can be like a bridge to a strategy. 

So a coping mechanism might be like, okay, actually, this literally just happened the other day. I, my husband was traveling for work and I was solo parenting for a few days and my world is nutty right now and I have a 2.5 year old and I'm 31 weeks pregnant and I had just like hit the spot where like he was having a hard time and I literally was like, I can't do this right now. Like I need a minute. He needs me to show up in a way that I can't show up in this minute. And so I popped on Daniel Tiger coping mechanism and I was like, OK, he's gonna tap into that. And I know that once that dopamine starts to wear off or sometimes when we just like turn off the TV, we're gonna see this emotion come back like it, we're just temporarily hitting, hitting a button. Yeah, I think if it a snooze button on an alarm clock where it's like, get back in nine minutes, right? Like this is gonna happen and but this like hitting that snooze button allowed me to step away and to take some deep breaths and to like really calm my nervous system. This is where I'm then tapping into strategies. So I'm using a mechanism for him for the moment so that I can step away. Deep breathing is the fastest way to regulate. I find it annoying how like if somebody was like, just take deep breaths, I like having a hard time. I'm like, I want to throw a punch. You like, no, this is too big, like everything I'm feeling is too big for deep breath. Like it feels condescending and then you do it and you're like, oh God, it's working, shoot. 

Laura: Most of the time when we're in those places, we're holding our breath and we're not breathing, right? You know, so that, absolutely.

Alyssa: That is like an accessible strategy that I really learned to lean into because I can do it when we're on the go. I don't need a thing for it. I don't even need to step away to do it. Like I can do it with a crying baby on my body just taking deep breaths. I have to pair it with like a mantra or a phrase. Otherwise, I'm like taking deep breaths and still like fired up. But if I pair it with a mantra and I'm like, OK, this is temporary. He's having a hard time. He's not giving you a hard time, right? Like there are some that I turn to, then I can start to come, we dive into the sensory systems in the book like we all have eight sensory systems and I wanna get into that a little bit. 

But what I'll do here is pull from the ones that I know are regulating for me, which are touch and proprioceptive input, pro perceptive is that like big body play or heavy work. So sometimes all I can do is like, squeeze my fist and let them go. Like that's all I have access to. Sometimes I can literally like, I'll like clean a little bit in the, in like the kitchen or whatever, like step away from him and clean where I can like literally lift something up and move it. And that act of like moving my body can help me start to calm.

Laura: Laundry is my go to. 

Alyssa: I love that. 

Laura: There's always laundry, especially moving, always laundry and moving. Especially moving wet laundry to the dryer is it's heavy. There's repetitive motion and our, our nervous systems love repetition and rhythm too to help us get grounded and that, yes.

Alyssa:  I love that. I love that. And so then like, I got to a place now I'm not in like the most Zen state. Like I just left the spa. I'm calm enough to be able to then show up and support him. And so I came over and I was like, all right, buddy. After this episode of Daniel Tiger, we're gonna turn off the TV, which he already then hated that news. And then when it came down to it and they're like singing the song in the end at the end. All right. But do you want to push the button or do you want me to push the button? When the timer, he loves a timer, we have a visual timer. When the timer beeps, I'm going to push the button. If you want to do it, you can do it before the timer beeps and he has it, he can see it. And then when that turned off, he still like had a meltdown because I had just pushed the snooze button on it. Right. But now I'm in a space where I can hold space for that. And now I can dive into that adult child interactions part, which is literally part two of the book, specifically, chapter five dives like deep into what does that look like in practice. 

Laura: I'm gonna pause for just a second and recap because I really love what you're talking about. I was just talking about this exact thing with my membership community yesterday. One of the parents has this kid who gets kind of stuck into deregulated loops where they're not really solving a problem. And we were talking about mindful distraction, that distraction when it's used unint, you know, without clear intention and without the child's kind of say, you know, awareness, it can feel mani manipulative and not so great. But when we're mindful with it, when we say I can see you're stuck, do you want to get out of it for just a minute?

We do the thing we put on the Bluey or the Daniel Tiger, both of which I love and are high dopamine producing things and also just good quality content, you know, for our kids. Um or even just the, the silly. Do you want me to distract you? You want to get outside or do you want me to, you want to play a game that we know is, you know, good for your body that I love that, that mindful and intentional distraction. I think we in the like gentle parenting and respectful parenting world, distraction gets a little bit of a we get told not to do it, to not distract our kids from their emotions.

Alyssa: There's confusion about distracting from their emotions versus helping them get into a safe body. We separate these. 

Laura: Yeah. 

Alyssa: And we separate too that like my goal, isn't it? Because even if I don't need a break at that moment or whatever, and I'm using like playfulness or distraction, this happens a lot for us and it's like time to go up for bath or bed and he doesn't want to go. And now I use like a, a game. I just said literally the other day, I was like when you were at school today, I was practicing and I know that I'm so fast and I think I can beat you up the stairs on your mark. Get set, go right. And then we're racing. He's like, I'm gonna beat you, I'm gonna beat you and we're playing this game and he had just been feeling disappointed to go up to bed. Now, what I'm doing is helping his body get back into a safe body. We're getting movement in. He's getting the game part. It's gonna give a little dopamine, the movement's gonna provide some serotonin to regulate the nervous system. It's, that's a coping strategy and we are getting back into like a way where we are connected. 

Laura: It's the connection. He was probably not wanting to go up to bed because he knows that means you separate for the night. Of course. 

Alyssa: I hate what's coming next. 

Laura: I know it means we're done for the day and mom of course.

Alyssa: And it's ok to like get into a safe body and get back into connection and then process these emotions. In fact, that's what we guide folks through that. We're not actually gonna do emotion processing work when, when this ends say you like are feeling sad or disappointed about something and you need like a good cry and you cry and then you move your body or you journal or you call a friend or whatever. And now your body starts to feel better and you still feel sad. You still feel the feeling. You just can now access more of your brain to access more of your tools for how to process this.

And what do you do with this feeling when we're in that space where we're in a dis-regulated state in our nervous system, we can't access those tools for what do I do with this feeling. And so often we jump to that, we're trying to emotion coach them when they don't have access to those tools. And so when we help them first get back into what we call a safe body or like it can present us a calm body. Um But really where we kind of have that connection and they have that like we're like their nervous system starts to let its guard down and relax and come back into safety, then they can access the tools for what to do with the emotion. 

Laura: I love that. I think that that's so helpful to, to frame it like that. Okay, so question. So I talked to lots of parents who say that when they attempt to talk about their emotions with their kids that they say no, stop talking. Don't say that like when

Alyssa: I'm not feeling that.

Alyssa: I'm not feeling that yes, what is going from your, you know, I, I have my ideas about what's going on for, for those kids. I would love to know what your ideas are for, what's going on and how do we approach that? If we know we've got one of those kids who really can't in the, you know, especially in the moment, can't handle us talking about those things. 

Alyssa: I'm glad you brought up in the moment because there's two things we can look at here. One is, are we trying to emotion coach too soon? Are we trying to talk about emotions when their nervous system is still too dysregulated to do that. It's like if somebody comes in and tries to like, solve your problem or like comes in and this, like I had folded, I shared this story in the book, but I had folded these piles of laundry and Sage came in and knocked them down. And as you said, there's always laundry, right? So like folding all the piles feels like a feat in and of itself and he came in and destroyed them. And I like to think about like in that moment, if somebody came in, it was like A trying to say a script of like, wow, you must be so frustrated right now like, yeah, I am way go. 

You identified it, right? Like I don't necessarily feel connected if they aren't showing up as their authentic self and B in that moment, if they came in and they tried to solve it like, oh, wow, you're so frustrated. I can help you build it or I can help you fold it again or we can fold it again. Like I know that's what I have to do. I'm not ready to do that yet. I'm not ready to talk about it. I'm not ready to fold it again. I'm not ready to make a new plan. I need a minute. I'm dysregulated. My nervous system needs a minute to maybe feel deregulated or move through it and then we can get to the emotion part. And I think we rush this for kids where we jump in first with the emotion stuff. And I want to be really mindful of this. And so when we go through this, we have five phases of emotion processing. Phase two is recognizing their perceived emotion. And we talk about like what happens if you say an emotion word in this time where you're like, oh man, you were working so hard on that and your black tower crash, gosh, it's frustrating. If you throw in the word frustrating in there and you see that your kid escalates great. Leave it out. We can build emotion concepts and talk about those emotions later. If you have a kid who when you mention that word or any emotion word, they fly off the handle. Perfect. That's fine. Leave it out just like you can do everything I just said without the, that's so frustrating man. You were working so hard on that and your black tower crashed, right? Like pause. Now we're still just holding that space for them to be dysregulated. 

We're going to help them move through the dysregulation to get back to a regulated state. And then if when they're calm and regulated and we've gone through these five, the first four phases of emotion processing and we get to the fifth, which is like the problem solving. Moving on. This is where we talk about it. Conflict. If we get there and you mention an emotion word and they again play off the handle. It's either they aren't actually regulated yet or that they feel shame around certain emotions, which is common for a lot of us and it doesn't mean any parent is failing or has done anything wrong. A lot of us have certain emotions that we observe even socially that we feel like we're not supposed to feel or whatever. And so if you then name the emotion and you're like, wow, that was really frustrating earlier. And they're like, I wasn't frustrated, then I might just say totally, it's fine if you weren't. And if you were, that's fine too. I can handle it if you were. And that's it. Like, they don't have to participate in the conversation of just dropping in these little seeds of like you are lovable even when.

Laura: Yeah, I love that. Okay. So you said the shame word and I would love to talk for just a second about it. So many of us are attempting to parent without shame and we're being really mindful about that. And at the same time, our kids experience shame because they're humans and they're out in the world. And so I would love to just for a second. Can we piece that apart for the listener around how we can be sure that we're not actively shaming our child and understanding that they may also experience shame. 

Alyssa: They probably will experience shame. In fact, like, you know, our Queen Brunet Brown in this work and she has done so much research on shame and I turned to her for a lot of this and one of the things that she talks about that for me as a parent and as a teacher, we're both really helpful to hear was that we aren't looking for shame free. We're looking for shame, resilient. And this delineation is that like they are gonna, like, somebody is gonna say like you are so yada ya, like that's gonna come up even if we're not saying you're so lazy or you're so dumb or you're so stupid or whatever, we might not say that to our kids. They're probably gonna hear it from somebody else because a lot of people don't have these tools yet and everyone around us gets dysregulated sometimes and we say things we don't mean and we make mistakes and that happens, kid to kid all the time. 

Laura: And even if someone isn't saying things actively, most kids know the expectations and they know when they haven't been able to meet them, they know when they've done something that's kind of outside of our, our set of social rules too. 

Alyssa: Yeah. What we do here is separate, shame and guilt in that instance. Like, rather than like you are so dumb, like, oh, you made a stupid choice, right? Like it was just having a conversation with the teen about this the other day where he was, he's 13 years old and we were chatting and he was like, oh, I'm so stupid. And I was like, you made a stupid choice if you were having a hard time and you made a stupid choice, you're not a stupid human. Like, you're not a stupid person and just that little delineation of, like, the focus on the behavior. Like, yeah, he didn't make a kind choice.

He knew that he wasn't supposed to do what he did and he did it anyway and he was dysregulated and also trying to feel like he could fit in and connect with others and like that all makes sense and you're gonna make a lot of stupid choices. It doesn't mean you're a stupid person. And so popping in with that like clear language of rather than the I AM or you are, is focusing on the behavior like that behavior is right. Just the other day. Sage was my, my little guy, my toddler was having a hard time accessing kindness, which is something we talk about a lot in my house. And I just said, hey, buddy, we were like snuggling after a nap time. He'd had a really hard morning and we're snuggling after a nap. 

And I was like, hey, bud, I noticed this morning that it felt like it was really hard for you to be kind. You were having a hard time being kind. And I know that you're a really kind person. I wanna help you so that we can figure out what's going on and really focusing on that behavior though. Like, I know you are kind, I know you're lovable. I know all these things about who you are and this behavior didn't align with that. I want kids to experience guilt. Guilt tells us, hey, I am outside my values. It's like such a good marker for us of like, oh, I feel guilty usually for us is an opportunity to tune in to like, what was my value? And then what was my behavior? And did they match up? And so when kids are coming home and they are, they are expressing shame of like this. I am language and we start to notice those signs for us. We can just pop in and validate who they are and how the behavior showed up and what the behavior was and that helps them foster this relationship with guilt rather than with shame. And that's where we have that shame resilience. 

Laura: Uh gosh, I think we all, I think parents, I feel like the best place to start would be with ourselves on that. I don't know how many times I've thought in my own head, I'm the worst mom, right? The mom, right? And that warm wash of shame come, you know, as Brune calls, it comes flooding over me, you know, and I mean, and even saying that those types of things out loud. I'm feeling like a terrible mom right now and I know that I'm also a human who can make mistakes. I'm actually a really good mom who stepped outside of my values right now or who's going through a hard time who's struggling to handle what's going on in our family with grace and compassion right now. You know?

Alyssa: Who's underresourced and overwhelmed and like, yeah, we, we have a section in the parent about or in the book about being a good parent. And because I had made this comment to a friend where I was like, oh, she's such a good mom and my friend was like, what does that mean? I was like, you know what? Thanks. What does that mean? And as I started to like really dive into it, I outlined three questions that I now walk myself through. What are they when I feel like, oh hang on, let me find them. Now. They're like escaping me in this moment. But I, when I am in this spaces, I have for instance, like I'm scrolling social media and I see like, oh they did like family photos, right? And then I'm like, oh shoot like I'm a terrible mom. Like we're not doing family photos. We're barely like, it's hard enough for me to like put a bran to bring him to child care. Like we're not getting life together, right? 

Like, and then I have these things and so I as I started to like, really look at this, I was like, ok, but does that actually really matter to me? Right. Like, maybe that's something that really matters to that person and that helps them feel fulfilled and helps them feel potentially like a good parent or just fills their cup? But I'm now comparing myself to this person or this situation that maybe isn't important to me. So the three questions that I outlined and that we outlined in the book are one. What's my long term goal for this child? Two, what's my goal for our relationship? And three, am I modeling the values I want them to inherit?  And when I can come back to those three, like that's my outline for, am I being a good parent? And for me that doesn't have anything to do with like cutting sage's sandwich into shapes for his lunch, right? Or like those things that like can really add up for me where like, oh my God, this is what a good parent does. And then when I come back to those three and I'm like, what's my long term goal for him? What's my goal for our relationship? And am I modeling the values I want him to inherit? Like cutting shapes doesn't fit into those three for me. And then I can be like, ok, cool. That's actually not something that matters to me for being a good parent. 

Laura: I can let that go. 

Alyssa: Yeah. And that is gonna go.

Laura: With it and not let it tie it be tied to my worth. 

Alyssa: Correct. If it is, if it fills your cup. Great. Do it have a blast? Right. Like shopping for my kids' clothes fills my cup. Love it. I don't feel like I'm thriving as a parent because he has a matching outfit back. Right. I'm just like that fills my cup. Gives me a little dopamine one of my favorite coping mechanisms. I love it and it doesn't fit into those three questions. It's not a part of the criteria. Yeah, for me of, am I a good parent? 

Laura: I love that. Yes. You know, I was just thinking, you said dopamine and I wanted, I way back in our conversation, you were talking about an interaction that you've been noticing between your dad and your son and his grandpa and I just, I wanted to pull out the refrain you did. I don't even think you noticed that you did it, but it's so important to do. You ascribed good intentions to the annoying behavior of your father that seems counter to your goals as a parent. And I, I think that that's so important if we're talking, you know, so I'm a marriage and family therapist by training. So I love thinking about kind of the the family system and there's so much that we, we put on our parents. So we, we've decided to parent differently. We're stepping into this new place and it can feel very like we're parenting at them to the older generation. It can feel like we're gentle parenting at like our, at our parents. I love that you really, you ascribed good intentions to your dad. He is trying, you know, that's what he was going for when he goes to distract or, you know, my kid from his feelings, what he's going for like by telling him a joke or getting him to laugh, he's trying to give my kid dopamine. He doesn't know that that's what he's doing. But underlying it, it's an act of love and compassion that's coming from dad or from grandpa, you know, and I, I really, I love seeing those things because that again, if we are wanting to have a conversation where, hey, we're raising these kids in a village, we want our parents to kind of be partners with us. It allows us to come in and say dad, I, I know that when you see, you know, my son or my daughter having a hard time with their feelings that pulls on your heart and you just want to ease their pain, you just want to ease their suffering. 

Alyssa: That's it. 

Laura: You know and 

Ayssa: It's like pause, you want to ease their pain because it's uncomfortable for you because no one allowed you to be in this. Like that's not the part I'm putting into this, but that's really, it's true. Sage. To not have a hard time because when sage has a hard time, one of the, yeah, one of the other components is that scientific knowledge part of like we fire off each other, emotions are contagious if we are accessing regulation. And so when Sage is having a hard time inside, it's so hard to be around somebody who's having a hard time and not make it go away because your nervous system is going to react. And so for my dad, like it makes total sense for him to be like this is so uncomfortable for me. No one taught me what to do in these situations. And so if I can get Sage to not have a hard time, my nervous system can feel more at ease and often get back into this. 

Laura: Yeah, often for our parents generation too. It's not even that they taught them like they didn't teach them what to do. They actively taught them that this is dangerous or have these feelings. You will be hurt physically, you know.

Alyssa: I will spank you or you'll be emotionally like a switch, you know. Yes, yeah. 

Laura: I mean, that's, that's the emotional thing to see many of our children and ourselves are still living with. And if they're lucky, you know, we're lucky enough to have parents who are kind of willing to step into that arena with us. What a beautiful gift of healing for across the generations that can happen. When we have those vulnerable conversations where we see our, our parents with compassion and give, you know, assign good intentions to them and let them know that no one's gonna get hurt if our, you know, if our kid has these skins and these are the things that we can do to regulate ourselves and them in the moment. Oh, love it. 

Alyssa: And your parents might not change and they might not do. Right. We have a whole section at the end of the book. Actually, in part three about this, like, or if your co parents or your partner is not doing this and is showing in a different way, there's two things. One is to grieve the relationship we envisioned. Like maybe you really wanted your child to have that safe space in your partner or your co parent or to have this relationship with your parents that you didn't get to have around emotions. And so grieving the loss of that is part of it. And then the other part is recognizing that we actually only need one human that we can break down to, that we can be vulnerable with who can handle our hard stuff. Again. Thank you, Brine for your research on this because that for me is so comforting of like, cool, my parents just probably won't be the people that he turns to when he's having a hard time and I can be that person and that's enough. And so if my dad goes in and distracts him out of his feelings and taps into the dopamine and never comes in with the emotion coaching or serotonin or anything like that. It's okay. He's gonna experience that through life. He's gonna have a different experience with me. 

Laura: I love that so much. Alyssa. I so appreciate your willingness to dive into some of these topics with me today. I want to be super mindful of your time. I know that you're talking about your book on the lots of shows and everything. But I, I really appreciate you coming in and sharing, sharing this with us and making this book so accessible. Reading it was delightful. Oftentimes, parenting books can be a little heavy and cumbersome, but the language you use is just like you, we're having a conversation. So it was really delightful to be too. 

Alyssa: Thank you. And there's one more component of the set method we didn't talk about. I just want to touch on. No, that's Okay. I could literally do this for bias, uncovering, implicit bias. And this is the part of our social programming in our childhood that will come up that once you, when you're in these moments, you might find yourself being like, well, this kid's being defiant or they're just being manipulative, they're trying to get their own way or they're just looking for attention or they can't go through life being disrespectful, right? 

Like all these phrases or things that are gonna come up for us, maybe age biases, they're old enough to know better, right. That like we're gonna have different biases and narratives that come up from our childhood and our social programming that can access the driver's seat of our brain and we guide you through what it looks like to help regain access to your brain and to notice these parts and to see that they're all parts of us that are trying to keep us safe based off of what they learned in our childhood and that we are safe and our child is safe and that our child is in a different scenario, in a different culture, in a different relationship than we were in with our attachment figures as kids. And so we can do something different now. 

Laura: I love that. Oh, yes, so good. Okay. So I know that we've talked about it a little bit already, but just let's wrap up by reminding people where they can find you and access your work including your new book. 

Alyssa: Sure. Tiny Humans, Big Emotions wherever books are sold. And it's available globally. So you can head to our website seedandsew.org/book. If you are outside of the US or Canada, you can find the links there to purchase for your country. And if you don't see your country there, reach out and let us know and we can reach out to Harper Collins and say, hey, people want to read this in Lithuania perfect color at us. And you can follow me on Instagram @seed.and.sew. I love continuing these conversations. So as you're reading the book and like highlighting or finding passages that like jump out at you or that you're like Alyssa, this is making me mad. I'm feeling frustrated about this or this. I have pushed back on. I wanna hear from you. I love that. II, I love continuing the conversation. 

Laura: Yeah. And the constructive feedback and being open to criticism. I, I love that you're willing to entertain that. I feel like there's very few of us out in the world who are willing to hear the negative feedback and take it on board and engage in the conversation. That's great. 

Alyssa: Well, I think there are different ways to deliver it, right? Like if you're an idiot, this is terrible. It one way versus like, oh man, I'm having a hard time seeing how this part would fit in with my kid. Here's the breakdown of my kid, you know, like that feels different to me and feels like a conversation and like, we really want to both be productive in this. And but anyway, take a picture of you like reading the reading the book or if you're listening on audible, I read the audio book. Take a screen shot and tag @seed.and.sew. on Instagram and let me know your thoughts. Let's keep chatting about it. Thank you so much for having me on Laura. This is lovely.

Laura: I hope you. I hope that the book gets into lots and lots of hands. Thanks for putting it out into the world. 

Alyssa: Totally my 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 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 162: Welcome Back: Navigating Challenges, Finding Purpose

In this episode of The Balanced Parent, your host returns from a summer sabbatical to share a deeply personal journey. During the past year my family and I faced some significant challenges, including a health crisis for me and an autism diagnosis for my daughter, which required respecting her privacy and temporarily stepping back from the podcast. It has been (and continues to be) a journey of personal growth, resilience, and deep self-discovery. During this time, maintaining authenticity on the podcast became a significant struggle, as my family's difficulties were intensely private. Hence, I took a break from work and social media.

And so now that we are back, I will be sharing with you:

  • My family’s challenging journey and highlighting the importance of resilience and emotional growth during difficult times

  • The significance of vulnerability and authenticity in parenting

  • Valuable lessons on how to use social media mindfully

  • New directions for the podcast moving forward

Thank you for joining me on this deeply personal episode! I look forward to sharing more valuable insights and connections with you in the episodes to come.

If you have a question or topic you'd like me to address on the show, you can send me a voice memo ​here​ or submit it in writing via ​Google Forms​. Feel free to ask questions or even offer feedback you don't feel comfortable sharing publicly on review pages.

Book Recommendation:


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. Hello. This is Doctor Laura Froyen and the Balanced Parent Podcast is back. I so appreciate your patience and compassion during the break that I had over the summer. And I want to be able to spend this welcome back episode kind of explaining a little bit about where I went and why, and some changes that are coming up in the podcast. So I'm going to be talking a little bit about my personal journey through some really challenging times in my family, both with my health and with one of my kiddos. I think it's really important that we embrace vulnerability, that I model that for you. I couldn't do it over this past year because I was too close to it. We were still in it and I really needed to protect my child's privacy, but now that we are mostly on the other side and figuring out our new normal. Um and she's ok with it. I can share a little bit about what's been going on with her family. I'm also going to be making some changes to the podcast because during my break, I noticed that there were parts of my job that I really, really loved and parts that were not so good for me and not necessarily serving you the best either. And so I'm going to be making some changes again. I want to say thank you so much for your support, your kind messages that I got over the summer, especially when I announced my break and your patience as I figured out how to come back in a way that felt really aligned and authentic. Okay so let's just jump right in. 

I decided to take a break over the summer for a couple of reasons when my kids just requested that I not work and I have the immense privilege to be able to do that. Uh, so I kept my membership going, but I didn't take any one on one clients. I didn't record any podcast episodes. Um, I really just focused on them and they didn't want to go to any summer camps. And so we just had a summer at home together and that was really, really good for us both as a family. And for me, it allowed me some time to reflect on why I started this podcast in the first place. What do you see my purpose being in the work that I'm doing as a parenting coach and educator? I really appreciated that opportunity just to share a very high level look into what was going on for my family last summer at the end of summer. So, August of 2022 I started having some pretty significant health difficulties, some hormone issues and pretty severe anemia that really limited my energy and my ability to function on a daily basis. At the same time, my oldest child started going through a really difficult period in her own life and of course, that has ripple effects throughout the whole family during that time, my child was not in a place to consent to me talking about what was going on for us. And I really struggled with having the podcast last year because I felt like I couldn't be honest with you all. I felt like I was hiding a part of myself. 

You know, our kids are having their own lived experience and if they're vulnerable, they're young and they're not able to consent really because they're minors. I think it's so important to protect their privacy and their process. And at the same time as, you know, we're parents who are human beings having our own lived experience. And while my child was struggling, it was a struggle for me and my own well-being in the midst of going through a health crisis, it put a lot of strain on my relationship with my partner. We ended up coming through that time beautifully together as a teen. It put a strain on my other child’s well-being too. It was just a really hard time for our family as a whole and it was really difficult to not be able to talk about it with you. And I really felt strongly that I couldn't because I needed to respect my child's privacy and process and then to kind of put on this, you know, keep putting out episodes where it felt like I wasn't being real or authentic with you. But I spent a lot of time last year with Imposter Syndrome and feeling like a fraud like who was I to be able, you know, be giving advice or support. When my own family was struggling so much over the summer, I was really able to process that a lot. And 

I came to understand that one that this experience has been really good for my ability to tap into compassion and empathy and understanding and heightened my ability to meet families where they are, especially when they're in the midst of the hardest times. You know, lots of the families that come to me, they, I meet them at their low points. I meet them uh at the point where they're struggling the most. And so having kind of moving to being on the other side of that, now I'm able to see what an honor it is um that a family allows me to walk alongside them in those moments. And the fact that I've had my own personal struggles, I think has the potential to, to be even more helpful and more impactful. I also think that, you know, really the people who come to me and come to this podcast, I don't think you're looking for perfection. I think you're looking for a real human being who makes lots of mistakes who has lots of work to do. And so I hope that kind of as we go forward, I can mindfully release some of that pressure to appear like I've got it all together and be even more authentic with you. I hope I've always done that during this past year, I felt like I wasn't really able to be fully authentic and fully myself just because I needed to protect my child's privacy. And I'm sure you all understand that as respectful parents, how deeply we want to respect our children's personhood. 

Gosh. Well, I can process the Imposter Syndrome and the kind of internal struggle of feeling like a fraud during this time that I've had, you know, that I've gone through on another podcast if that's of interest for you. But just know that I'm kind of out on the other side, really feeling comfortable with this idea that here in this space, I am not going to present some perfect parenting ideal for you to try to emulate. There are other sources of inspiration, other podcasts that can give you that if that's what you're looking for. I totally understand that like wanting to see the kind of the, the beauty and what it could look like. But, I also truly believe that sometimes that fantasy can steal some of the joy and some of the real, like the, the raw beauty of the reality of our lived experiences as humans. And so, I guess I just wanna want to position myself not just as someone who, you know. \

Yes, I have the PhD, I have the research I felt have the studying, but I also have this, this real lived experience of going, you know, through not just this challenging time, plenty of challenging times with both of my intensely sensitive, beautiful wild individual autonomy seeking children. And I just want to be real with you, I guess. So, one of the biggest takeaways that I had over the past year is really coming to deeply understand that what's going on for my child. Their outward behavior, they're sometimes hard to understand the behavior or hurtful behavior is not tied to my worth as a person or my value as a parent. Yes, as conscious parents, our job is to focus on ourselves, on what's going on for ourselves, the work that we have to do. But I think, sometimes in that message, we can hear that it's our fault if things are going poorly for our kid, that if our kid is having their own struggles and difficulties that it's our fault that we caused it. And this past year has been a very deep and painful opportunity for me to learn how to disconnect those two that my children are having their own lived experience. That there are things that are in their genetics, in their neurobiology that are going to be there regardless of, of me. And that I can be trying my best. I can be committed and dedicated to learning my kid, learning how to meet them where they are. And I'm gonna make mistakes with that. And that doesn't make me a bad parent. And it also doesn't make me unworthy of compassion and dignity and respectful treatment. 

So, that was a very painful lesson to learn over the past year. It's when I thought I knew, you know, it's one I definitely have taught to other families. Um, but sometimes there's, you know, there's a difference between knowing it and knowing it. And so, that has been something that I've had to use as a balm for myself, a self-compassionate way of looking at the struggles that we're having as a family and not letting them be tied to my worth as a person and my value as a parent. And I just, I think that we probably all need to hear that from time to time and remember it. Yes, of course, we have a duty as parents to take a look at ourselves, take a look at our own behaviors to attempt to do no harm. And there will also be things that land on our kids in ways that we never intended that hurt them or impact them in certain ways. And then it's our opportunity to be humble and to learn while still being kind with ourselves. I think that that's the biggest thing I learned over this past year. Yeah. Lots of self kindness, lots of understanding that uh, my worth as a person isn't necessarily tied to other people's behaviors. And I have very little control over certain things, certain aspects of what happens in my family and learning to, to let go of some of that control, letting go of the the image, you know, that ideal image that you, we all want to project at times. And I think a significant part of learning that lesson has been really stepping away from social media. 

So in the three month break that I took from the podcast, I also took a three month break from social media for the most part, there's a number of reasons for that. But I was definitely, during this difficult period in my life, I started using it in ways that were not productive or helpful or healthy. Um, it was definitely a form of escapism. And I realized that I, you know, I used to be able to engage in social media just as an educator. I was starting to use it more as an escape and as it became a comparison trap, you know, and I found myself really getting, having a hard time setting boundaries for myself and understanding that I was comparing kind of my backstage story with other people's highlight reels. And, you know, again, this is one of those things that we all know this, but we can also all slip into it because we're human beings. And that's how those platforms are designed to function. You know, they're designed to, you know, take advantage of our psychology and pull us in and keep us on them. And sometimes they do that by encouraging us to engage in ways that aren't helpful. Um, so I took a break and I have really kind of figured out some options for myself for how to get back in, in ways that felt good to me and aligned for me. Uh, so I am gonna be using social media moving forward to do some educating. 

But, the primary places I think we're going to be interacting is in this podcast and in my email uh in my membership, uh I have some changes in mind for the membership coming up if you've thought about joining and you just haven't, for whatever reason, I would love to know what's keeping you from joining us in there, whether it needs to be more financially accessible, if you would rather have more one on one time versus in a group setting. I realized over the summer that I really love the community that I have in there. I love this community as well. This the community and the membership is like, like this just on a smaller, more intimate scale. And we get to have all these amazing discussions, we support each other and where I get to be kind of in my zone of a genius where I get to really support folks. Um, I've also decided that I want to make the podcast a little bit more like that. So, I think at the beginning of this podcast, my intention was for it to primarily be me answering your questions and supporting you and somewhere along the way, you know, once you start a podcast, public relations firms, just start pitching you guests and gosh, some of them are so exciting and I, and I wanted to talk to them like Dr. Shefali, you know, just so many great names and helpful, beautiful people we've been able to have on this show that all of a sudden all my episodes were interviews and I am going to step back from that be a little bit more choosy in the interviews that I take on. Um, I really think about what you need in terms of support. I can't be an expert on everything. I don't want to be an expert on, on everything. Um, so I do want to be able to have some other experts come in so and so I can introduce you to them and so that you can get the support that you need from them. But I also want to spend more time with you, and with your questions. 

So, in the show notes for this episode, there is a link where you can go and submit a question. There's also a link where you can go and record a question so I can play your voice. You can introduce yourself um, the ages of your kids and your question.You can do that anonymously. You can use your name if you want to, you can, you know, submit questions simply by emailing me to if that's easier for you. Uh, but I would really love to spend some time supporting you. I got my own support during this past year and it just reaffirmed for me how incredibly valuable it is to have someone walking alongside you in difficult times. So I guess, okay, let me just make sure that I'm staying on track and we're covering what I wanted to cover. Okay. So, we're kind of talking about social media usage. I did have like just a few little takeaways that I wanted to share with you. If you've ever been feeling like you can't fully monitor yourself or set boundaries with yourself around social media. So, I have found it really helpful as I'm toying with the idea of getting back into social media since I'm using it for work. I don't, I'm not planning to put those apps back on my phone. I'm gonna use them on my computer and that works for me. I will, you know, if I'm going to do an Instagram live, I will have to put the app on temporarily, I'll put do the live and then I'll take it off. But setting clear boundaries for yourself and limits for yourself can be really helpful. And it's one thing to have like a boundary set in your mind versus using the screen time functions on your phone to set those boundaries for you. Um, and then adhering to them. I've also found it really helpful to have set times where I lose my phone, where the phone gets put somewhere and I leave it alone. Um, that was really helpful for me and my husband and I are going to continue to do that. 

Um, as you know, the school year is getting started. We've been noticing that we've both been a little bit checked out. As I've returned to work. I'm teaching classes at my local University parenting classes. I run an infant play group in person for those who are local to Madison. And so I've, I've been ramping up some of my work. I've been traveling to speak at conferences. Um, my husband is, this is his teaching semester. He's an accounting professor. Um, and we've been just noticing that we are kind of checked out at home during that time period after school and before dinner. So we've decided that when we get home, we're going to put our phones away and they're not coming back out until after the kids are kind of tucked in. That's our plan for phones. And I think the biggest takeaway for me in this is that it's so important to prioritize real-life connections and in person interactions. I was at a conference where I was, you know, I was speaking at it, but I also got to attend some sessions and one person was there from a Stanford research lab that had, they were talking about some of the, the positives and benefits for social media use. So, the research indicates that up to an hour of social media use a day can be positive. And then after that hour, there's really only negatives, it goes downhill from there. 

So that's, and that's something that's across age groups too, which is really interesting to hear, to think about for our teens too. Um, so, uh, if you're using social media, limit yourself to that hour, 45 minutes or so, I also think it's really important. She, this researcher was talking about one of their findings that if you are focusing on connection and connection being super important for the kind of the human soul and for our mental health and well-being. Uh, that phone conversations and facetime, it positively impacts our sense of connection and well-being. But, text messaging does not have the same positive effect. So just texting your friend is not nearly so good as connecting with them verbally. So, I use voer for um verbal connections or even just sending voice memos. But, they really did emphasize too that the real time conversations are even better. So I know that right now it is not like the, the culture to call people on the phone, but having a group of people that you want to stay connected with and feel really, really close to that you can call and actually get on the phone with it. 

So, the research says it's so much more satisfying to our human brains and our sense of connection and well-being. So I thought, I thought that was really interesting. I also think it's really important that you be mindful of the content that you're consuming and its impact on how you're feeling. So that was the, the decision behind my break that I took. Um, because I had started consuming stuff that just was not making me feel good about myself or my mind, it was supposed to be helpful, but it just wasn't. Um, so being really mindful curating your feed going through your follow, you know, who you're following and taking out people or blocking people so that they don't show up on your feed if they are really sucking your negative energy or sucking your energy or having a negative impact on you. I also think it's really great to practice digital detoxes regularly. The person I was speaking to from the Stanford, I forget the name of her lab, but she specifically studies social media usage and well-being. She suggested instead of doing big detoxes like I just was doing to do many detoxes where for a certain period of time, each day, you have an hour or two that are, you know, where the social media is completely off limits to you. And I just felt I felt really interesting, you know, that I always recommend micro dosing with self compassion. I mean, I like the kind of similar or micro dosing uh digital detox approach. I think that that's it. I think those, those were the takeaways that I had from my experience. And so I'd love to know if they were helpful for you. 

Okay. So I think I, the last thing I did want to just share with you is so, part of the process that we have gone through this past year, uh is figuring out that my child, my oldest daughter is autistic. As I've mentioned before, has been incredibly important as we are going through that hard time that I respect her privacy. She felt very strongly about that. And so did I, and I honestly don't know that she, was in a place where she could consent even if she did say it was okay because it was such a hard time. We went through the diagnosis process with the neuropsych eval over um, kind of in early summer and after that happened and she was able to kind of process it with her therapist. She said she was really excited for me to be able to talk about it with you because she thought that that might be really helpful for other families who might be going through something similar, who might be nervous to go through the diagnosis process. Um, nervous about what it might mean to get a label or get a diagnosis and how much it's positively impacted our life. She thought that that would share, sharing it would potentially help other people get the help that they need. We have had a wonderful experience in um, connecting with her autistic identity. 

We um, at the recommendation of the person who did the diagnosis, she recommended this book called All Cats Are on the Spectrum. We'll put a link in the show notes and it's basically just beautiful pictures of adorable cats. Attributing common characteristics and traits of neuro diverse and autistic people to the cats. This worked really well for my child because cats are one of her special interest areas. She could talk to you about cats and warrior cats, the book series, um specifically for hours on end. And so finding that book that was beautifully kind of autism affirming and related to cats was really good for her. She's really stepped into her, her autistic identity. Uh, it helps us as a family understand um when things are difficult. I'm so grateful that she's willing to share this part of, of her with this broader community. Um, I know that,that was something that she thought about for a while but was ultimately really excited about. And it was certainly not a request I made of her and that was something that she came to me and wanted me to share, which I think is super cool. I do want to just, you know, make sure that we're clear that when I do talk about her diagnosis or her autism, that I will not be focusing on her struggles. There are so many beautiful aspects to her neurodiversity. I will primarily be focusing on my experience and my own growth. 

The thing is I've needed to learn the new skills and flexibility that I've needed to take on in viewing, viewing her more clearly through this new lens. My own kind of internalized ableism that I've had to deconstruct in kind of going through this process, just like in, you know, in the Ross Green um, collaborative and proactive solutions problem solving method that I teach and do with clients and with my own family. In that process, you don't have to outline all of the problem behavior that your child has. The kid knows about it. Um, the word difficulty covers it. You've been having difficulty, you know, putting your shoes on in the morning before school covers the throwing of the school shoes, um the yelling and the name calling, you don't have to list all of those things. Um similarly, I will not be focusing on any specifics of challenging behavior. I will instead be focusing on, on growth. No one wants their most vulnerable, worst moments shared with the world, not from a place of wanting to project perfection, an image of perfection, but just from a respect for humanity and privacy. 

So I will, but I will happily discuss things that have been really helpful for us as a family. The things that have made it better, how I've worked for advocating for her, teaching her to advocate for herself, for her needs to be met, helping us all understand how beautiful the diversity of brains are and how important it is to consider, you know, where each person is and meet them there. I'm also happy to discuss the things you know, that have been hard for my other child during this really challenging time for the siblings of kids who are going through a hard time. Those siblings can often be kind of put on the back burner or have their own difficulties associated with it. And that certainly was true in our case, my youngest is doing wonderfully now. She has her own therapist. I'm happy again to discuss how we went about finding the right therapists for our kids and um that can meet them where they are. I will discuss all of those kind of those helpful things with you if you need it and just know that the, the hard stuff is there continues to be there. But we don't need to get into the nitty gritty details of it to get into the nitty gritty details of how we're moving forward and how we're supporting herself and how we're supporting ourselves as we learn to create a new normal for ourselves. Um and, and adjust what we thought were really radically respectful practices that it turns out we're still constraining for my child and deconstructing that and being open to new ideas, new ways of being as a family um that are more affirming for everybody's experience in the family. 

So again, I will be happy to share all of those things and I feel so grateful that my child is willing to, to allow us the opportunity. Um, but I will be continuing to check in with her and be respectful of her, her lived experience. So again, my I'm going to be focusing on the parents' perspective on this. I'm not going to speak for her. I'm not going to share her story. I'll only really be sharing mine if that makes sense. Um, there will maybe come a time when she does want to share that and, and maybe there won't and we'll kind of cross that bridge when we come to it. Okay so we discussed some podcast format changes that are coming up too. So again, I would love to hear questions from you. Um, I would love to make this podcast exactly what you need. You know, I think parents are, I mean, gosh, I love working with parents. I think that they need so much more support than we get in this culture, in this environment that we're in right now. And so I really want to make this an opportunity for you to get the support that you need. And obviously, I can't, you know, I can't do personal one on one coaching with everybody in the, in our podcast community. There's, there's not enough of me to go around. Um, but I do hope that this more this new format with more solo episodes, episodes where you're asking questions, either by submitting them on a form or submitting them um using a voice recording will allow us to have a deeper connection, a deeper sense of being with each other. I also want to do some live recordings. 

So, I am exploring some of the guests that I'm having on, um perhaps being willing to do their interviews live with my membership community, so that my members can ask them questions as well. So I'm hoping to do some more live opportunities with guests in my membership community. And then I'm also planning to do some live, live recorded podcast episodes on topics with your questions. Um both as Instagram lives and on Facebook lives in my parenting community, the balanced parent community on Facebook. So there, there will be more opportunities for you to kind of connect with me and get the support that you need. And hopefully this podcast will become like a just a beautiful community where we can support each other. And I hope that my goal really when you, is that when you need support, you need help, you need encouragement, or maybe even a wake up call to that you'd come, come here and you'd put your headphones on and you'd listen in while you were folding laundry or going for a walk or having coffee and you'd come away feeling connected and supported. And so I know that I felt that way over the past year. And, you know, I, I've been as honest as I could be with you about the struggles that my family was going to. And every time I've communicated that with you, the outpouring of support, the emails, the, you know, way more than I could ever respond to have just been beautiful. And I'm so grateful for, for this community that you have a big part in building with me. 

I want to thank you for providing a space where we can be authentic and vulnerable uh in our parenting together where I'm able to be imperfectly myself with you. So I really appreciate that opportunity. Um, and that, that you're here for it uh that we, we know none of us are perfect. We're all learning, we all have work to do and growth um to embrace and that we don't have to do that alone. It's a really, it's a really beautiful thing. So I really appreciate it so much. You know, I would love to hear from you too if you've been on your own journey of struggle. Um, if you've gone through really challenging periods or maybe you're in the midst of one now, I hope that you'll, you'll reach out and let me know about that. And I, I just really appreciate you being a part of this community. Uh, so again, reach out, email me, um submit uh questions on the form or audio questions on the voice memo uh link in the show notes, join my balanced parenting community. Just know, that you are not alone. It's very easy for us parenting professionals to project this sense of, you know, we know all of the answers and we're doing it all right. And I hope that this episode has given you a very real look into um the human struggles that are kind of on the other side of your screen or on your phone that we go through hard times, just like you. Um, we're figuring this out as we go just like you. The real thing is that we really need each other. We really need to do this together. We're not meant to do this alone. And I'm so grateful that um I get to do this with 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, 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 161: Getting in Touch with the Authentic Self through Mindfulness with Kelly Smith

In this episode, we are joined by Kelly Smith, a yoga and meditation teacher and founder of Yoga For You. Kelly shares her insights into how mindfulness and yoga can help us connect with our authentic selves and cultivate inner joy and power. She encourages us to find our own personal practice, listen to our bodies, and access our most authentic selves.

Key takeaways:

  • 1-minute practices to do at home to bring some calm back into our lives

  • Subtle changes we can expect when we regularly practice mindfulness

  • Yoga Nidra: What it is and how it can help you when overwhelmed as a parent


By cultivating regular mindfulness practice, we can develop greater self-awareness, emotional resilience, and inner peace. We hope this episode inspires you to explore mindfulness and discover your own path to your most authentic self.

If you enjoyed listening to Kelly's insights into mindfulness and yoga, I encourage you to follow her and learn more about her work. You can visit her website at www.yogaforyouonline.com and listen to her podcast, Mindful In Minutes Meditation.


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 Camp podcast. We're going to be talking about how we can get in touch with our authentic selves in order to bring more ease into our lives and into parenting specifically and how we can use meditation and mind mindfulness as a tool to reconnect with that authentic self. To help me with this conversation, I have Kelly Smith, a yoga instructor and mindfulness teacher who is just delightful and I'm so excited to talk about this topic with Kelly. Welcome to the show. Why don't you tell us a little bit about yourself, who you are and what you do?

Kelly: Okay. Hi, everyone. I'm Kelly. I am a yoga and meditation teacher, also a fellow podcaster. I've been doing this for about 10 years or so and my sweet spot is creating these short powerful guided meditations that people can use and weave into their everyday life to kind of find mindfulness in minutes. I have a show called Mindful In Minutes, which is all guided meditations or pretty much anyone and anything. And then I have a show called Meditation Mama, which is prenatal, postnatal and fertility meditations. If you find yourself in that specific portion of motherhood and guided meditations to support that. And I love to help people connect with their true self or their authentic self, their soul, whatever word you like to insert into that you can do that. I like to help people kind of take that journey to reconnect with their most authentic self and find the inner joy that I believe resides within all of us. 

Laura: Yeah. You know, before we started recording, you were saying about how, when we watch our kids, it's just so clear when they're little, how delightfully and wonderfully they are just fully themselves. No hang ups, no holding back. And then the world gets a hold of us and somewhere along the way, we start to let go and we lose that. Why, why does that happen? 

Kelly: I think that happens for so many different reasons. I think life is hard in general. I think there's so many ups and downs. I think that society tries to mold and shape us and do these different things. There's also going to naturally be this self discovery process. Like unless you're this like deeply awakened little child that's just so connected to like your soul and you never let go of that. I think of the process of growing and evolving and aging is this kind of ebb and flow of like, who am I? What does authentically me? What aligns with me? What do I like? What do I not like? And through that journey, we can have a tendency to either veer closer to who we really are or have a tendency as I think most of us do to kind of veer away from that because we just aren't given the tools and we aren't really taught either how to parent in this way or how to live in this way of like, how do you connect with you and stay in alignment with that indefinitely? 

Laura: Yeah. You know, as you were talking, I had this vision in my mind of, a scene from the movie Moana. Have you seen that movie? Yes, I've seen that. There's this moment where Moan I think is, I, I don't know, talking to her grandmother's spirit and she asks who am I? And then she has an answer. She knows who she is. And I, the first time I watched that movie, I think my girls were probably two and four and I just bald. It just, I mean, just tears because I had, I don't know that I have ever really had that sense of surety in knowing who I am. And I know I'm not alone for that. I think parenting has really helped me find myself in a way and be brave in finding myself. 

As I see my girls assert who they are, you know, and I, I listen to them. I learn how to curiously kind of learn who they are. I've been able to turn that curiosity on myself, but you're right. I never had the support to do that as a child. Growing up, it was all about pleasing, succeeding, getting the accolades and all of those, the achievements. And I just felt a lot of the boxes, checking the boxes do the things in the right way at the right time. Yeah. I feel like I'm farther along than I was a few years ago when I was crying watching Moana. But I mean, I still cry when I watch Moana because it's just such a beautiful movie. But you know what? 

Kelly: I still cry at the Lion King. It happens. 

Laura: I mean, I see movies that get to you. 

Kelly: They do and they're designed to, they're meant to, right? And they hit a little part of ourselves where we have a vulnerability and it's good to, to know where those things are, right? You know.

Laura: But I guess the question is so sometimes part of me wonders are we ever just one thing or one person or are we this beautiful complex being that will change and grow as we age? And so then there's just this continual process of inquiry and discovery and curiosity. What, what do you think about that? Are, are, is there a fixed sense of who we are?

Kelly: This is like the greatest question ever, Laura, we need to like have a glass of wine sometime one of my favorite things to do and you know, not everyone's up for these but to just like ask questions like this that maybe don't have an answer and contemplate it. Probably something that, you know, led me to becoming a meditation teacher. But I love these types of questions because one, I don't know I have certain like suspicions, having, you know, done this, this journey myself or working on this journey myself and then helping to facilitate it or give tools for others toolbox as they take the journey, I have some suspicions. 

But I think some of these things, maybe there is no right answer or we're not meant to know the answer which I love. But for me, what my suspicions are is that we are born and, you know, I always say, you know, insert whatever word you're most comfortable with, you know, but for me, I always think of it as like we're born with this like essence that it's almost like, you know, is it nature or is it nurture? Right? Like I think there's a piece of us where like, you know, I think about my son who I just referred to as pork chop and like he is now two and he's like nuts and he's just busy. And I remember even when he was like, in my stomach, there'd be like strangers and target that would like, point at my like convulsing belly being like, oh, that's a busy boy in there and like they were right. Even from like pregnancy, there were elements that I felt like. Did you feel that with any of your girls? Oh my God. When you're pregnant, you like get to know their little personalities.

Laura: Both of them for sure. And one of them was 10 days late and even now to this day, she's almost eight. The minute you try to rush her to do anything that she's not ready for, she's digging her heels and there is no way she's cut. You know, there's no way she's doing it before she's doing well ready. 

Kelly: Yes. And yes, mine was also very late. He just does it at his pace and I think there's a piece of us where it's just, it is who we are. We are. But I think we also are kind of these very like malleable people. So I think it's a little bit of both. Like there are parts of us that it's just like we naturally are people. We have these personalities, we have these preferences. That's something I see a lot in my toddler. Like there's no reason for him to have certain preferences for different things or activities or anything really. But yet he has them. And also through life, there will be new things that he'll acquire, there'll be new things that he'll learn, there'll be new things that he learns he doesn't like. And, and I think like going back to what you were saying, Laura a little bit ago about, you know, kind of starting this journey or having it really be springboard from parenthood. I can only speak to my experience as like a woman. And I really think at least from my experience as women, you know, and I, you know, I'm not sure how old you are, Laura. I'm in my thirties. And so being like a young girl in the nineties, like we were just taught, like, be nice, be pleasant, be, you know, agreeable, be quote good. Like, what is that? You know, what does that mean? 

And I didn't really start my kind of return to self journey until I decided to kind of do the, I don't know, not very nice or approvable decision of quitting my quote real job and turning yoga and meditation into a business over a decade ago, which many people didn't approve of. They thought that was like a ridiculous thing. And one of the fastest ways to go on a true self journey is to do something that no one else around you approves of, but it feels right in alignment with you and that really kind of kicked off then, you know, my journey. And so I think to go back to your question like it's both, yeah, like the pro it's both were born at this thing and, you know, it's so cliche but it's like it's the journey, not the destination, right? Like it's, it's both. 

Laura: Yeah, you know, I think that there's a part of me that really likes the security and the like checking off of boxes and fitting things into nice little packages and tying it with the bow. And so there's parts of me that would feel is like, can I just know who I am now? Might just be done. Can we be done growing done? Can I just be me? You know, and then there's this other part that is just how delightful it is that we're not stagnant, how wonderful and beautiful it is that, that life will continue to shape us as we grow, that we never are done. I think it's natural to have a little bit of that push and pull it within you. 

Kelly: I think so. And, and, you know, I think that as we have different life experiences in particular and, you know, big life changes, a career change, becoming a parent, any kind of big a loss in your life like that changes you and molds you in a way that, you know, you had never had that experience before. So how can you be that person that you become when you're a parent or after you've suffered a loss or whatever it is, you haven't lived that experience before. 

And so it's almost like I think our core essence is sort of fixed, but then all of the smaller things like our preferences, our beliefs, things like that, those can change and be fluid over time. But for me, the work that I do, what I love about true self work is that it's almost like having an open line of communication so you can kind of always be checking back. So it's like, ok, you know, how does this thing feel and then you can check in with the true self being like, is this an alignment with me? Yes or no. And it's kind of just having this like internal compass that helps to keep you on the right path, but it's not like full blown like GPS.

Laura: Yeah. Yeah. Okay. So I, I have a couple of questions about this because I feel like, you know, we, we almost like got to the topic of meditation and mindfulness and I think that it sounds like that is a very good way to start practicing that. But that ability of checking within yourself is this in an alignment? I can guarantee that there's lots of people who are listening right now who don't even know how to do that or what that feels like. And it's not their fault because especially most of the people who are listening or identify as women and we are brought up in this world from the time we're very young to stop listening to our intuition to turn that inner voice off so that we can conform. And I, I feel really strongly that we have to be radically kind and loving to ourselves as we realize like that line of communication that you were just talking about for many of us has been cut off for years. And so it makes sense that we don't even know how to do it. But so if we're in that place of, let's just say, you know, if someone listening is right there in that place. Doesn't even know. How do they start first place to start? 

Kelly: I always describe it as like, it sounds silly to say, like, date yourself. You think about, it's like you're not going to go on a first, maybe someone has, I'm not gonna go on a first date and you're not gonna instantly like, spill your guts and be like, tell everything about you, you know, tell me all of your secrets. Let's get married. Let's be in this together for forever, right? You start really slow and you get to know yourself almost as if you're going on a first date. Like it might feel a little superficial at first, but it's kind of just like a vibe check where it's like, hey, do you like this or do you like that?

And you can start super simple, like you can, you know, go to, you're trying to decide what you're gonna make for lunch, go to the refrigerator, open it up, look in there and just be like, what, what would you like? Like, what would feel good and nourishing to you today? And the tricky part here is don't second guess it if your body is like, oh the tacos from last night. So, you know, that sounds really good to me then just be like, ok and then make that and eat it. It might feel superficial at first, but it's kind of like you're gonna go on that first date and let's just start, you know, what colors do you like?

You know, what do you, what kind of, you know, podcast do you listen to? Kind of like this really simple getting to know you and then over time as you continue to do that, then you can start getting to the deeper stuff, then you can start asking these questions, you know, like, well, who are you really? You can start kind of shining some light on the shadows, but you have to start with just a really simple, like almost surface level, get to know you. And I think about it, it's like go on those first few dates with yourself. 

Laura: Okay? I love that. I really like the practice of like simmering and pleasure. So finding things that are are pleasing to you. I know that we use the word pleasure in a way that I, you know, just to mean one thing. But I don't mean it that way. I mean, the the pleasurable feeling of a warm like cup of coffee in your hand or the sun on your face. If you walk outside and it's winter, it's we're both in the northern Midwest. The sun is shining today and I'm just, I've been standing outside just like letting the sun hit my face for a little while. You know, that type of that type of pleasure or the pleasure of listening to the birds singing because it's spring again. You know, that type of thing and just simmering in, it has been really helpful for me and getting to know what I like kind of dropping into that present moment, being fully there with my own enjoyment. I feel like it, like perks up a little part of me. That's like, oh, hey, we do get to like things, you know. Oh, hey, we like, we're here, you know. 

Kelly: Oh, I love that. I love that so much. Someone introduced me to the term the other day, divine laziness. 

Laura:  But I like it already. Oh my God. 

Kelly: It just stuck with me. And it's this guy, I do like retreats and stuff and he's, he owns this like yoga retreat center in Peru. It's her name. His name is Fernando. He's quite a character. But this idea of like divine laziness and he'll like, work it into the schedule where you'll have like an hour or two and I'll just say divine laziness. And what that means is like, treat it like it's just a sacred time to just, you know, kind of do quote nothing which might still be something but just kind of like, you know, revel in the enjoyment of the laziness. And I've been thinking a lot about that.

Laura: I love that. Lovely. It is. And I, I also think that like when you're talking about just, you know, letting the sun kind of shine down on you and be like, oh, this is so nice. Like this is so pleasurable. I enjoy this. Like those are the simple little things where you're just like, you know, I like this and yeah, and then you're getting to know yourself a little bit more in that tiny little moment. Absolutely. I love that. Okay. So then when we are ready for more, tell me a little bit about how mindfulness and meditation can help. And, you know, let's make it super easy because those things can be really intimidating for a lot of folks.

Kelly: It can be really intimidating. And the first thing that I want to say it is another thing I feel passionately about it is so much simpler. Although simple doesn't always mean necessarily like easy. It is so much less complex than you think it is. If you're someone who's never meditated before or you've never really incorporated mindfulness and there are two different practices, I'll talk about why they're different, but they're both really great. It is way it is just, it's really not a big deal.

Laura: I agree. You know, Kelly, this is one of the reasons why I wanted to have you on the show because you talk about like even one minute, you know, and when I, when I teach mindfulness and meditation within my programs, I'm always like 30 seconds, start at 30 seconds just right there. You know.

Kelly: Because it's not a big deal.

Laura: No, it doesn’t have to be a big deal. It’s the way of life, way of being rather than something you do. I think people think it's sitting down on a cushion for 20 minutes and that can be, I think that's accessible for some of us, but it certainly doesn't have to be.

Kelly: Yeah. And I think that's such a great place to, you know, start, there's kind of two different places. So touching on the difference between mindfulness and meditation, I like to talk about this as your mind is a light bulb. So when we're walking around every day, going for a walk, having a conversation with a friend, maybe like, you know, running errands our mind, the light bulb is on, the light is on, it's shining in all directions. When we meditate, we're trying to take that light bulb and we turn it into a laser pointer. So we take all of that mental energy, all of that light and we just focus it on one single thing. 

So meditation is just single pointed concentration. That could be your breath. It could be, how is my body feeling today? It can be the words of a guide, listening to a guided meditation, but focusing all of our mental power on one thing or on the flip side, kind of meditation's cousin, mindfulness is taking that light bulb and it's like you're turning the light up all the way. So you're fully illuminating whatever is right in front of you. You're just completely present in a, in a thing. Right. You can do anything mindfully. You can fold your laundry mindfully. You can go for a walk mindfully. Like, it's, it's, you know, doing it without podcasts, doing it without, like, without the TV. It's like just being present in the act of folding your laundry because, you know, we all know that laundry is like, it's like this self feeding system. It's never.

Laura: It's never done.

Kelly: It's never like, just done, right. So I think about laundry a lot because it's just a chronic issue in my house and just being present with like feeling the fabric, like even, you know, I'll fold my son's clothes and if he transitions into a new size, you're like whatever, folding the two T’s because we're getting ready for threes and you're like, oh, he used to be this side, like just being present in the act of like the experience of folding laundry. So that's mindfulness versus meditation is more of what you, you know, we think of sitting crisscross apple sauce and like maybe saying like over and over which it can be, but it's just single pointed concentration, focusing your mental power on one single thing. 

So you can do either, you can do both and they are such great ways to really turn down the noise, both the actual like overstimulation like the world is just a noisy place in general, but also turn down the noise of the mental chatter. I think about this a lot when it comes to parenting of like, the opinions because, you know, like the second you, like, the second you get those two little pink lines on your stick and you're like, oh, my gosh, I'm pregnant. Like, the opinions just start coming from all directions and I, I don't know, maybe you can tell me if they stop, but for the first few years of my parent that it hasn't stopped, it's just, it's a lot of noise.

Laura: I can probably teach you some things about boundaries.

Kelly: I do my therapist and I do talk about boundaries. So I still get the opinions. However, you know, I don't, I'm just gonna have to take them what they can read about them and not about you. But yes. Yes. Yes. I mean, so, I mean, I'm not at a stage in my parents where I've made it very clear that I'm not available for that, that type of feedback. And so that feedback doesn't come back, come to me very much anymore. I feel so great.

I love that. And for me like turning down the noise, the noise and quotations of, of any type, even, you know, I really struggled with overstimulation when I became a parent because I lived a very quiet life. I enjoy being alone. I'm an introvert and then all of a sudden it's like you're all your senses, you're never alone. It's never quiet. Like, especially like little boys, they're like stinky, they're, you know, they're always trying to like, kill themselves in some, like every sense is just on like level 200 all the time. 

And so being able to turn down that noise and also being able to turn down any other noise, whether it's noise I'm consuming from social media or, you know, anything like being able to just turn the volume down to me, turning down kind of the external volume is one of the best ways to then be able to hear what's within. Like Rumi says, quiet, the mind and the soul shall speak. It's like, you know, quiet down the noise and maybe your true self, your soul, your inner mother, whatever you're trying to connect with, it might just, you may not be able to hear it over all of the noise of everything else. 

Laura: Yeah. Okay. So Kelly, I have a question for you. When I first started practicing meditation and mindfulness, I felt like I was such a failure because I couldn't quiet my mind. The second I started getting quiet and trying to focus on my breath, my mind moved away to something else and got pulled out and I've gotten better at it that I understand now that it's a muscle that you exercise and that, that's kind of the point, you know, being pulled away. But for those of those folks who are new, what can you tell them when they sit down to maybe have just a moment of focusing in on their breath, you know, even for just one minute of focusing on their breath and they can't keep themselves focused on it. What, what can they do to either make that easier or be more accepting and compassionate with themselves? You know what I mean? 

Kelly: Yeah. And I think you already did such a good job of describing it because, you know, first of all, it's remembering, it's not that big of a deal. 

Laura: Like I think we are so not getting graded.

Kelly: No. And it like it really at least not gonna come and watch you and grade your meditation. Like I don't care and you shouldn't care either. It's like, you know, what's that? Like sometimes I, you know, scroll on Tik Tok at night, but it's like that Tik Tok sound. It's like, you know what? It was not that serious. And I think about that in terms of like you're meditating and here's the thing you will get distracted. I have been meditating. I've been teaching meditation for almost 10 years at this point. I get distracted when I meditate. What I challenge people to do is to change the way they think about distractions. Like we kind of label them as like quote bad or like, oh, it's, you know, like I fall off the bandwagon. Yeah. Yeah. So we're so worried about failing if you are doing, you are doing great that's it.

And it's about one accepting, I'm gonna get distracted. It's absolutely gonna happen. Like, if you go and you work out, you're probably gonna sweat a little bit or your heart rate is gonna go up. It's just gonna happen. It's a natural byproduct of what you're doing. You're gonna get distracted and also embrace the distractions. I love what you said about. You know, it's a mind. Your mind is something that you exercise. I think about the distractions as they are the weights and the resistance bands and that we use to build the strength. So it's not about sitting down and never being distracted again. It's about how many times can I get it and then return to my point of concentration. So it's recognize, release, return, recognize, oh, recognize and compassion to return. Yes. In a kind way because it's just like, oh, whoopsy got distracted again, thinking about my grocery list and like, don't beat yourself up about it. 

Laura: Yeah. 

Kelly: And one of my first teachers was just like, and I asked about like, what if I think about something and I don't want to forget it or, you know, I'm so distracted and they're like, kind of just like you would with like your little toddler. You're just like, you know, this morning we were having a drinkable yogurt smoothie and he kept tipping it too far the other way and it spilled out. You're just like, oh, oops, let's get a towel, we spilled it again. You know, it's like, not that you're just like, ok, well, you're learning, right?

Apply that same compassion and kindness to yourself. Like, oh, oops, I was thinking about my grocery list again or I was thinking about the call I have after this again. Like, oopsie and then you just, so you recognize that you're distracted and that's kind of the hardest part because sometimes you get on those like mental, like you go from super highways before you know it. You're like, how did I get here? I'm supposed to be meditating. So it's recognizing it and then just kind of releasing it and being like, oh, I'm, you know, thinking about the call after this and just, you know, that's still gonna be there when I'm done. Release it and then return to your point of concentration, which could be your breath. 

It could be a mantra that you say. It could be the guide of meditation you're listening to it could be maybe you're scanning through your body. It could be picking up where you left off. And I find that people generally get distracted every few seconds, especially when they're first starting. It's like you focus for maybe 3 to 5 seconds. Oops, I get distracted, bring it back and then five seconds later. Oh, oopsie, I'm distracted again. Bring it back. But these are the weights and the resistance bands that you need to build that strength. So what we're trying to do over time is maybe, instead of every five seconds you get distracted, maybe you start getting distracted every 10 seconds, which is amazing, but just embrace the distractions will be there. They build the strength. So reframe the way you're thinking about.

Laura: I love it. 

Kelly: Do you remember recognize return release? Would I talk to my child this way if they were learning something new and they weren't like perfect at it first. Probably not. So, why are you talking to yourself that way? I remember it like it, it's not that serious. I love fiction.

Laura: Yeah. It's just not a teacher. No, Kelly. I, I, this is something I talk about with parents all the time because my parents that I work with are attempting to become more conscious, compassionate and respectful parents and they're so loving and forgiving and graceful and gracious with their kids and then they're so hard on themselves every time they make a mistake and they, they parent themselves with punishments and, you know, threats and shame. So I really love that invitation to treat yourself as you would treat your child when you're learning something new. And that really, I love that so much. 

Kelly: That's all it is. It's a new skill that is.

Laura: It's a new skill that we're learning. Isn't that wonderful that we get to learn our whole lives through too? I think that's just so lovely. 

Kelly: I think so too. 

Laura: Okay, so I want to just draw a connection point from the topic we were talking about earlier, the finding your true self learning how to check in with your authentic self and stay in alignment and mindfulness. So how can you use, use mindfulness or meditation as a tool in aiding you and figuring out who you are, at least at this point in your life and what feels right for you. 

Kelly: Yeah. So I think the first thing is just implementing like any kind of a simple mindfulness or meditation practice because like I said, it's going to help and a quiet some of the noise. So if that true self is speaking to you already, which it probably is maybe we can hear it. And then also taking that time that you're carving out for yourself and studies tell us 8 to 10 minutes a day is enough to get the mental physical and neurological benefits of a meditation practice. Even, you know, to the degree of your mind will actually start changing. Like your Amygdala will start to shrink the prefrontal cortex, your physical structures like the actual physical brain and you only need eight minutes a day. 

So one just implementing any kind of a practice, that little micro habit, it just helps to, you know, again, quiet the mind and the soul speak. But then also using that time to check in to kind of quote like bait yourself like, you know, how am I doing today? What am I thinking about like what's on my heart today? What what's happening? I think about it, you know, beneath the surface, like you see that iceberg in that little tip that you see above the surface, but then there's this huge iceberg underneath like what's happening beneath the surface and using that time to kind of consciously check in and reflect. Then as we start to get a handle on that, you can start to be a little bit intentional with that meditation time. Maybe you can start asking some questions being a little inquisitive like what brings me joy and, and see, you know, what does the true self have to say about that or this? 

You know, when I make some bigger decisions on behalf of, you know, me and my family and my child, sometimes I'll ask that or I'll be like, well, which option feels good or which option feels right to me and then trying to just sit and be and see if anything comes up and again, it's not that serious. Sometimes you might, you know, you're not gonna get all your questions answered all the time, but it's just about building that open line of communication where we're slowly learning how to talk to this true self, what it sounds like. And over time you'll begin to kind of get to know who you are and what's in alignment with that. 

Laura: Yeah. Do you think there are times where like as you're starting to do this as you're learning how to kind of reconnect that true self and open that line of communication that you might get like mixed signals or get something wrong. And then like, realize later like, oh, that wasn't actually my true self. That was my fear or something. You know what I mean? Like does that happen? I'm, I'm guessing that happens.

Kelly: But uh it, it happens. So as you're asking that question and the reason I was like, oh is because there's a couple of things that come up. So one what is most likely to happen? So actually circling back if you're like, oh is this and this is for my over thinkers out there, which um daily mindfulness also has been shown to reduce rumination and overthinking, which I think is a really powerful practice for many of us. But I often I try to check in with my true self and also my body at the same time. So what I mean by that is if I'm like, oh, is this really what I want or you know, is this what I think I want?

Usually if it's really what I want, it will feel good in my heart and my body will kind of be relaxed if that makes sense versus or is this just what I think I want sometimes like, I'll notice like, oh my heart kind of gets like about it or like I get a little bit tense about it and I check in with all these different, you know, it feels good, kind of emotionally, but also, like, physically, it's just kind of like, yeah, like this is the direction and I try to look for little confirmations based on the other parts of me and if it feels good in an alignment, so if you're not sure, try looking for other signals for kind of confirmation also, like, you know, if you feel like you're really overthinking it, you probably are. 

And you know, and it's just, it's, you know, you can ask yourself, am I overthinking this a little bit? The answer is almost always yes. What I would say is more common than people getting it wrong is that people don't like what they see and it can at times be, I guess I should, it sounds kind of negative to be like, oh, they don't like it but often what was scary? It's very scary. Plus what of your true self is like this career I've been doing for 30 years is not fulfilling me. And then you're like, well, shoot, what do I do now? I've been in this career for or like, you know, my, I've been an accountant for 30 years, but my heart has always wanted to be a dancer.

Laura: Like then what do you do? 

Kelly: You know? And that happens. So I would say that's the more common thing that people, they'll get the answer or the message and they'll get it correct and they'll feel like I'm really feeling, you know, pulled to do this, even in parenting, like my son never latched. So I exclusively pumped and bottle fed him and, you know, I had to really reflect on, you know, that particular decision and what was right for us, like mutually, right for the two of us. And, you know, and I it's, that wasn't my first choice. Like if I could have wave my magic wand, that wasn't how I imagined like my breastfeeding journey going, which is, you know, fine again, you know, it's not that serious. He was being fed and, you know, it's all good. 

But I had to really, I was like, you know, like my heart is telling me it's like exclusively pumping and bottle feeding is working for us. It's better for my mental health and like he is growing and he's thriving and I didn't feel that answer because it's not necessarily what I wanted in the moment. And, but it was just like that I think is more common when you're like, well, shoot, that wasn't really what I wanted or you realize that now you're course correcting kind of a little bit, you know, later on in this journey where you're like, oh my gosh, like, you know, this whole time, like you may discover some things about yourself that have been very deeply buried, but I challenge people and although it feels scary and it can be scary. 

Remember that? Like, it's a part of you and to return to that space of like love, love and kindness and often, yeah, like you'll get the message and you usually get it right. But you might be like, well, now what do I do with this? Like, this is something that, you know, may change or I want to start doing something in my life differently and like that's ok. But I would say that's the more common experience than people getting like the wrong answer. 

Laura: Yeah. So it's more of a thing of the getting it kind of getting the right answer and being afraid of it. And so doing what they think they're supposed to do, you know, instead of really listening to yourself, I'm sure that happens and it's okay, you know, okay.

Kelly: And start small and you know what it's because if your heart says, oh, I've been an accountant for 30 years and it's, I really wanted to always be a dancer like that doesn't mean you have to drop everything in that second, leave your career and pursue broadway. I don't know, it can be like, you know what, like dancing really feels fun and fulfilling to me. Like on Thursday nights, I'm gonna go to this like adult dance class or something. Yeah, you can start small and like uncover these little pieces and let it be kind of this fun inquisitive nourishing thing that you're doing. Not like a daunting, scary thing where it's like, oh, I'm gonna uncover all of these, you know, big deep dark secrets. 

Laura: Yes.

Kelly: You're just gathering information about yourself and then you get to choose what you do with that information.

Laura: Yeah. And meeting, meeting parts of yourself. Meeting parts of yourself that, you know, that maybe got cut off or put away for a little while and pulling them back out. It's, it's exciting and delightful. It doesn't have to be heavy. I love that. Thank you, Kelly.

Kelly: Yeah, I have a question for you, Laura.

Laura: Oh sure.

Kelly: You know, this isn't my show. This is your show, please. But I'm so curious because you, you talk about your own kind of personal like self discovery journey as you, you speak of it as if it's in this like infancy stage or something that you're taking and like, that's not how I would perceive you at all. And so I'm so curious, like, just about like your personal journey with that or like why you feel like you're not connected to that space as much or it took you so long. 

Laura: You know, it's, I was a high achieving individual. You know, I have my phd and I have a theme of kind of self abandonment throughout my childhood where I and I'm working on this with my therapist. So we're getting super personal. 

Kelly: We love those therapist. 

Laura: Yeah, they're so good. Thank heavens for them, you know. But I mean, there's just this kind of consistent theme of putting myself behind what others thought I should be like. For example, I've always loved art. I've always wanted to be more creative, but there was no time in high school for me to take any art classes because I was on the AP science track because I needed to get into a competitive college, you know, all of those things. So in high school, instead of eating lunch, in the lunch room, I ate lunch in the art room and sat in on art classes, you know, so I, I did find way to honor myself as a kid, you know, but there's just been a lot of putting aside that I'm still uncovering all the ways that I've done that. And, you know, I, for as a young person, I always wanted to be a marine biologist and because my dad wanted me to go to a specific college and had kind of pushed that into me since I was a young child. 

I went to a school where the marine biology was not even an option for a major. And so I became a, I went, I got a degree in psychology and now I do what I do now. So, I mean, it's not like it's bad, it's good. I love what I do, you know, I love working with families. I love helping parents be kinder to themselves and be more conscious with their kids. There's parts of it that are figuring things out, you know, and I'm also in the midst of uncovering going through the formal diagnosis process for a ADHD and that's a radical identity change too.

So now I get to look at myself differently, you know, all the things that I used to tell myself about being lazy or forgetful or careless are now through a completely different lens, you know. So there's just a lot of discovery that's still happening and I, I think it's, it's good. I, I think it's, I mean, there's definitely part of me is like, can it just be done? Can I just be settled? You know, but there's all like, I think that that's life. I think the, the purpose of life, at least for me, or at least in the stage is to be continually getting more and more curious, learning about myself, learning how to be kind, kinder and kinder and kinder to myself, how to accept myself. Exactly as I am. You know, there's a process that takes a while. Sorry. Was that too much? I'm sorry?

Kelly: No, I appreciate you sharing that so much. No, I think that's so also you get to be part of my ADHD club because I also have it too. So welcome to the club. It is a big, you know, radical shift. And I like for me, like for the longest time before I took my own like and of reconnection journey was I felt like so unlovable, like no one liked me and no one loved me, like for so long and I tried to almost be the person that I thought like you said, like people wanted me to be more like I just thought like, oh, well, maybe if I'm this like I was trying to be the person that I thought people wanted me to be. But it wasn't until I started taking this journey that I realized it wasn't that I was unlovable and that other like no one loved me or like you love me, it was that I didn't love myself. So and the thing that's so wild is like once I started to step into kind of my own light and just, I stopped showing up as the person that I thought like other people would want me to be at, you know, be and I just started connecting to myself and showing up as like who I am. Like my relationships became so much deeper, my friendships became so much more fulfilling, like everything really kind of clicked into place and, and I always looked at it as like an external problem growing up as opposed to like kind of an internal problem or like maybe problem isn't the right word. But like I really, it wasn't that I was quote like unlovable. I just felt that way because I didn't know or love myself. So how did I know how to show up as myself places and like let myself be loved when I didn't even know what that was. 

Laura: Yeah, because we get these messages right. We get these messages from the time. We're very little about what it means to be lovable, what you need to be, what boxes you need to check in order to be lovable. We get them very early and it makes so much sense that if you're not checking those boxes, like the only conclusion you can come to as a child is that well, then I must be unlovable. And so I better put on these qualities that everybody thinks I'm supposed to have in order to be lovable. And that's when we put on our first mask and you're talking about unmasking Kelly, that's what you're, we're, that's really what we're talking about, right?

Is figuring out who am I under the mask that I've been wearing my whole life. And when we unmask ourselves with the people we love, it allows for more authentic relationships, relationships that are true that are grounded in reality instead of like the reality of who we are in truth. You know, not necessarily in what we are projecting or putting on out into the world. You know, the mask that we're wearing, it's profound.

Kelly: It is so profound. And the thing that I think that's really cool about it is it always kind of takes that first person to do it. But like when you. Now, I know the term unmasking when you take off your mask, you give the people around you permission to remove this as well, which is really special and really beautiful. It's also something like as parents. That's something we can model for our children. You know, it's something that I want to instill in, you know, little pork chop that it's like, you know, maybe there's a behavior that I don't love, that doesn't mean he's not lovable. It's, you know, I don't, you know, it's this behavior that we can talk about, but that has nothing to do with whether or not I love him and starting that conversation around distinguishing those different things of like, you don't have to just be this way to be lovable, like you're lovable by existing like you're here. 

And so I love you but, you know, and then there's so much around it. But like, if you can take off your mask, you really give the people around you the permission to remove theirs. And then this really beautiful thing happens where and not everyone will and that's okay. But the people who choose to like, then you're just in this really beautiful kind of connected space where it's like, you know, true self to true. So like, you know, thinking about quote, like soulmates and whatever, you know, term or whatever context you use that in, you know, you can just connect on such a deeper level because you're connecting true self to true self instead of mask, to mask.

Laura: Absolutely. I do want to just take a second to acknowledge how, how much safety is a part of that process. You must have a felt sense of safety in order to be able to do that. It's an incredibly vulnerable thing, especially for many of the people who are listening have, have abuse and trauma in their past that has taught them the, the mask that they need to wear. And so finding those opportunities to unmask in a safe place is a privilege too, you know, so we have to always keep that in mind and then there's a process of figuring out.

Okay, so in order to keep myself safe, when do I need to wear this mask? And when can I take it off, when can I be safe as myself? I think that's a beautiful thing to be working on, you know, figuring those things out. And I hope by raising kids the way that, you know, this generation of parents is raising their kids that eventually the world will just be safe for all of us to just be ourselves. That's my hope.

Kelly: That's such a good call out. I appreciate you, you know, bringing that up and yeah, what a beautiful place that would be.

Laura: Yeah, it would, you know, one thing I say to my kids when it comes to like lovable and the, the things they do being tied to their love ability. I always make sure that, you know, there's this statement no matter what you do, no matter what you do wrong, I'll still love you. You know,  there's nothing that you could do that could make me love you any less is the thing that parents say to kids. 

It's, I think it's always really important to add the other way and there to let them know that there's nothing they could do that could make you love them anymore, that you already love them the maximum amount because we don't want them thinking they have to earn our love. You know, they got more A's, they would have more of our love. You know, it's just, and, but, and at the same time, it's so important for us to know that parents and children have miscommunications about love all the time. There's something we can say something intended with such love and they, it can land on them in an unloving way and that's just the reality of being different people.

Kelly: You know, I, and you can tell me if this is, you know, a balanced way to look at it or not. But for me, I always think about like we're going to quote, mess up our kids in some way like, you know, it's, it's inevitable like we are imperfect human beings also trying to have this relationship and parent these, you know, other imperfect scenes and we're forging this relationship as we do that. And like, for me, I just try to remember, like, you just have to do your best and love them. And like, that's all you really can do. Because again, when we think about this idea, it's so easy to want to do it like perfectly and like perfection doesn't exist. You just have to, you just, you know, you try your best and you can have the best of intentions and a heart full of love and that's all that, you know, that you can really do. And that perfection doesn't exist in any capacity, whether it be parenting or whether it be, you know, meditation and getting distracted that perfect doesn't exist. It's just a construct. 

Laura: Yeah, I think, I, you know, I think that that's one of the things that meditation has taught me in parenting is that the mistakes don't have to be that big of a deal that you really like nothing's ever going to be perfect. And if you're going for perfection, you'll just never get anything done, you know. And so yes, mistakes happen in parenting all the time. There will be miscommunications that you'll have to clear up when your kids are adults. You know, like many of us are doing with our, our parents now. You know, there's like they, they will likely think heavens need a therapy, you know, have a therapist that they work with. I hope that they do. 

You know, like there's, they, they will have their own work to do because they'll have their own stories and, and it's not my job, our job to prevent all of that from happening because that's their life. They have their work, their uncovering, they're unmasking, you know, all of those things. We can just do our very best to not contribute as much as we can. You know, and then realize that there's part of it that's out of our hands. That's it. I mean, it's hard. But mindfulness and meditation helps me with that so much because it's that same muscle. 

Kelly: Yeah, it is that same muscle. And I think it's just any time you're practicing and being rooted in the present, I think is a really helpful thing because life is happening in the present and, you know, we deal with it in the present. And so anytime we're practicing rooting and angering ourselves there and just being in that moment, I think it kind of is a ripple effect and benefits many different areas of our life because it's such an important skill.

Laura: It, it, it totally is. And I think this is something that, you know, a lot of parents that I work with are desperately seeking how to pause when they're triggered by something that their kids do. And what you're, what you're teaching is so powerful because that's how you get the pause. It's exercising that, that, that muscle that allows you to drop into that present moment, become aware of what's happening, become back to yourself and out of the stories that you're telling yourself. 

And I just that like when I'm overwhelmed with what's happening or if I'm feeling disrespected or not, you know, like my kids aren't listening or whatever it is taking that even 30 seconds to just drop in. Here. I am. Here's my brother, what's true versus what's all the stories that have been going on in my head. Quiet the noise and here I am, here's what's true about myself and about my kids, you know, like that practice doing that on a regular basis outside of the moment is how you get the like the ability to do it in the moment with parents, you know, for parents, you know.

Kelly: So yes, it's, I, this is fresh on my mind just a quick like parenting anecdote. But last night, we, as everyone knows now I have a two year old bedtime has become, it's just quite a hassle. It's a whole, you know, delay bedtime, you know, it's just, it's, it's a process and it becomes, you know, quickly, very frustrating and you know, things and, and I sometimes what I will do whether, you know, this is right or wrong. But if I'm feeling myself becoming very reactive, I'll tell my son, I'll say, okay, pork job, mommy's gonna walk away for, you know, 10 seconds. She's gonna walk away over here and take some deep breaths and then she's gonna come right back and we'll try again. Right. So giving myself kind of this like came out and so, so last night we were doing bedtime and it was just a hot mess and he just turns to me and he goes, mama, you know, he kind of puts his hand and he goes mama walk away and, and I was like, oh my gosh, like obviously I've been having to do a lot of this lately, but he said it like a really sweet, compassionate way. Like, like mommy, you wanna go walk away, you know, for a few seconds and come back and try again. I was like, thanks buddy.

Laura: They're the best teachers. They're the best. 

Kelly: And, you know, it's like, it's, and again, this is, you know, coming from meditation teacher, I, I, there are moments that are so frustrating and I'm like, you know what, I'm getting really reactive. So I'm just gonna take it, take a pause and I'm going to return and it's obviously something you forget how observant your children are and that they're watching you do these things. But it just kind of cracked me up and I had to laugh at that moment. I was like, yeah, sure, buddy. I, you're right. I probably could use a, a 12th walk away and then I'll be, and it's something he implements in itself sometimes too. He'll say, you know, he'll say I want a time out. 

But what he means is, you know, I want, I need a little break and you're just like, ok, like you can, whenever you want, you can, you can take that. But it just cracked me up because even last night you're just like, yeah, that, you know, that is something that I need. Thanks buddy. I mean, and one of the things that I, I like to reframe these things, these moments with their kids where they are really like who put like pushing us to practice our skills. They're just giving us the opportunity to, right? They, they are a beautiful partner in this process. So you're getting on the ground, real life training and how to calm yourself in the moment when you're frustrated. Like that's beautiful. Thank heavens that your two year old is inviting you to that good work. Oh my gosh. And what a tough teacher he is, he is, we are practicing daily.

Laura: I love it. Kelly. Well, thank you so much for sharing everything with me. I want to make sure that people can find you. I know you mentioned your podcast earlier and I'll have everything in the show notes. But do you have a website or social medias where people can connect with you?

Kelly: I do. So my website is yoga for you online dot com. You can find, you know, all the stuff there. Then on Instagram, it's at yoga for you online. And then I have the two podcasts that I mentioned mindful and minutes, which is kind of the broader, there's five years worth of weekly guided meditations on there. All the topics. They're all less than 20 minutes love it. They're 10 to 14 minutes average. 

Laura: Cool, great. 

Kelly: So all are welcome over there. Come as you are. And then if you find yourself in the fraternity, fertility, prenatal, postnatal specific kind of window of motherhood, I welcome you to come over to meditation mama, which are meditations to support that. And then I have a book coming out this fall, all of um meditation and mindfulness into your family. So you can pre-order that it comes out in September.

Laura: Good for you. That's great. Congrats. 

Kelly: Thanks. That's my literary baby.

Laura: Love it. Okay. Well, Kelly, again, it was so much fun talking with you. I really appreciate  what you're putting out into the world. 

Kelly: Thank you. This was just the highlight of my day getting to chat with you and connect. So, 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, 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 160: Redefining Intelligence for Ourselves & Our Kids with Dr. Rina Bliss

I'm excited to share that my latest podcast episode features a special guest, Dr. Rina Bliss. Dr. Bliss is an Associate Professor of Sociology at Rutgers University and the author of several books, including Rethinking Intelligence: A Radical New Understanding of Our Human Potential.

In this episode, Dr. Bliss and I discuss the following:

  • The true nature of intelligence (Intelligence isn’t something you can rank and compare with an IQ or DNA test.)

  • Our cultural script about intelligence and how we can change it

  • The many ways to optimize intelligence

  • And so much more…

I hope this conversation inspires a deeper understanding of the complexities of intelligence and how it impacts our children's development.

You can find Dr. Bliss on her website, www.drrinabliss.com, for more insights on genetics and intelligence.


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 diving into the topic of intelligence and how we kind of need to be redefining what that means and how we can be setting our kids up to develop a lifelong love of learning and see themselves as really a whole well around individuals and that aren't obsessed with external validation and achievement. So to help me with this conversation, I have Doctor Rena Bliss here. She's got a beautiful new book, Doctor Rena. Thank you for being here.

Dr. Rina: Thank you so much.

Laura: Why don't you tell us a little bit more about yourself, who you are, what you do? 

Dr. Rina: Great. So I am a writer, a researcher, a professor. I am a professor at Rutgers University. I research teach and talk widely on health and illness and the relationship between genes and environments. I am really interested in education, pedagogy, parenting. Of course, I'm a mom of three. I have identical twin kindergarteners and a single 10, 4 year old. So I'm just a person who is deeply interested in the relationship between the mind, the body, the environment, and especially what we can do as parents to help our kids along, help them be successful and emotionally and wise and knowledgeable and caring, compassionate human beings.

Laura: That sounds like what we all want here, right? I mean, that's what we're going for is to raise compassionate caring individuals who are going to go out there and impact the world in the way and in the level, that's right for them. You know, it's good stuff. Okay. So can you tell me a little bit about this idea of re-thinking intelligence and what it means and why you think we need to shift the way we view it in this, in the world that we're in today? 

Dr. Rina: Definitely to do that. I, I wanna tell you a little bit about how I have thought of intelligence in the past, how I grew up and you know, what it kind of meant to me growing up and why I want us to move away from the general narrative that still exists today. So I grew up in a mixed immigrant community in Los Angeles in the eighties and of course, the nineties and when I was little though I was in this community where when I say mixed immigrant, I'm talking about like, you know, all kinds of people from all over the world, all the continents were represented, like it was a very, very diverse, culturally rich, ethnically rich place. But one thing was similar about us, which is that the families that lived in my community were challenged by the fact that the parents had had to work constantly working all hours, working, you know, many jobs, multiple jobs, that kind of thing. So we didn't have a lot of help with. First of all, homework learning, you know, hand holding through difficult learning challenges or tasks right. We didn't have help with our academics.

And at the same time, a lot of us had parents who were ESL English as a second. A of course. And so our parents were just struggling to communicate their own, you know, thoughts and feelings and everything in English. And so, like, for a lot of us there wasn't, you know, basic vocabulary in the household and, you know, books that were in English and things like, so it's like, you know, we were challenged in that way and yet test was completely everywhere and constant, right? Like my first test that I remember standardized intelligence, you know, aptitude kind of test was at five. So at the age of my kindergarten kinder or twins now and, and, you know, it was so that I could place out of my elementary school, the public school I was zoned for into a magnet school, which was supposed to give us give gifted kids. That's how they called it. 

At least they gifted and talented kids an advanced curriculum, right? And my mom wanted this for me and my family wanted this for me and all of the, you know, moms and families in, in my community wanted us to, to test up and out basically. But, but, you know, I didn't and I mean, none of my, none of my friends in my community did either, you know, and so it was just, you know, the system was just really set against us. Right. And it's interesting because I was actually just talking to a student of mine the other day and she here in New Jersey, I live in Princeton, New Jersey. So she had the same experience and the same trajectory as mine only even starting earlier when she was three, you know, and so that she could test into a, a public pre-k program.

Laura: Rina, I still remember missing out on, I, I still remember the talented and gifted kind of test level and that moment when I found out that I didn't test into it and my older sister had, I mean, it still is burned into my memory. 

Dr. Rina: Exactly.

Laura: Feeling of just my heart sinking, that feeling of not being good enough, not being smart enough.

Dr. Rina: Right? And so this was the dogma, then this is the dogma. Now that intelligence is fixed, it's a score we can score you on it. It has something to do with your IQ or something that you were born with. Something that you got from your genes, your parents, you know, passed it down to you. And you know, there's a lot of talk now about this like genetic lottery, like some of us are winners, some of us are losers, the winners have high intelligence, the losers are, you know, losers, they have low intelligence. And so this is the current dogma and the whole principle of intelligence testing is comparing and ranking people to each other, you know, people who are based, like based on similar age or, you know, something usually it's age based, right? But so that's the dogma as well is that we can score you because you compare to your peers as, you know, higher me, you know, just average or lower, right? And so that's like just the assumption that we have to compare each other, you know. That's, yeah. And actually, you know.

Laura: I understand that we are comparable. Right. I mean, so the, I mean, these tests are, you know, the research on them, they're wildly biased. 

Dr. Rina: Exactly. Exactly. And, and they do a great job at picking up on who has been coached for the tests, who has had everything that they needed to take a test and ace a test. Right. So they are consulting firms. There are all kinds of businesses that, you know, coach your kids to pass a test so that they can get into a gifted program or a magnet or a special charter school that's, you know, basically a magnet school or, you know, poses as kind of like a private school that's publicly funded and free and all that. So, but the interesting thing is I started to, you know, in my college years I started to look at, started to, like, you know, look at sociology of race behavior, all of these different kind of things and genetics as well. And I started to learn and build like kind of an expertise around genetics specifically and the relationship, as I was mentioning before, between genes and environments. And what I learned from all of that is that genetics actually tells us the opposite of that dogma.

It tells us that our genomes give us the architecture of intelligence and give us the architecture of something that's really important. A concept that I think, you know, many people are starting to become familiar with, but that is neuroplasticity and our brains are always growing and changing with respect to the environment. And our genomes are also doing that our genomes are changing with respect to the environment. And so there's a part of our, our genomes, which we call the epi genome. 

That is usually there are these DNA modifications. So modifications to our, our genes basically, and they tend to fall closer to the like basically the upstream starter regions of the genes where they tell the genes, go ahead, turn on, express yourself, go to work or don't be silent. Chillax, don't do anything. And so all of this research into our genes has shown that most people have the genetic material and the architecture to do what they need to do, to learn from their environment, to know things right, to learn and to build skill sets, you know, communicate, express themselves all of these things because these parts of our genome, the epi genome, the parts of our of our DNA that are responding to the environment and telling our genes whether to turn on or off are very susceptible to things like pollution, stress, you know, poor nutrition, poor quality of water, air, things like that, that the there are many of us who are not getting the full potential of our own genomes, right? And so one of the things I focus on in my book, Rethinking Intelligence is this issue of stress, you know, because stress is just so toxic to us, especially toxic to our children, you know, whose brains are growing and who are particularly neuro plastic and particularly, you know, sensitive in terms of their forming epigenome, right? So yeah, so basically genetics tells us that we can do this. But if our environments are endangering us or if we have a lot of these toxins like stress that we won't be able to do this, right? 

Laura: Okay. And so I, I like, I feel like I hear that my audience having a kind of a collective intake of air because we are realizing that much like you, our young children have just lived through an incredibly stressful three years. Yes. So we're through that time right now, we're in a big area of recovery. I hear from the teachers that I get a chance to interact with and work with the children all over this world are experiencing stress and symptoms of anxiety and depression at levels they've never seen. So what is it that we can do if we're thinking about how important, you know, things like stress are in supporting our children in their learning process. What can we do to help kids? 

Dr. Rina: So I think that one of the things is to examine how we see our kids and how we see ourselves, of course. But talking about kids in particular to see that they have infinite potential, they have infinite potential, they are already born with that potential and that we are just here to enable them to live out that potential, right by providing them the right environments. So one of one piece of it is promoting learning, promoting learning in healthy ways. And I can talk about that in a moment. 

But back to the stress thing is to reduce stress in their home environment. Of course, we have more control over that. But also in their educational environments, you know, getting them back into the flow of school and then forcing them to get back into standardized testing and into this kind of like teach to the test all year long kind of thing. And it's not even something that, that are, you know, for me, I'm a parent of, of 25 year olds and a four year old. It's like, it's not even something that might five year olds escape because they're not yet of the age of being tested. They already are being molded into future test takers.

Laura: Absolutely. And I mean, in kindergarten they're already sitting there at first exams to be, you know, the benchmarks and being placed for where they are in reading and everything too. I mean, it's, it's happening and I think that that's something that a lot of families run into. My family has been very privileged that due to the pandemic, we realized that public school was not a fit for one of my kids and we were able to move her into a situation where she doesn't have any of those test taking stressors, but lots of families aren't in a place where they can do that, they aren't able to move. 

And so I guess I, I'm wondering about what we can do as parents when we have little control over some of those stressors that are happening at school to help our children interpret what they're going through. Because I think that that's, you know, for, for you and me. I, as we think about what that exact, you know, that test that we took when our result didn't let us get into the program. I don't know about you, but I didn't have anyone help me interpret what that meant about me as a person. I didn't have anybody helping me. Like I had test taking anxiety my whole childhood. I sat down to do the IO test of basic skills and it was awful. I was sick to my stomach the whole time. No one helps me no one told me that these tests don't matter or whatever. You know what I mean? So, what can we do to help? I'm sorry, I'm talking a lot and what can we do to help our kids? That's when we don't have control over what they're exposed to.

Dr. Rina: Yeah. That's exactly something that I do. As a parent, I talk to them about testing and, and I talk to them about assessment and evaluation and I teach them to, to think critically and yes.

Laura: Like how do you do that? What do you say?

Dr. Rina: So, you know, my, it's not just me, I have to credit my husband, he and I, we do this together. So we are as, you know, as much as possible. We have these conversations, all of us and that way the little one also gets to be privy to the conversation and builds into his knowledge base, you know, but we ask them like, oh, you know, what did you have this? Because, because the, the teachers at the public school are supposed to tell us when they're doing assessments, they're supposed to tell us and they do, you know, they, they message us, we have apps, you know, we communicate with them a lot and, and so, you know, we know about these kinds of things. We also know about behavioral things that are going on and any time that we get a message, like there's something going on and especially if it has to do with assessment. You know, we, we ask them, we, we kind of prime them, we prime them for the activity with our own narrative.

We implement, you know, we plug in our own thing first where we might say like, Okay, so it looks like you're going to be reading with. So and so teacher and someone is gonna come from the other part of the school and, and come and also read with you, you know, so, you know, sometimes when people ask you these questions about reading or they asked to listen to you, sometimes if you feel a little bit nervous or if you feel like you need to take a pause, you can do that. And if you don't feel like you wanna do it, then you don't need to do it that time, you could do it a different time. And if it's an activity that we know that we already do with them and mostly we, we do everything, we've already done everything with them that they, that they're gonna be asked to, to perform or do you know, because we've been reading with them their whole lives and we spend a lot of time at the library and with like, you know, library books at home and stuff like that. 

So, you know, we're very privileged in that respect that we get to spend a lot of time doing uh reading and, and counting and math and stuff like that with them. But yeah, we just talk them through it and we remind them that these are like fun things that we like to do at home. And, you know, also if, if they feel like doing the activity, then, you know, also to remember that they can just think of how they, how good it makes them feel to read to their little brother. They love to read to their little brother and how good it makes them feel to do these things when they're with us. You know, so that they know that they have a friend there. But they also know they have an option and later as they get older, you know, we, at this point, we're talking about abstaining from testing them. So I do have friends who have done that and I also have friends, you know, in who are educators who are, you know, who won't do that and don't think that's a, that's valuable, you know. So I'm not saying it works for everybody but for us, this is how we're handling it. 

Laura: I think honestly, I think lots of folks don't even know that they have the option to opt out of some of those testing, the state mandated testing. And it's possible that different states do it differently too. 

Dr. Rina: It's true. And that's one of the worst parts of this whole thing is that so few people know their rights know what they can do and what they can't do and know that even if there's a so called, can't that if you pushed the right, you nudge the right places and the right people that you also can opt out. Right.

Laura: And see even that is a privilege and a savviness, you know, like, just even that is a, it just all these systems that are hard to navigate.

Dr. Rina: Yeah, I'm a professor. I have, one of my duties as a professor is graduate admissions and undergraduate admissions to a certain extent, but graduate admissions and, you know, we use those SAT scores, we use those GRE scores. We use all of these other standardized tests that come later down the line. And I have been advocating in the universities that I've taught at to cancel those, to get rid of those, to get rid of the standardized scores, those scores because I believe that they're completely unfair. 

And, yeah, and it's worked in my departments that I've worked in. We have canceled them. And so, one of the things is that a lot of applicants don't know that they don't need to, to take those tests. Right. So, at least for us for our, not for the whole entire school and not for recovery. But even before there were exceptions that could be made, right? But nobody would know that there are exceptions that you could, you could opt out of taking those tests back when they were mandatory there. Nobody knows that. You know, this is the kind of thing like parents don't know. 

Laura: Yeah. Absolutely. So, I, I want to think about so this type of teaching to the test and the anxiety that it can bring up in both parents and kids because it's not just kids. We want the best for our kids too. You know. It's, it's us, we can be as complicit and active in it too, you know. And so I think if we're thinking about what we really want for our kids, I'm guessing that most of the people listening here don't want their kids, you know, stressing over getting A's, but they want their kids to actually enjoy learning and being curious about the world and being creative in their pursuit of a further and deeper understanding. That's what I'm looking for for my kids, you know, I, I don't know about, I guess, I don't know it about anybody else, but that's what I'm looking for. So how like, how can I, we support our kids in that?

Dr. Rina: I think that teaching them a better way of learning at home as much as you can and then letting them and empowering them by letting them know. This is how you can introduce this into your learning at school. And you know, and then also if you, if you feel like ready to talk to their teachers and talk about, talk about that, you know, like our technical word in education and higher education is pedagogy, right? But like, it's not even like pedagogy, it's more like learning styles, you know. So one of the things that I write about when rethinking intelligence is connected learning, so that's learning where you're basically another way of calling it is collaborative learning, right? 

So just like learning where you're learning with others and we do this thing, kindergarten education, right? But you don't really do it in higher education unless you, unless your professors, like I'm gonna do this, right? But yeah, so it's, it's where you have kids teach each other, learn together and, and there's a reciprocal nature to that. So there's this kind of synergy to their learning process and there's a social emotional component built into it. And for me, the most beautiful kind of learning and this is what we do with, you know, we're lucky we have three kids. So we, and they're almost the same age. So, you know, we're, I know that we're very odd in, in that regard, but like, you know, we have them learn together whenever we're learning things, we're, we're doing the activity with all of them and they're doing it together. 

And, and so the best for me is when, you know, when there's a compassion element to it. So I know it's a lot, it's like, you know, I'm talking about learning with multiple kids, you know, not everybody has multiple kids and, and I'm talking about learning with, you know, compassionate giving element to it, you know, compassionate, like, you know, caring element to it. Giving is one of my favorite kind of tools. But you can actually do this if you're just one on one with one kid, right? So you, you can be the other person who's learning with them. And so the kind of activity that I write about in the book is, you know, is this kind of like shop that we set up where we're like, you know, and it doesn't have money because, you know, I don't even know, I don't know if I've ever had, if I, in the last, like, 20 years, if I've even had like coins or anything, you know, tangible, tangible money.

But like, you know, we do, like, you know, here's like, like a little heart that we've cut out, right? Like we cut out these little hearts and like, you can trade this heart and you can use this heart to pick, a stuffy for your brother. Okay. But you've got this many hearts and you've got to, you know, you've got to pick from, from these over here and you want to make sure you save one for your other brother and, you know, so it's like a like, and then they're gonna give to you and, but, you know, you might want to keep one in case you want to get a different thing for someone else for like daddy or whatever, you know, it's just like these kinds of like little like counting exercises that have to do with giving, right? Laur, like another thing I read about was like, you know, doing a baking activity activity where you're baking something for grandma, grandpa, whatever, you know, like we're gonna make this and how many do we need and how, and we're measuring and things like that. So it's just that kind of like turning what could be achieved on paper with, you know, solo with no other human being connected to it or what could be just achieved on like a computer or like your phone or app turning it into like a whole love production.

Laura: And an experience. Yeah, I love the use of play in that way too. I think it's so play. I mean, everybody listening knows how much I love play and the way that play really can impact kids, but play is just one of those beautiful ways where they can manipulate big concepts in really tangible ways. It's so good for them in learning and in healing. And I think the other piece of it is that make it about making it fun and interesting. I remember the, the moment where I really realized that we needed to make an educational change for my daughter. 

And we were a few weeks into the pandemic and we'd been on a walk in the woods and we had started noticing some moss was coming up, was starting to green up and grow and stuff and we spent, oh, gosh, maybe an hour just being really curious about the different types of moss and where it was growing and just noticing where it was growing, you know, noticing the environment that it needed to grow in while it was on some trees and not others, you know, just being super curious, I didn't know anything really about mass. So I didn't, it wasn't like I was a keeper of knowledge and was handing it, you know, we were discovering together. And as we were walking home, I said, you know, honey, I think that was just science class. And my daughter said to me, she goes, but that was fun and learning can't be fun. And my entire experience with learning, my whole life has been that learning is delightful and fun. And I, I almost cried when I heard her say that learning can be fun. And that's when I knew like, so we had to do something different for her because it was just sucking the joy out of it and it's supposed to be fun.

Dr. Rina: I mean, just these, these very small like small decisions that are made at the system level that can really crush a, a child's natural society. It's like, you know, I have one child who's in a forest school and one and two, two children who are in excellent public school and such a loving community and they actually do, they are situated in some woods. So they have the ability if they, if it were, you know, permitted by the school district and, you know, whatever all of the, all the powers that be, that decide what's safe and, you know, pay, it would be if it would be permitted, it could basically be a forest school as well. 

Prechool has its own forest. We're lucky about that. It's like named the same as the preschool, you know. So it's like they have their own woods, but you could call the public schools woods that it's surrounded by the that school's woods. You know, like it would be, the school itself is actually named after a little river. And so it's, it's named after something that is right there for them to learn from, but they will never learn from that. I go into the forest off, off limits. And so it's, it's just really striking to me how, you know, these kinds of decisions really change everything. I also, you know, can't be more shocked every time that I reflect on how the little one, he has all of these weather clothes because every day is outdoors, it doesn't matter matter what the weather is and the kindergartners, they also have the same clothes because they were in pre-k last year at this preschool, you know, at this private preschool and they have not used those clothes.

Laura: It's wild. I mean. So, yeah, my, my kids, um, have a primarily outdoor education to, at least for kindergarten. They're inside more now that they're in the grades, they're a little bit older than your kids. But they spend, you know, probably an hour and a half to two hours outside every day in all weather. And we're in Wisconsin, it's, it's cold weather, it's cold and they, out there it doesn't matter if the win is negative 20 they're out there and it's so good for them and it's, it's so important.

And my nieces and nephew live right near us. They're in the same school district and we were just talking with my nephew who is, um, just turned 13 about how his middle school, there's a really great attractive, huge snow mounds and none of the kids in the entire middle school are allowed to leave the black top. They're not allowed to play in the snow. 12 year olds, 13 year olds aren't allowed to play in the snow because it would cause too many slippery hallways. And it just breaks my heart that these kids have to grow up so fast and they want to play, they want to play, you know. 

Dr. Rina: Definitely.

Laura: It's just, I, yeah. Okay. But I mean, and, and then, then, and then there's the privilege and of it that I'm able to move my kids into a setting that is, it's just, it's a lot to think, be thinking about. So when we can't do that, I think it's about balancing it, you know, balancing access to free play, lots and lots of free play, advocating for our kids, letting them know that, you know, whatever you have on this score on this test, you know, or in a class matters much less than whether you were interested and fascinated while you were learning it, you know. Do you know what I mean?

Dr. Rina: Definitely. One thing I will say about systems is that our system is not the only way and our system is definitely not the best way. There are public school systems that are completely different and are more akin to your kids, Waldorf school or my preschoolers for.

Laura: Absolutely.

Dr. Rina: There are, there are countries out there. The whole public education system is truly public in the sense that every single citizen and even residents gets access to it. It also is higher education is completely public and they don't begin working on academics until the kids are seven or eight years old. Yeah. 

Laura: Yeah. They, and they have the best test scores when kids come out. And so do Finland. 

Dr. Rina: I know Finland Denver like there and, and the other thing is that, and this is public. So this is, and the other thing is that those they, the children start school earlier than our kids do. You know? So my kids, my partially because of the pandemic, partially because we just wanted to be with them as much as possible. My five year olds didn't start school until last year when they were four. 

And, and so it's like they're over there, they, the kids start school when they're before they're one and then they get the social emotional learning all the way until in our system, when we would start doing that standardized testing to them. Right. So, it's like, what a difference and what, what a travesty that we only are exposed to this set of options for us and that we're making these kinds of, you know, awful decisions in a way, you know, back to the thing, the point that you were making about, you know, how it's stressful for us as well. It's partially like the thing that I'm talking about is thinking of intelligence, not as a score, right? And not as these kinds of, you know, academic benchmarks, right? But rather thinking about intelligence as just learning from your environment, being aware that you can learn from your environment, that's something we all can do.

Laura: Or even being plugged in or connected to your environment. 

Dr. Rina: Yeah. Yeah, being aware, you know, so in this definition, there's no norm, there's no normal, there's no like right way there. And this is a process, it's something that we're engaged in where it's ongoing. We're always learning, we're always learning from our environment. And so we need to see ourselves this way as infinitely capable, right? As, as having that potential. So, you know, we're all capable of knowing, we're all capable of awareness, we're all capable of self awareness and we're all valuable. We're not just some kind of score that somebody, you know, got from us, from us having to perform in this totally just alien to humanity kind of way. Right. And so, yeah, it's like, I don't, I, I, I don't want parents to feel like they have to have their kids go through what we went through and at the same time I feel like we parents shouldn't have to go through it either. You know. Our lives shouldn't be this kind of like siloed, think by yourself, you know, put, like, clock in and do your work and then clock out and like, you know, it's just all of that is so bloodless, it's not healthy for us either. You know.

Laura: I don't think that's how we were meant to live as a, as a species. I don't think that it's how we've evolved to live. We are, have evolved to be deeply connected to one another. Yeah. And, and to, to rest and play. I mean, those are things that are our birthright as humans that the modern educational system and capitalism systems don't allow us to engage with in the same ways, especially here in the US. 

Okay. So I just want to have a second here as we're wrapping up. I wanna have maybe like a few just very practical things that families can do today. And I feel like we've already even talked about them, give your kids opportunities for free play with you by themselves outside. So opportunities for lots of free play. Another one I feel like that we've covered is so I'm just kind of summarizing is giving them the narrative about their experiences that reflects your worldview and how you want them to be thinking about themselves. So being really conscious and aware and intentional about the narrative and not just leaving it up to a child's brain to draw conclusions about themselves and their position in the world. Yeah. 

Dr. Rina: Yes, definitely. So having those kind of proactive conversations on anything else like that we can really just be doing right now to really foster a a lifelong love of learning, reduce that focus on external validation, you know, really being self driven for kids. I, I think that some of the things that, that you've, you know, hit on in, in and other, you know, episodes and also with other  guests and you know, just that kind of thing of like you were just saying, giving them the language, giving them the narrative, right and speaking to them in ways that encourage their connected, learning their collaboration and like speaking in ways that encourage that kind of as it's happening, the narration of that kind of thing so that they get that like, oh, this is going on right now and this is how we do it in my home. 

And this is something that we, you know, that I, I know it's happening, I'm aware of it and I'm, and I'm, and we value this, you know, when they go into another situation and they are, you know, in, you know, say, in, in the, in the school, in, in their academic setting, you know, and it's, and learning is given to them in a contrary way and it doesn't look right that they can identify the other way.

Laura: Yeah. Yeah. Absolutely. And I mean, and that, of course, like we can't give you scripts to say to your kids because this is all very individualized for your child and the environment that they're in. But just as an example, my kids' school, they, they do hand work, there's knitting and crocheting that they do. And one of my kids was starting to feel a little anxious about and not just noticing who's the fastest knitter who, you know, and doing some comparing who's fastest at knitting and stuff. And so we've just always, you know, whenever she brings that up, she's like, yeah, we're like, yeah, they're, everybody's knitting at the pace. That's right for them, you know, and I mean, just kind of continually saying those things and, and now when she sees her friends comparing, she'll just, I think that there was a moment where one, a couple of people were not really teasing, but like noticing that one person was a little slow and she was quick to step in and say she's knitting at the pace. That's right for her. 

Dr. Rina: That’s so great. 

Laura: You know, and I mean, and so giving them that language I think is really important and it can be in a variety of different, you know, I know not most kids are knitting.

Dr. Rina: But no, I, I mean, we, we do that a lot with the social emotional learning that they are doing where, you know, if there are kids who are having trouble communicating in positive kind ways and you know, and we hear them tell each other and we also hear when they tell us when they report back to us about what's going on, you know, it's like we can hear the language that, that they have gotten from our conversations with them and you know, that kind of thing of, of we're planting it already that everybody has the potential to be their best self. Everybody has the potential to learn and to do a better job, you know, and that they're not like, especially like one of the things that is coming up for us a lot is bullying, witnessing, bullying, you know, they're just, they're in kindergarten. 

This is the beginning for them of learning that there are some kids that, that are going to be rough with other kids and it's gonna be a pattern, right? But at the same time, we're trying to give them, the kind of language and narrative so that they can help that kid to communicate in a better way and to feel loved and to feel seen and not just to, you know, feel like they're, you know, to get pigeonholed because fortunately the educators, they don't want to pigeon hole the kids either who are having a hard time, but because they have to discipline them, it happens, right? 

And it starts to be a pattern where they're like, you know, singled out and, you know, it's like they're the problem kid and all this stuff. And so we hear it a lot, our children saying things that we've said and they say like, you know, oh, but he's, you know, we're, we're gonna help them to, we, we'll give them a hug, we'll, we'll help them to feel better, we'll help them to feel better. You know, that, that's, that, that's not a, that's not a nice way to talk to this other person, but that we understand that they just didn't feel good that, that moment and that they needed a hug, you know? 

Laura: Yeah. Oh, I think modeling that compassion is so important. Okay. That was beautiful, Rina, thank you so much for this conversation. I wanna do, wanna make sure that people can find your book if they want to check it out or learn more from you. Where can they find you? 

Dr. Rina: Yeah. Well, you can always go to the website of the publisher Harper Collins and rethinking Intelligence. And I have a website Dr. Rina Bliss.com and you can always go to Amazon or whatever, you know, the copy that you can already order now. 

Laura: Yay. Okay. Well, thank you so much. Yeah, it was really great to talk with you and I think that these are really important things for us to be thinking about. It's easy to engage in systems that have just kind of been the same way that they've always been without really consciously and intentionally deciding how we want to show up in them. And so it's always good to have that brought to our attention and have an opportunity to be a little bit more aware as parents. 

Dr. Rina: Yes.

Laura: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, 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 159: How to Increase Connection through Mindful Eating with Dr. Caroline Clauss-Ehlers

In this episode, we sit down with Dr. Caroline Clauss-Ehlers, an award-winning psychologist, researcher, and professor at Long Island University, Brooklyn, to discuss the power of mindful eating for family connections. Here are some of the takeaways:

  • Mindfulness can help resolve picky eating, relieve academic stress, and cultivate conversational skills, leading to more positive family interactions and a stronger bond between parents and children.

  • Tips and activities for toddlers to teenagers, including practical strategies to incorporate mindfulness practices into your family's daily routine.

  • Learn how to transform mealtimes (both cooking and eating) into the meaningful bonding experience they have the potential to be, and discover how mindful eating practices can improve overall health and well-being.

  • Tips on how to maintain a streamlined food pantry, grocery shop with purpose, and organize your kitchen, making healthy eating habits more accessible and sustainable for families.

If you're looking for practical ways to improve your family's eating habits and deepen your connection with your children, this episode is a must-listen. Join us as we explore the power of mindful eating with Dr. Caroline Clauss-Ehlers and discover how it can transform your family's relationship with food and with each other.

You can learn more about her book and her approach to mindful eating on her website, eatingtogetherbeingtogether.com. And follow her on Instagram, @eatingtogetherbeingtogether.

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 Dr. Laura Froyen. And on this week's episode of The Balanced Parent Podcast, we're going to have an expert psychologist coming in to talk with us about how we can use food and family meal times to connect on a deeper level with our children. Dr. Caroline Clauss-Ehlers or CC as we'll call her today, is joining us. And CC I'm so glad to have you. Thank you for being here. Why don't you tell us a little bit more about who you are, what you do in your new book? 

Dr. CC: Sure. Well, thank you so much for having me. Yes, I'm CC and my husband and I wrote a book called Eating Together, Being Together: Recipes, Activities, and Advice from a Chef Dad and Psychologist Mom. And the book really was about how we can encourage our kids to bring eating mindfulness to meal time and to food and to health into their lives. So our approach is really about encouraging kids to be aware of what they're eating, encouraging kids to make choices about what they're eating. My husband who's my coauthor Julian is a professional chef. And so he really incorporates recipes into the book that try to foster that. And then we have activities for all of the different recipes that kids from toddlerhood through the teen years can participate in. And I guess I should also share that. I'm a mom and I have a range of ages. So my youngest is six. He's gonna be seven in just a couple of days and my oldest is 19. So the activities really come from, you know, our experiences, life experiences around having, you know, young children, through young adults basically. And it was just really fun to kind of think about this. I to be fully transparent and a non cook. I'm really not good at it. So I edited the recipes and I was like Julian, no one's gonna understand this technique. We really need to spell this out. 

Laura: Thank you for making it more accessible for all of us. I wanted to ask you. So, did you, did, did any of your kids struggle with pickiness as they were coming up? Because that's something I hear about from my listeners a lot just that we struggle with. 

Dr. CC: Yeah, I mean, it was a mix. Our kids really were very exploratory because they saw their dad making all these foods and encouraging them to try these different foods. So we had that aspect. We also had the, you know, no, like, especially with our youngest, you know, he's like, no, I don't want to try that. And, well, could you try it? And we recently were talking about the book and he was at the event and, and we were talking about if you could have a salad, what kind of salad would you want to have? And he said, I'd love to have a candy salad. And then we said, oh, that, you know, Ok. That sounds really good. And then we kind of opened it up to the kids in the group and so then they came up with, they all liked carrots and they would have like a carrot salad. So, you know, I think picky eating is a thing that I don't, I mean, I don't know if all parents deal with it, but it's certainly something that we've experienced and it's been a range, you know, in terms of just trying to figure out and problem solve how to diversify meal time. 

Laura: Yeah. Yeah. And I think probably not freak out about it too. So I really like that. You focus on mindfulness and I think it's so important to be thinking about the mindfulness aspect for the kids, you know, being fully present with their food, food, a actually fully experiencing it. But for us too, I think that when we, when it comes to food and feeding our children, it can be very anxiety provoking for, for some parents thinking about their balancing their nutrition and are they getting what they need and all of those things? And I think mindfulness can help with that too for ourselves. Do you want to talk a little bit about how you bring mindfulness into the, into meals, into eating with kids? 

Dr. CC: Sure. So, you know, mindfulness is all about sort of that self-awareness and almost like, you know, taking a breath and just being in the moment and I appreciate parents feeling anxious about meal time and things like that. Our kids are like sponges as you know, and they absorb that energy. And so not to put even more stress on it, but to kind of give yourself permission, I think to say, you know, it's ok, we're gonna do the best that we can and that's, that's ok. I think that can open up a pathway for mindfulness. So, one of the things we talk about in the book is we talk about this concept of classical conditioning where things, you know, a stimulus can get paired with something in a certain way, right? And so, and that has an impact on our experience. So when we think about like, we all probably have a food that we just don't like. And maybe there was a classical conditioning experience, like maybe you ate this food and then you got food poisoning or you got a stomach virus. And so you pair now that negative experience with that food. So, you know, it's ok if our kids don't eat all the foods, you know, part of eating mindfulness is to say that's not my preference, you know, but I'll have this right? So like, oh, I don't like, like our sun, like I don't want a lettuce salad, but I'll have a carrot salad. So it's really trying to figure out what those options are. And in fact, in our salad chapter, we have salads that. Lots of salads that have no lettuce at all. Right? You don't even have to call it salad. 

Laura: My kid's favorite salad. We got out of a recipe or out of, um, a high five magazine or like a highlights magazine and they love it. Still to this day we've been having it since they were like two and it's shredded carrots, olive oil and orange juice and it's supposed to be raisins. But my kids don't like raisins. So we put craisins in it, like little dried cranberries and it's delicious. They love it and we'll eat a whole bowl of shredded carrots. 

Dr. CC: Yeah. And you know what's really fun about that is that, that's eating mindfulness there because like your kids are saying, we don't like raisins but we'll do craisins. And so like a key theme in the book is about, you know, as we're encouraging our kids to be aware of what they're eating and making choices about what they're eating. You can substitute, do things right? Like you can figure out that, that salad is gonna fit what your kids like. And we do it too, you know, as adults, right? Some of us might like ketchup, some of us might like mustard.

Laura:  And I mean, it's really like this bigger process, right? Of learning to tune in and listen to yourself, to listen to, to your own body, to your own mind, to your own heart. And like, that's, I mean, for conscious parents, which most of us who are listening to this podcast are working on. Being, that's, that's the whole point. That's all we're really trying to do is to learn to do that for ourselves and to help support our kids and learning to, to tune in and trust themselves. You know, it's good stuff.

Dr. CC: Yeah. And you know, that's such a point of role modeling for your kids. Right. Just to, just to, they're watching you and just to kind of show. Right? Like, ok, we don't want the raisins. Let's try something else. What might that be? Oh, it could be crazy, you know, or even, you know, one of the activities is like, you know, putting out all different kinds of in little bowls, like veggies and stuff and different kinds of things and like, these are the options. So, well, you have to choose something. Right? So, what are you gonna choose? You know? But they're all good options. So, you know, there are many ways I think we can incorporate that with ourselves being models of that for our kids. 

Laura: Yeah. Yeah. I think that's such a good point. And something else that you focus on that I really like is this piece of connection too? I think one of the reasons why my kids like that salad so much is because it was in a magazine that we were reading together and it was one of those moments where they asked to do something and it, they heard a yes from us and then we did it together. It was something that, like my daughter, I think was probably, my oldest was four and my youngest was two. At the time, my oldest could make almost entirely by herself, you know? And so we would, that's when she started cooking. She loves to, she still loves to cook with us. And so I, I would love to hear you talk a little bit about how we can make meal preparation, a mindful and connecting experience too for families. 

Dr. CC: Yeah, absolutely. And that's like classical conditioning, right? Like in a positive way, you know, so I think there are many ways that we can do this. And I just want to say that this is not a book about, that you as a family have to have dinner together every night. That's not what this book is about. And in fact, again, full transparency, you know, with Julian being a professional chef, our family meal time is Sunday night dinner like once a week. People are busy, kids have scheduled, parents are working. It really is about creating sort of a routine or a process that works for your family.

Laura:  CC, I'm so glad that you're bringing that up because I think that that is a huge area of concern for lots of families, you know. So lots of the listeners for this podcast are really interested in research. And I think all parents have heard the research on how important family meals are. I think it's so important to understand that research is not as causational, like there's not as so much causality as it makes it seem that there is, you know, that research in media is talked about like that by having family meals, you'll have more connection and, but really, it's a correlate, those are all correlational studies that families who tend to have family meals also tend to do other things that are probably beneficial for the kids and their relationships. So I really like that you're talking about this because there's lots of families that I work with personally, for whom family meals aren't a possibility. There's too much anxiety to come to the dinner table. Sometimes screens need to be used in order for certain children who have specific needs in order to be able to get food into the body. And so I would love to just hear some perspectives in some ways that you can use some of the food as a connection point that isn't specifically sitting out at a table eating together. 

Dr. CC: Yeah. Yeah. You know, there's research and there's reality, right? Every family has their own reality. And I, I just to your point of what you were saying is, you know, I was at talking about the book and it was really fun because I was talking about the book with my oldest daughter 19 on her college campus and we did it at the, you know, college bookstore and there, the parents were there and a parent asked a question about, you know, what do you remember is like one of your, you know, meaningful times around family meal time? And she said, I really loved and looked forward to the Sunday night dinner. And I thought, wow, that is, you know, internally I'm, I'm clapping, yay! You know, that's great because to your point and to, you know, families that are now feeling pressure, like I have to do this, I have to do this. We never did that. That it was for us. It was really the one time a week because of Julian's schedule, but it was meaningful and significant for her. So what I'm saying, I guess is that you, families, we encourage families to do what works for them and what works for their lives and their, the structure of their lives and that can be significant and important, right? For your kids.

Laura: I think, I think you're so right, finding the things that matter to your family, creating like a family culture that's meaningful for you that allows for those, those points of connection to happen. I think in my, like my theory and I'm pleased I know you've done more research on this than I have. But I think that it's, it's not necessarily the eating together, that's so important. It's the consistent practice of coming together, communicating face to face having moments where you're present with each other that has nothing to, necessarily to do with eating, but much more to do with being with each other, being together. Right. 

Dr. CC: Yeah. Absolutely. Absolutely. And, you know, the kitchen is a place to really foster that being together in many different ways. So, you know, like for listeners who have teens and, you know, we have two teen daughters, you know, I will just, they love to cook and that's, you know, they kind of got that. Well, they definitely got that from their dad. And so, you know, if they're in the kitchen cooking something or even just, you know, for parents with kids who don't enjoy cooking or don't cook, just getting something out of the fridge. Like I'll, I'll just happen quote unquote to like, be in the kitchen, right? Like I'm just around because if I ask, you know, how are you doing? It's gonna be fine. I'm fine. So, you know, rather than asking, it's kind of like, you know, you're just kind of there and then what can maybe come up organically and we've had these wonderful conversations in the kitchen just by things coming up organically. So I think, you know, that's a way of just kind of being together.

Laura:  I know for me when I was a teenager, my parents did a really good job of figuring out what foods my friends liked and always had them at home and So my, my friends didn't always, we always had fresh fruit at our house, just lots of, just big bowl of apples and oranges and bananas out. And that's what my friends liked. And so when my, my house was the place that all the friends wanted to come to and we would just sit in the kitchen eating with my mom and dad and they would chat with us, you know, and that was so nice. And so I think that that's something that my parents did really well, was getting to know my friends getting to know their food preferences because I think you're right that especially for teenagers, the way to their hearts is through their stomach sometimes.

Dr. CC: Absolutely. And having, you know, those fruits just in bowls on the counter and just available like, oh, I'm running out the door, I'm gonna, you know, take an apple with me or oh I'm, you know, gonna go, I'm gonna take this orange like one of our snack recipes is so easy. It's just, it's apple wedges. It's like you just cut the apple into wedges. You put some mix up in a separate bowl, some cinnamon and sugar. You Sprinkle it on the apple bowl and then you have it like, oh I'm taking this apple or oh, let me make this, you know, yummy kind of sweet snack real quick. Boom, boom, boom. And there you go. But you know what? You're saying with the friends and what your parents did is so important because, you know, they're, they're building community there for you and for your friends. And there's this idea of like, positive peer pressure, right? Like we've had, you know, kids come over pre-pandemic and, you know, like parents saying, you know, when my girls were little, our, you know, our child and we talk about this in the book, like, just to know, you know, our child isn't gonna eat any salad just to know. And, you know, and my girls love salad because the salad dressing is so good. It's made with maple syrup. It's so yummy. And then it's like, oh, well, I'm gonna try because they're trying. And then suddenly like, oh, everyone's eating salad because it's not salad as we think about it. It's salad, like it's really delicious and, you know, you could substitute that word salad for anything, right? Any, you know, fruit or, you know, any broccoli or any anything.

Laura:  I think that the highlights too is something that can happen at friends' houses or in different environments. That can be a little clue to that. There's some pressure happening at home. So sometimes, I hear from families where the kids are very picky at home, but adventurous other places. And that's always a little bit of a tell for me that there's some, there's some pressure system happening in, in the house, you know, and so looking inward checking in if your kid is in that place, if just checking in with yourself, what's the energy around food that I'm putting off? You know, not to blame anybody for things, but just, you know, just, you know, what is, what's going on there? Just, just getting curious and kind, very gently curious with yourself about that, I think is so important. 

Dr. CC: Yeah. And I really appreciate you saying that we talk a lot about sort of being aware of your own relationship with food and what your own relationship with food is like. And then how that might be getting communicated and getting back to like, ok, so maybe your child doesn't like a certain food that's ok. You know, like we all have foods that we don't like. It's ok. You can, there are other other things or other ways that you could introduce or reintroduce that food or not. You know, it, it's ok. I love that. I think that there's just a lot of pressure on parents to do things a certain way. And so I really appreciate the permission to be flexible and to let go and to just kind of move with what is possible for your kids and for your family. Yeah. And you know, I'm referencing the book here, but you know, our the dessert chapter is called the Subtitle For Desert is the imperfections of living a perfect life. And that relates to dessert because people also have feelings about dessert. And this is not a health food book. It's a balanced eating book, a psychological book, cookbook in a way. And, you know, dessert is, is a part of that. And it really is, you know, this pressure that so many parents feel to be perfect. I mean, one, I mean, I'll speak from my own experience. Not obtainable. Oh, my gosh. No, no. But then you see, you know, like I see some of my, you know, students in, you know, higher education and, and it's like this is about learning. You're not here because you're supposed to know it, this is about learning. And so, you know, I think kids who, that pressure for kids and for parents and it's real because it means higher education is expensive and there's, you know, you gotta get the scholarship. I mean, this is real but what we lose out on with that is, you know, the joy of making a mistake of building resilience for making a mistake, the joy of, you know, taking a risk trying something new and seeing what that's like. And, oh, maybe that wasn't great. But at least I tried and now I know that, you know, I tried to make that new friend and it didn't work out and ok, that's ok. Yeah. Yeah. Absolutely. You know, I think that it's, you know, when my kids were little, my, especially my first we did a lot of sugar restricting. I was in a community where there was a lot, just a lot of like, kind of almost like orthorexia, which is uh kind of over controlling health foods. And I realized when she was maybe like maybe two that she had very little experience with sugar and when she had it, she had very little ability to, to self regulate around it. And so we kind of had to make a big shift in our approach to sweets. And now my kids self regulate beautifully around sugar, but it can be really uncomfortable and unsettling for some parents to see their kids practicing and playing with food and figuring out where their limits are figuring out how to listen to their body and how much candy is too much. And when does it make my tummy hurt? It's, it, it can be really hard for, for parents to, to do that. And I think it's really important because it's learning to be self regulated around things like that is an important skill too that gets built over time. Right. Yeah. Absolutely. And, you know, it's so interesting what you're saying because there's research that shows that when there's like a restriction of things like sweets that kids are going to want to have that more. And of course, of course they were the, I know, scarcity and the forbidden fruit. You know, it's just, of course they're gonna want more of it. Um, yes. And I mean, and that just makes so much sense and it's so funny. So we saw that so clearly with both of my kids, my first one, you know, went from being, you know, really, like not even really liking sweets and just eating fruits to then being kind of obsessed and then we did a little bit of healing with that versus my second one who we didn't restrict at all. We just gave access to. She still consistently will eat part, maybe part of a piece of cake and then just eat fruit. You know, she, she still just is I nothing's messed with her yet. She just listens to her body. It's so beautiful to see. It's beautiful, it's beautiful. And you know, you're also, I appreciate what you're saying in the sense that every child is different, right? Like you can have, you know, your kids or your kids, they can be so different. And I think that makes it hard because, you know, as parents, we have to try to like tailor these ideas for each kid even though they're all our kids. So that's another level of challenge. It is. Although that I think that that's why I like collaborative parenting so much is because that's really the it when we get put ourselves in a position that where we have to be the knower of all the right ways to do things and we have to figure out, OK, this is how I'm gonna do it with this kid who's different from this kid who's different from this kid. That's a, that is a lot of pressure. But if we come from a place of like, ok, so they're the expert on themselves and all I really need to do is meet them with curiosity and they'll, they'll let me know and we'll work together to find out the right approach for each of these individuals. It's a lot less pressure, you know, it's a lot less pressure and there's no power struggle there. You know, it's like we're in this together if there's no power struggle. Sorry, you know, sometimes I feel like the kids, some kids like the power struggle just because they need the practice of fight, like standing up for themselves too, you know. But yes, I agree. Um Well, so you see, I, I really appreciate this conversation and the work that you're putting out into the world. Will you share with us if people want to get in touch with you where they can find you? Absolutely. So we have a website for the book which is eating together, being together dot com. And I also have a website which is doctor C C N Y C dot com and I'm happy to, you know, answer any questions folks have and just, you know, be a support. It's, this is, I really appreciate everything you said today and I'm, I'm hopeful that parents can, you know, really find their own path. Um And again, that's you know why I share that for us. It was, you know, the Sunday, the Sunday dinner and I am definitely not a cook. Yeah. You know, I, I think one of my kids' favorite meal time traditions is a Friday. Is we watch a TV show together and eat dinner together and they, they love that because normally our meals are completely screen free and it's just very special for them. Um, so finding those things. Yeah, that's very fun in the snack chapter. We have this amazing and it is, it's just, it's a great and I'm gonna just take credit. This was my recipe, not my chef husband's but for popcorn making homemade popcorn, it's like a little oil and then you have your popcorn kernels and your sea salt and the trick is that you put like three kernels in the oil and you let those pop first when you hear them pop, you take the pan off the oven, let it cool a little bit because you don't want those three kernels to overcook and burn. Then you put the rest of the kernels and you put it back on the heat and you're gonna get this great popcorn and then the activity of course is a movie night. Right? Yeah. And then you've got this great popcorn and movie night. And uh, you know, you were talking about your kids, my girl's friends were like, is your mom making the popcorn? Like it's so good and, and then you enjoy that time together with the popcorn. So you figure out other ways to like be together and have food, be a catalyst for that. Yes. Yeah, absolutely. Thank you so much CC. Well, I'll make sure that all of your links and everything are in the show notes. Um We really appreciate you. Thank you. Thanks 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 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 158: How Nutrition can Help Kids with ADHD with Momina Salim

I am excited to share with you the latest episode of my podcast, where we explore the topic of nutrition and ADHD in children. As a parenting expert, I always emphasize the importance of a holistic approach to raising our children; this episode is no exception.

I had the pleasure of interviewing Momina Salim, a certified Pediatric Functional Medicine Health Coach with extensive experience supporting frustrated parents of children diagnosed or suspected of ADHD. Momina helps parents address the underlying root causes of their child's hyperactivity, inattention, and behavior issues through diet, lifestyle changes, and other holistic interventions.

In this episode, Momina shares her expertise on how nutrition can impact cognitive function and mood regulation in children with ADHD. We discuss these key takeaways:

  • The role of diet and nutrition in helping improve symptoms of ADHD

  • The top allergens that need to be considered when helping children with ADHD

  • The gut-brain connection

  • Other lifestyle factors to be considered when helping children with ADHD

If you enjoyed listening to Momina's insights on nutrition and ADHD in children, you can stay connected with her and learn more about her coaching services. Follow her on Instagram  @mominaSalimcoaching  for daily inspiration and helpful tips on supporting your child's health and wellbeing. You can also visit her website  www.mominaSalimcoaching.com  to learn more about her approach to Pediatric Functional Medicine Health Coaching.


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 the Balanced Parent Podcast. This is Doctor Laura Froyen. And today we're gonna be talking about how we can help our kiddos with a ADHD through nutrition. And we're gonna have a very balanced conversation about this with a wonderful pediatric functional medicine health coach moa Salim. I'm so excited to have you here with me and I, I'm looking forward to jumping into this into this conversation. So why don't you introduce yourself? Tell us a little bit more about you and who you are and what you do. 

Momina: Great. I'm so happy to be here. Thank you for having me on, like you said, I, I work mostly with Children. So I'm a pediatric function medicine, health coach and the whole idea of, you know, being a function, medicine health coach is really looking at the whole body as a connected unit, you know, that whole balanced approach where your brain and your gut and the rest of your body is all one. And so we always have, you know, one part is always affecting the other. So we need to look at the whole holistic view of our body and care for it in, in, in, in its entirety. 

So if that's really what I do, I work mostly with children with a ADHD, but I'm not one who focuses too much on diagnoses and labels. I like to be more inclusive of, you know, Children who have um symptoms that are similar to ADHD. So symptoms of hyperactivity impulsivity, whether it's mood and behavior dysregulation or whether it's just in attention and focus issues, right? So we want to be inclusive of all of those kiddos, irrespective of, of their, their diagnosis and give all of them a chance to thrive. And so I work mostly through diet and their lifestyle and working at, you know, root causes of what could be causing a lot of those behaviors. So really just kind of diving into looking at all of these things and, and helping the parents work with their children and you know, just allowing them to get better piece by piece.

Laura: Okay. So tell me then how is nutrition and a ADHD, how are they related? Can you tell me kind of give us like a, a high level picture of how nutrition influence a ADHD or some of the symptoms that come along with a ADHD?

Momina: That's a great question. And you know what I like to always think of food as information for our body, right? So when we're putting food in our body, it's this information that's going into our body that then our body is using for various processes, right? So what we're putting into our body is the out output will be dependent on what we put in, right? So a lot of times and and research is supporting that, you know, there's, there are various foods that we're eating that can help nourish our body and make, you know, our us feel better. And this whole concept of food as medicine comes from there of using foods to help kind of connect all of these various barriers that we might have or deficiencies in some ways.

And then there's some foods that we're eating, that we're being exposed to more of than we need to. And that is causing negative impact on our body or, or in our children's body. And we're seeing that connected very, very closely to the way how our children behave and how they feel and just small things of, you know, how they sleep, for example, how their mood varies from, you know, different times of the day. So we, we basically see this very, very strong connection of nutrition with the way that our children's bodies are functioning. And it's not, and I like to look at it from this place of abundance where food, we're not really looking at food, more from like taking away but more what can we add in to kind of nourish our children's bodies, right? Giving them that information and those and that what it needs, the building blocks that the body needs to grow and to nourish and to kind of make that bridge between, you know, their needs and what we're providing it.

Laura: Okay. And so what are some of those, those things that we could be thinking about adding in if we're noticing some hyperactivity or some focus issues with our kiddos or gosh, even for ourselves?

Momina: Yeah. Yeah, I think it's a great question and the very first thing that I always like to, you know, tell parents is let's start taking this approach of feeding our children whole nutrient dense foods, right? We have kind of gone into this, you know, of eating a lot of processed foods, which is in some ways it's convenient and you know, there's a place in a time and I don't like to kind of bash the processed food all in itself. There is a time and a place there are times when parents have no time, no energy and in meets the purpose and that's okay. 

Laura: And there's true food access issues too.

Momina: Exactly. Right. And, and we want to be respectful for all of that. But what I, what with this approach of eating whole neutros food is that we're trying to make that change over time to include eating foods that include things like more fruits and more vegetables. You know, I'm trying to get protein, good quality proteins into our kids' bodies, you know, good quality fat. So when we're making those decisions of what to buy and what to bring into our homes, we're being more conscious of what those things are. So that, you know, when it's, it's lunchtime or dinnertime or snack time, our homes already have those foods that we were more conscious about bringing in. 

So, you know, when we start with this more like, you know, whole foods baseline, then we have more to pick from. And so that's like the very first place where I like to start, but then I like to build up on that. And like I said, more good quality proteins, right? That is something that what tends to happen is that protein tends to slip and not be one of the more essential pieces of our children's plates. And as a result of that, we're gravitating more towards, you know, sugary treats and things to kind of fill up and that might be causing behaviors like hyperactivity. And you know, this is something that a lot of research has been done and it shows that, you know, increased consumption of sugar is causing and can cause increased hyperactivity or even mood and behavior issues. So we're seeing these connections. So when we eat more protein we feel and our children feel more satiated. And as a result, you know, they're not really running and chasing for those snacks from, from the pantry, you know, right after dinner or right after lunch. 

Laura: Okay. And so I, I love the idea of having kind of a, a well balanced plate, you know, having the fruits and veggies and some protein on your plate. And of course, we have to think about some kids have limited palates, you know, have things that they, you know, that they prefer over others, which is important too to be thinking about. You can certainly correct me if I'm wrong. But I've been doing some research on ADHD and sugar seeking. There's some ideas that in that folks with ADHD will seek sugar more in an attempt to regulate themselves. And I'm kind of curious about that connection and, and how we can, if we're noticing that happening either with ourselves or with our kids, how we can support them in getting that need met whatever kind of underlying need is happening there in a way that is good for them, but also not vilifying of sugar. Because I think that that's something that's really important for my audience is we want to have a very balanced approach to um not you know that all food is good food and all food has this good purpose for us. 

Momina: Yeah. Yeah. And so you know, one of the things that when we look at this connection, so first, just to understand this connection of sugar and you know why you have this need to just that you crave it and you want it and you want it right now. It really comes from the composition of the brain, right? We have these neurotransmitters called dopamine. And those are some that are pretty low in people with a ADHD, including children with a ADHD. And so when your dopamine is low, your brain will always take priority of making sure that it increases that dopamine level. So it will say, hey, levels are low, do something about it. So it wants an external stimuli to come in and to help increase that. Now, in some people, it could be because they just need to go and get some sugar and they use food as a way to kind of get that dopamine level high in other kids who we like to say, who are very, very, very hyperactive, their body is giving them the cue to go start jumping from the couches and just, you know, doing all kinds of things. So it's their external stimuli telling them to increase their, their, their dopamine levels. 

And that's one of the reasons when we're working with parents of children with a ADHD we're like, listen, you know, if your child has hyperactivity in a class setting, make sure you talk to a teacher and you say after every 20 minutes of work you give them five minutes of run-around time. And what does that do? It helps increase that dopamine level. Right. 

Laura: That’s fascinating. 

Momina: So we're basically looking down, we, we, we're breaking it down to see what is causing it in the first place, right? It's not the food, it's not the sugar necessarily. But what is it that's happening at the bottom? And we're seeing that it's these low dopamine levels that are causing those behaviors. Now for someone who runs off and try to get, you know, meet that, that dopamine demand through food, what can they do? Right. So again, we bring them back down to that idea of a more balanced plate, right? So they at least to start off with, you're satiating their body, firstly, with, with a balanced nutritious, like high fat, high protein meal. But then in addition to that, you create an environment around them.

So it's like a lifestyle, right? So you allow your child to go outside and play for a while, right? You do a lot of parents use trampolines to get their kids to go and play on the trampoline, bounce on it for 10, 15 minutes and that helps them with, with their, with their dopamine levels. So there are various other things and various tools that you can use to, to raise those dopamine levels. And then over time you kind of helping you work with the child to move them away from just, you know, using food as, as, as, as a way for their brain to say, hey, we need to increase dopamine go and start eating sugar, for example. 

Laura: Yeah. Okay. So this is really fascinating to me too And I think that I'm I'm guessing that screens often are very similar work, very similarly playing games like, you know, especially like rewarding games with levels or even social media with the scroll function definitely is related to our dopamine levels. So this is one of the things that I'm I'm thinking about just now is framing it from a place of like helping your child or yourself. If you're basing these things, I'm not formally diagnosed, but I'm pretty sure I have ADHD and I'd go for sugar or screens to increase my dopamine. And so even just thinking for myself, thinking about like any time I have that pull or that drive to do some of those things shifting. Even how I talk in my brain to, I really want a piece of candy to my brain is asking for dopamine, you know, even just that language and reframing that and helping them see that your body is asking for something specific and it's used to getting it this way and there's also, there's additional ways to get it too. 

Momina: Yeah. 

Laura: And nothing wrong with having it that way either. You know. 

Momina: Exactly right. And being more mindful of, of why you're doing that and also teaching your child to be mindful of those moments when, when they feel like their body is, is asking for an external stimuli and so to provide that in different ways, right? We see more and more parents using fidget spinners and like that, right? And, and they help a lot with inattention, but they also help with, with various like, you know, for children, it's it's a sensory thing and so it helps their body kind of re-regulate itself. And so it's about creating that awareness earlier on in your child or in an adult of, of that moment when that dopamine level is starting to shift and when your body is starting to require that. And so that's really just like one of the ways and you spoke a little bit about, you know, a little bit earlier about kids who have very selective palates or who eat very, very particular amounts of food. And I wanted to talk about that because that it's extreme. We see a lot of that with children with a ADHD who you know, who might also have sensory issues and and and sensory, you know, troubles with, with different kinds of foods, right?

And so that can also go in and we can attach that to their, their neurotransmitter, you know, just the way how they work. But in addition to that, why it's important to also increase their palate and increase the variety and it takes more time and it takes being very, very slow and very, very respectful, right? Because I mean, imagine as, as an adult, if I'm saying to you like, you know, if you only like to eat certain amounts of food and I say, hey, listen from today, you're just gonna eat everything I give you like you're gonna resist that. And so we need to be respectful with children as well. 

But along with that, giving them some boundaries and giving them some space. But again, looking under all of these layers, why is there selective eating a lot of times there is micronutrient deficiencies. So things like zinc deficiencies that can cause selective eating, right? So our palates or our tongue, our taste can be, it can vary, right? Food can taste very, very bitter for some people. It can taste very, you know, or you might not taste anything at all when you put food in your mouth and it, I mean, just think about it. If we're going to be eating something like that, you will be revolted and you wouldn't want to try again, right? You you're going to spit it out and say this is yuck. It makes sense when you start to think about these things. And then another thing that is so closely tied to that and it is also tied to sugar is that you, your child could have a yeast overgrowth. So it starts with your gut, right. We might have, we have loads of these bacteria and yeasts in our, in our gut, but we can have an overgrowth. And so once we have an overgrowth of yeast, it kind of moves us into craving more sugar. But also what we need to realize is that these bacteria are really important in, you know, making our neurotransmitters. So they, it, it's like the cycle that, you know, once it's out of whack, then we need to go back and take all of these steps back to like start thinking about, okay, what's wrong? And how do we piece by piece and layer by layer, put it together? 

Laura: Okay. So I'm, I'm just feeling, I'm, I'm kind of uh you know, sometimes I feel like when I'm interviewing someone, I'm thinking about the listener, right? And so I'm thinking about the average listener who's maybe seeing some things in their kids, how would they get started and figuring out if they, their child maybe has a zinc deficiency or has some gut imbalances? Like what is the starting point? Where can they go? Because, you know, not everyone can afford a private health coach, not everyone has access to doctors who will run tests. Like where is the starting point? 

Momina: So I think that the first best place is starting with food, right? So if you're going to start off with trying to create that, that variety at home and, and if you're starting to see resistance come in the way, right? If you've got a child with a selective palate, then when you're armed with information like this, right? If you want to go and check the various micronutrient deficiencies, you might, your child might have, you can just go to your pediatrician and ask them to run these tests. And the, you know, running like vitamin mineral tests are pretty normal and pretty, you know, easy to access through your pediatrician and they should be able to do that. And that would really help show you whether, you know, they are high or low or you know, how, how you need to address them. 

There are some, you know, at home zinc tests that you can run as well, which you know, it's, it's very easy. It's like a drink that you put in your mouth or your child takes in their mouth. And like depending on if their zinc levels are high or low, they'll either taste or not taste the, the, the liquid. So it's kind of very, very simple and very quick. And so it's not very, it might be hard for those children who have sensory issues and who don't like to put things in their mouth. But for people that are ok. And so, and especially adults. That's a very easy way to, you know, to do your, your zinc at home test without even having to go to the pediatrician.

Laura: Hold on. Can I ask a question about that? So, like if someone's looking for that task, where would they go to find it?

Momina: You could get it. I've, I've seen it on Amazon. I could share a link with you after. And then easily just, no, it's fine. I mean, I think that the more knowledge and information that we can put out there, I've seen it on Amazon. So it should be pretty easy for everyone to, you know, get their hands on that. And so we were just talking about something.

Laura: I'm sorry, I interrupted you.

Momina: It's fine. So we were talking about gut health and you were talking about how some parents identify, you know, gut problems. And that is something that, you know, when I start working with families. The very first thing I ask them is, you know, how often does your child poop? And they sort of look at me like why is she asking me about my child's poop? Like I'm here to say that, you know, my child is hyperactive in here. She's asking about poop. But w you know how often, how regularly, how are child poops, what our child's poop looks like, what the color is. It's such a great indicator of what's going on in their bodies, right? So first of all, keep an eye on that. Does your child go and your child must go every day? Right? There's so many pediatricians out there that will say it's ok for children not to go to miss a few days. But think of it this way like pooping is our body's major detoxification and like, you know, just removal of waste.

So when that waste is just sitting in your body for a few days, all of that goes back into your, into your body, some of it is, is absorbed back in and it goes back into your circulation. So then your liver is working over time. So if your child has constipation, if your child has diarrhea, if your child is not going every day, if you feel like your child is not having fully formed stools and like there's the Bristol stool chart that I'm sure, you know, many people who are listening in are either aware of or it's an easy Google search to do. And you'll just see this chart that tells you what a normal stool looks like and what, you know, it should be a red flag for you. And so just kind of starting off from that point and then after that, just looking at, you know, does my child have a stomach ache very often? 

You know, there is a great thing like when it's full moon, do you see that your child has a lot of itching in their bum, right? Or you start seeing irritability and that can mean parasites, right? Because at full moon parasites come out to play. And so, you know, there are all of these things that, that we're looking at that kind of will tell us is my child, you know, are they eating a lot of sugar hyperactivity can also indicate to yeast overgrowth. And so that again, stems back from the gut. So we're looking at a lot of these things and saying, okay, is it there like, first of all, it's like identification and saying, you know, is that problem there to start off with? And so we're looking at their gut, we're looking at their body, our child's body is the best place to give us cues on what's happening, right? It is our feedback loop, right? So we're constantly looking at their body and respecting their body for what it's telling us as parents. And so, yeah, so that's just really what we're looking at. 

Laura: Okay. And so I kind of just thinking too about, you know, so we've been talking about important things to add or is there anything that if you do have a kiddo who has some ADHD like symptoms or has a diagnosis that you would be looking at avoiding other than sugar? 

Momina: Yeah. So one of the things that we do look at are food allergens. So, you know, some parents if they can afford it and if, and you know, if that's something that they're willing to do, they can do a food, intolerance test or a food sensitivity test. Really? Right. And to kind of see what their body might be sensitive to what kinds of foods. And so this is different than an allergy, which is an iggige where, you know, a lot of kids who have like peanut or tree nut or, you know, , celiac disease, this is a little bit different than that. These are just that your body constantly when it's exposed to these foods is getting inflamed over time. And because of that inflammation, then we're starting to see all of these various behaviors come up. So for kids with a ADHD, it starts to affect the gut, the, the neurotransmitters in the brain.

For other kids, it can be asthma or it can be eczema, right. So it varies, but it's starting off from this point of inflammation. And so we look at, you know, things like common allergens for those parents who don't want to run the test, they can just do it a simple elimination at home of eliminating basic things like gluten, dairy, you know, corn, soy and then in some cases, eggs. So it's, these are like the few foods that I when I'm working. The, the second step after, you know, incorporating a lot of foods is then looking at taking away these foods for short periods of time and testing the body. 

So you know, you spend two weeks of no exposure and then after that one by one, you expose the body to one of these foods and then you wait and you see if the body reacts, right, if you see an improvement in your child's behavior, one of these foods is the cause. And so that's when you're reintroducing and you're re-testing, you can really find that which ones of those foods are, are, you know, a, a big trigger for your child. And so that also this approach of like reintroduction also prevents demonizing food and alienating whole food groups and allowing kids to, you know, for certain periods of time, just avoid the foods that are causing those, you know, that inflammation or those behaviors rather than alienating a whole subset of foods. 

Laura: Yeah, I get some of the, one of the things that makes me feel worried and concerned sometimes for families who are exploring nutritional changes is that for a kiddo who's already got a selective palate, removing food groups can be really, really hard and scary and anxiety provoking to think about. Okay, so if I'm going to take out gluten, what am I gonna feed my kid? You know, if the most of what they eat uh are, you know, their preferred foods are crackers and breads, you know, too. And so I think I I'm kind of just wanting to add in a like if it like just a like, note of hope for families who really, for, for them that, you know, doing, like, an elimination diet and stuff where it's just really not possible. Like I can, we just have a note of hope for them that there's plenty that they can do where they don't have to stress. I was out a whole lot. You know what I mean? 

Momina: Yeah. And you know what, that's one of the first questions I get asked from parents all the time is, you know, my child is already eating like it's just eating four things. If I take those four things away, what will they eat? Right? And so I have two answers for that. Always one definitely that, you know, you can, you can wait for the elimination diet once you're done adding some foods in and you feel like your child is more accepting, accepting of some foods. But one of the things that we see a lot is that once we take away some of these allergen foods, right? These foods that your child's body is sensitive to, it opens up their palate for a lot more foods. It's because these foods tend to sometimes act like inhibitors in the brain. And so if you're having caseine, which is, you know, the protein in, in, in milk, it it tends to basically act almost like an opioid in the brain where it says give me more, give me more, give me more and it only wants that. 

And so for certain, for certain children, for certain people, when we take that casing away, the first few days are the hardest. But then, and I've seen this with parent after parent saying my child it just changed, right. It opened up their palate. It allowed, just taking away that one food that their brain was addicted to allow them to open up their palate to so many more foods. So it's, you know, it, it's hard. Yes. It's hard to, to think about, you know, taking away food completely. How will my child survive? How will my household survive that? But knowing and doing it with some level of guidance really, really helps, you know, you to push through the first few days and, and you do it in a gentle way. Like I always tell parents that you pick one, if you're going to start this elimination or you're going to start, you start with one food first. 

You always start with one meal a day, right? So for one week, you only pick one meal. You don't say I'm going to go dive all in and you know what, tomorrow, my whole family is not going to eat gluten, no dairy, no sugar. It doesn't work and it doesn't, you can't have success that way because you haven't set yourself up for success. If you say, okay, this week, I'm going to pick one meal and I'm going to say we're going to turn that meal gluten free, right? And the, the chances of success and keeping it continuous for longer periods of time grows because you're slowly adding those when you feel like you've got the grip of a gluten-free, for example, breakfast, you're like, okay, I'm confident, I think I can move into lunch and then you move into lunch. Right. So it's, it's a marathon, it's not a sprint.

Laura: I mean that, yeah. Yeah, that seems like such a more compassionate approach than this kind of rigid almost emergency. Like a way that I feel like people, you know, like the whole 30 other like elimination diets that are out there, they seem like they could be really intense and anxiety provoking for parents and kids and really trigger some scarcity in, in everybody involved too. So I really like that more kind of gradual and self compassionate like self kindness approach to it. It's, that seems like a much better, like mentally healthy way to approach it.

Momina: Yeah add one thing to that is that we're at least for, you know, the audience that I work with. We're, we're working with children, right? And so we have to set them up for healthier behaviors and a healthy relationship with food for life. Like we're doing these, we're helping their, their diet for now. We're helping their condition in the short term right now. But we can't lose sight of the rest of their life and their relationship with food. And so as aggressive as we are right now. It has an impact on how they're going to be when they grow up. Right. And, and how they are as adults and their relationships.

So it's really being intentional and respectful of that and doing it really slow because, I mean, you're not going to win a lottery by just saying, you know, I did everything in a month and, well, you know what? Yes, for some parents who, who can do that and whose kids have more of a varied diet, maybe they can do it and that's okay. But for others, you know, it's okay to take it slow. And so it's also being respectful of the community that we have and the community that we develop, you know, with, with kids and parents who have various struggles and so being passionate towards them as well. 

Laura: I think that that's a very important perspective to have. And I, I also like, I, I think, I think it's just I want to highlight what you said about this relationship with food. I think that that is a big concern for a lot of the parents who listen to this podcast. Many of us don't have that healthy relationship with food. Many of us have spent years trying to heal our relationship with food and we want our kids to grow into having a healthy nourishing relationship with food and that can be really hard to, for, especially for those of us who like myself are in recovery for eating disorder. It’s really hard to move into that vulnerable space of okay I’m gonna start thinking about making diet changes for my kids and I don’t want to hand them an eating disorder. And I don’t know how to do thist necesarilly, like you know it’s scary to move into that space. 

Momina: And you know what, like on the other side of all of this is also looking at the parent and the health of the parent. So making these changes can trigger so much anxiety and so much stress and bring back so much trauma for parents, right? And so one of the most important things for recovery of children and to help them thrive is to have parents who are also thriving, right? So if a child, if a parent is, is reliving their trauma because of the changes that they need to make with their child, that there is a way that that trauma is going to be passed down in, into the household in some form of the other. 

So we want to be compassionate but everybody, yes, we want to make these changes together as a family, as much as we can as, as much as they, they, you know, it's possible because it reduces the anxiety of the child who, who we're trying to help, right? There's, there's a feeling of alienation and again, that feeling of this diet is for me, and then the word diet, like, you know, I cannot eat this while the sibling is eating. You know, exactly what they're trying to avoid, like on the same table. But we want to look at all of this from like a place of thinking of everybody. And so being gentle, being slow and then being intentional really, really helps. 

Laura: Yeah. Well, I really appreciate this conversation and I appreciate the balance that you're bringing to it. So much. So if people want to learn more from you, I know you've got a podcast. Why don't you let us in on where we can find you? 

Momina: Yeah. So the podcast everywhere where you listen to podcasts and it's called Helping Children Thrive. And it's really by giving parents a lot, a lot more in depth, you know, function medicine tools and, and understanding about their kid health. So, yeah, check me out over there. 

Laura: Okay. I'll have all your links to your podcasts and your socials in the show notes. Thank you again for being here with us. I really appreciate it.

Momina: Thank you so much 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, 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 157: Overcoming Burnout and Guilt with Andryanna Gonko

As a parent, I know how challenging it can be to juggle the many responsibilities that come with caring for our children, partners, and ourselves. As you may remember, recently I've been struggling with health issues and burnout, and it has been a really difficult journey. I've come to realize that many other parents are experiencing similar struggles, and it's time we have a compassionate conversation about it.

That's why I'm excited to share my latest podcast episode where I speak with Andryanna of the Juggle is Real podcast (where I was a guest recently!) about burnout and how it affects our mental health and relationships with loved ones. We delve into the topic of mom guilt and the pressure we put on ourselves to be perfect parents, often at the expense of our own well-being.

Through our conversation, we discuss practical strategies for overcoming burnout and guilt, and we emphasize the importance of self-care and self-compassion. We also share personal stories and insights that we hope will resonate with parents who are experiencing similar struggles.

I know firsthand how isolating and overwhelming it can feel to experience burnout and guilt. That's why I wanted to create a safe space where we can talk openly and compassionately about these issues, without any judgment or shame.

I invite you to join us for this heartfelt conversation. You can find the episode on my website or wherever you get your podcasts.

If you're looking for more support on these issues,  I also offer online courses and group coaching through my BalancingU membership. You'll have access to a community of like-minded parents and resources that can help you find more balance and compassion in your life.

Thank you for taking the time to read this message, and I hope our podcast episode can bring you some comfort and support during challenging times.

To know more about Andryanna, visit her website  andryanna.com  and follow her on Instagram  @andryannag.


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! On this week's episode of The Balanced Parent Podcast, I'm going to be sitting down with a guest. And we're going to be talking about how to figure out where our guilt as parents, especially as moms comes from and how to release it. For kind of, for once and for all. So I'm so excited to have my guest on to talk about this topic with this, Andryanna Gonko, 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? 

Andryanna: Yes, Laura, I'm so thrilled to be here and it's so nice to see your face again. You were recently on my podcast not too long ago. And so I'm so happy that we're sitting down and, and chatting on the balanced parent because it is a podcast that I have found so much support and value in and something that I come back to often. So, thank you so much for everything that you are doing. I myself am a podcaster as well. My podcast is called The Juggle is Real. 

Laura: It's so good. You have to go listen to it. 

Andryanna: Thank you. Thank you. And basically, I started it because I am a mom. I have three boys and I understand the struggles that we go through with motherhood with our careers and just trying to juggle it all. A few years ago, I experienced burnout. I was really trying, to be that perfect mom, perfect wife and colleague and manager and all of these things. And that ultimately led, to not measuring up and feeling bad and being more stressed and more overwhelmed than, than was needed. And so through that experience, I really had to just go inwards. And it took me on a journey that led to learning how to add better balance in my life. 

And so I think that this is not unique to just me. I know that I'm certainly not the only one who has gone through this. And it's a process that I'm continually learning and continually, you know, just trying to manage and to sort through and, and to figure out on a day-by-day basis. And so it's how can I love myself first, which can sometimes be very difficult for moms, especially. How can I prioritize myself? And from there, doing these things, that really spark joy and light me up and better care for myself so that I am able to be the mom that I want to be to my children. 

Be the wife that I want to be to my spouse and, and be more efficient and more productive, in the work that I'm doing. And, this is just the journey that it has been taking me on. So I share often through television interviews with the podcast on social media. And I also run workshops both, both personal and corporate workshops just to try, to normalize the struggle that we're going through and, and to just let everyone know that it's ok. You can do things for yourself and no guilt is needed. 

Laura: Yeah. Okay. So let's talk a little bit about guilt. I really resonated when you were talking about how you had kind of all these roles you were wearing so many different hats and feeling like you weren't meeting expectations and in any of them. I felt that before where I felt like I had so many roles, so many hats that I was wearing as a therapist, you know, as a, you know, as a professor. So, I was a professor for a while, had lots of different hats as a mom, a wife trying to care for myself. I had been in a car accident, so caring for my body and I was just failing at everything. So I, I definitely resonated with that and I think lots of us have been in that place where we're wearing, you know, just even within the role of mom, there's so many hats to wear, there's, you know, emotional regulation. So there's the nurse, there's chef, you know, there's just so many roles that we wear. 

Andryanna: The car pooller. We're so proud about that.

Laura: Yes. You know what I mean? And then, so where, where does the guilt come from that we feel? Because I think a lot of us feel that we feel like we're failing and this guilt bubbles up and it's hard to know where it comes from. 

Andryanna: It is, it is something that's really prevalent and I'm not sure if it was, you know, passed down from, you know, generation to generation. I think a lot of times when we look around us, it's really easy to see that everyone else has got it figured out, everyone else is doing it perfectly and we look to all these external circumstances, right? Whether it be advertisements or social media or just, you know, seeing that mama pick up who looks like, you know, she's so polished and put together. And oftentimes we are holding ourselves to such on a pedal still really, you know like we have really ideal. 

Yeah, exactly. So we, when we have an ideal of what we think motherhood or, or, or, or parenting should look like it's impossible to measure up to what's perfect, right? And so whenever we're, we're trying to do that, we're inevitably going to fall short of, of being perfect because that's just not realistic. That's no one is ever going to be able to measure up to those types of standards. So I think a lot of it has, you know, been passed down to us. But also I think when we're looking externally tho those, those, those judgments can creep up. And so I think oftentimes we just have to take a look inwards and see what, what is that cause that's creating the effect of guilt.

Laura: Yeah, it sounds like you are saying that we need to have this kind of really like firmly in place filter or lens that we kind of as information comes in from the outside world. Pressures from our own upbringing, ideas from culture and social media that we have to kind of filter through that and really be aware of. Okay, how is that making me feel? Is this actually something that I believe in? Is this something that I want to take on as, as kind of my role instead of just kind of accepting this is what it's supposed to be and I'm not measuring up. Right?

Andryanna: Exactly. And I think you, you said, you know, the most important part is just gaining that awareness, you know, like if you know, for some reason, you feel triggered by something like, so just pausing and that is the most beautiful part is, is recognizing and being aware of it and saying, okay, so is this, is this true? Like is this something that's true? You know, oftentimes we look like, oh, well, she looks like she's got to put together this. This looks like the ideal picture of motherhood. Why can't I do this? Well, is it true what you're, what you're trying to look to? You know, is it, is it a real actual fact or is it just something that we are assuming, is it an assumption on our part or is it how you want to be feeling? 

Is this a situation that you want, you know, sometimes we look to these external areas, but is that actually what we want in our lives or is it just something that, that we're seeing and that we're not measuring up to? And so we're holding ourselves to this impossible standard. So I think the awareness is really the first step and it's so important and it's when we can understand, you know, why we're feeling this way, then, then we can really just be honest with ourselves and start this process of forgiving ourselves and letting go of whatever this is. 

Oftentimes it starts with our judgments and I kind of giggle and when I say it because when we think to what sometimes is bothering us or what is triggering us, it's oftentimes things that we are judging ourselves for. It's in words, right? When we're judging others or if we're looking to those outside areas, it's something that we are perhaps feeling not okay with about ourselves. And so just unearthing that and just putting that out there, I think is, it’s really, really important and just being able to say, ok, you know what, I forgive myself. I forgive myself for judging myself as you know, not being that perfect mom or for, you know, getting angry when my kids didn't do X Y or Z or when this occurred. 

You know, I, I'm forgiving of myself and that allows us to let go and release it and, and I honestly have, I write it down because it's, it's one thing to think it, and it's so great to be able to pause and, and do this at any point in the day. But like, I personally, I like to see that visual representation and I, I write it down, I forgive myself for judging myself as and, and then I just, you know, let whatever it is, let it go. And then from there, I like to create a new truth around it. And I like to just, you know, make, make a, a statement, you know, an affirmation and create a truth of how I really do want to feel. So I'm forgiving myself for however, you know, that guilt is creeping up. And then my new truth is that I am an amazing mom. I am, you know, a supportive spouse, I am whatever those things are, you know, I am calm, I am patient, I am understanding and then we can release those guilts, those judgments. 

And then we can just focus on the new truths and we can reiterate the truth to ourselves and repeat it to ourselves. And perhaps when we do feel triggered, we can just recall and remember what that feeling is that we want. And that repetition is really helpful. And soon enough, it's like, you know, and, and this is something that you can probably speak to as well from, from your professional background is like, you know when we can release those doubts, those guilt, that judgment and we can just focus on what it is that we want to feel, how we want to show up who we want to be. You know, we can forget about the old and really just allow that truth to become a reality. 

Laura: Yeah, absolutely. I love what you're saying. It's, you know, the our brains love to be efficient, right? So our brains love to think in habitual patterns because then they can automate it and not have to put forth a lot of effort, right? And so we have these super highways in our brain and our brain also uses judgment to make decisions about our world and our poor, wonderful, well-intentioned brain isn't built for this modern world with all of this information coming in and it's just doing its best to help us. And we have these patterns that aren't helpful, these patterns of the ways of thinking and judging likely handed to us from our own upbringing, from culture that need shifting. 

And I think one of the pieces that I wanted to kind of just circle back to and dig in on a little bit if that's ok with you is recognizing when we're engaging in judgment because I think that that's so hard. I think it, again, that awareness piece of noticing. okay, so I'm bringing like information is coming in. I'm filtering in some information or some feedback from the system that I'm in. And then I make some kind of judgment about it and just even recognizing that. And that judgments are, can be positive too. So that's a good mom is just as judgmental as that. That's a bad mom. You know what I mean? So do you have any tips for us on kind of how to, like, how to practice? I need to like, exercise that muscle of like, noticing judgment, noticing when we're judging ourselves, judging others. We spend a lot of time in judgment, right? 

Andryanna: We do. We really do. And I, for myself, I found that it was something that I was really open to offering up and it was something that, that I used as almost like a defense mechanism, but also a way to gain connection. So an example I'll share is like a group chat that I have with my girlfriends and it was a place for me to be, to complain, to release those judgments really. But I was doing it in a way that was sort of trying to use humor perhaps and, and, you know, like, oh, yes, I'm a hot mess and, you know, like, sort of like, yeah, yeah, yeah. Oh, I forgot my kids' lunch today. 

You know, bad mom move or all of these things. And so I would kind of be in this paradigm of poking fun on it. And I think we see that a lot. Is it? Yeah. Yeah. Yeah. And so, and in some cases it was sort of like that validation aspect or, you know, when we see things and, you know, you see something on social media and it's the mom who is like, you know, you just pouring a glass of wine. At the same time, she's pouring a cup of coffee and she's got her dry shampoo out and she's wearing a jogging suit and there is nothing wrong with any of these things, but it's perpetuating this. This mentality of this is what motherhood looks like. And of course, there are times when you're going for that cup of coffee, there's times when the dry shampoo is your go-to. 

But I think when we're just focusing on that, then that's kind of where the judgment can grow. And that's, that is what we focus on will grow, right? And so if that's all we're looking at is this side of, of motherhood, this side of parenting, the side of how we are emoting how we're communicating is through this sort of self-effacing, poke fun at ourselves. We're all hot messes and you know, there's nothing we can do about it versus recognizing, you know, how you're feeling in those moments and instead of trying to, to minimize it, trying to make fun of yourself or trying to complain about it, you know, just letting yourself know and give yourself that moment to be like, you know what it's ok, it's ok that I chose to sleep in this morning and I didn't have time to wash my hair. And so I am using the dry shampoo and that's okay. 

I am an amazing mom regardless of how clean my hair is, right? Or you know what my external appearance is or whether I choose to wear, you know, tight-fitting jeans or whether I'm going for the jogging pants, it's ok. I forgive myself for any of this judgment that's creeping up. And what I want to focus on is how, how I want to feel how, even whether I'm choosing, you know, option A or option B I'm ok with that decision, either way, it doesn't make me a hot mess. It doesn't make me a good mom or a bad mom. I am, regardless of what happens. I am, you know, patient and calm and loving. I'm supportive and understanding and you know, just focusing on what those new truths are, how you want to be. 

And when of course, when we focus on that side of it, that's what we're going to see reflected back to us, right? And so we're, we kind of are, you know, we're going to minimize the negative and we're going to focus on those positives, like, oh, you know what, I did pack those lunches today and you know what, maybe I forgot one little treat but you know what? It's ok because then it opened up a new conversation and really just measuring those wins that you had in a day instead of just focusing on, you know, the things that maybe didn't go as you expected them to. 

Laura: Yeah, absolutely. I feel like you had a really important message in there for us as a community of moms too, like a community of parents. When you were talking about the, your group chat. I just wonder how powerful it would be for all of us who are listening to this right now, listening to this conversation to just take a moment because we all have those group chats, hopefully, you know, if we don't, we need them, you know? We all have those, the people that we talk to about these things. 

And I just wonder what it would be like to take to heart what you're saying. And instead of coming from that place of kind of poking fun at it, we acknowledged, you know, the without humor. I'm having a hard day today. I made some mistakes that I don't feel good about. You know, we're, we're honest and vulnerable with each other because we all want to feel seen and heard, right? We all want, there's a reason why those videos on Instagram and Tiktok are so relatable. Right? We all want to have not feel so alone in the messy middle of parenting. Right?

Andryanna: Absolutely. 

Laura: And there's room for that, there's room for, you know, gosh, we need lightness at times but then we also need honesty and vulnerability and a moment to just say, you know, we don't, it doesn't, we don't have to be alone in this, you know what I mean?

Andryanna: Absolutely. Yeah. Yeah. I know. I agree with you and I think community in motherhood is so important, so important and I think that when we can maybe be the ones to step up and have those open conversations, then it really just does help others, you know, feel comfortable to be able to do the same thing. And it was a bit of a struggle for me at first too. Like I will say that I, I really had to, to pause and not engage myself, you know, when, you know, friends or people were having those conversations. So for me, you know, my step was not to, not to engage in it because I for myself would always have to pile on to it like, oh yeah. 

And guess what else happened and then this and, you know, and really just kind of get into a negative spiral and it's okay and I mean, I, I'm not saying that humor is bad because, you know, I turn to comedy all the time. Yeah. And I know that's not what you're suggesting either. I'm just saying that when we're trying to bury our feelings under the guise of these stereotypes, I think that we're just feeding into it even more. Yeah. And it's really causing us to feel that mom guilt creep up again or it, it's really just burying those feelings deep down under the guise of humor. Or, you know, even just not talking about it at all instead of just being open and honest, whether we're doing that with a friend with a loved one, you know? 

Perhaps a professional or whether we're just doing that with ourselves with, with a journal with, you know, our thoughts or just, you know, instead of taking to social media, maybe it is like just clearing our head or, you know, doing like a 10 minute guided meditation or some stretching or getting some fresh air. You know, doing things that are really going to serve us and instead of perpetuating the stereotype or, you know, letting it snowball, we are releasing it and we're trying to do things that serve us and are going to really help us be the person who is trying to, trying to be not the perfect person, but you know, that feeling of I am enough and I am worthy and, and no matter what happens in my day, I know that this is who I am. 

Laura: Yeah. Yeah. And handling those hard times that come for all of us, right? Because the struggle bus stops at everybody's door from time to time handling those in an emotionally healthy way and it's so hard to do that when maybe we didn't learn that growing up. But what a beautiful gift to give to your family, to your children that you're raising to see them, to have them see a parent modeling that. You know? Sitting in a place of… that didn't go well, you know, repairing, apologizing, reconnecting with them and with yourself, offering yourself forgiveness and grace and compassion. That's a beautiful thing to model for our children. 

Andryanna: Yes. Yes. And you know what it was, it was just a few weeks ago. I really had to, to dig deep and to remember what I'm what I'm, what we're discussing right now. If I could just share a quick story.

Laura: Yes, yes,  we love stories. 

Andryanna: So I have three boys, ages eight, six, and 20 months. And you know, so it's a loud household. It's a busy household. Mornings are full-time I will say. My husband leaves for work very early in the morning. So it's just me with my boys to get everyone, you know, packed up and dressed and ready for school and ready for the day. And I like to wake up early, I choose to wake up early so that I can have a few moments of calm and quiet. And throughout that busy morning rush, I accidentally gave my toddler the medication that my eight-year-old receives. So my eight-year-old has ADHD and so we have been experimenting with different types of treatments.

And currently, he does take medication to help support him at school, with his focus, and, with his hyperactivity and he doesn't like to take the pill. And so we put it oftentimes like in, in a candy or in yogurt or, you know, we, we have all sorts of different ways of doing this and I somehow, you know, was very busy and I accidentally gave it to my toddler and didn't realize until he'd hardly completely ate the little candy that had the, the, the medication in it. And so, I mean, if you're talking about a mom guilt moment, I feel like this was for me, like, it just one, once that realization hit, I was like, you know, just had that feeling in the pit of my stomach. And I was like, how, how did I do this? Like, how could I have done this? You know. And so there was a moment of oh snap, it's like, you know, like what, what is going on.

And, I had a quick call to my husband and explained what happened and then he was gonna call our family doctor. And in that moment, I was just like, okay, I can either fall apart and cry and feel bad and feel awful and you know, that energy is going to radiate and everyone in the house is gonna feel that or I can realize that what has happened has happened and work to being there for my little guy who is going to be having a tricky time now that we know that he's taking this medication and my other kids who still have to get to school, who still have to, you know, finish with their breakfast and do all these things. And so I made the decision to just be, you know, the calm, supportive, understanding, and efficient mom that I truly, you know, want to serve as. 

And you know what, I'm Laura, I'm not gonna lie like it was a tough day. Like he thankfully didn't have to have any medical intervention. He didn't have to go to the hospital or see the doctor, but he, he wasn't a happy camper, you know, and, and he had a tough day and so I was able to support him through that, but I also did have to take moments for myself, you know? I did have to lean on some support. I did have to call on, you know, my husband to come home early, you know because I needed a few minutes just to like decompress to take those feelings, put them out on paper. I actually did like a 15-minute yoga and then I was just like, okay.

I was able to come back to myself and just be like, ok, you know, these things happen and forgive myself for the mistake that I had made because things happen. And thankfully, you know, the next day he was right back to his normal, cute, adorable inquisitive, very curious and into everything little cell. But I think we all have these times where we wish something didn't happen. And instead of dwelling on the issue or the mistake when we can try to focus on the solution or, you know, how we can support ourselves and support those around us. I think it's, it's just one of those ways that we can really get past those feelings of guilt and judgment. 

Laura: Yeah. Oh, thank you so much for so vulnerably sharing that story with us. And I really appreciate that we need to hear each other, be honest. And I, so I really appreciate your vulnerability and honesty. Sometimes I feel like I can kind of almost like channel my listeners. And I know if I were listening to this, I would be wondering about, in that moment where you made that decision, I could go this way or this way, how I think that lots of us are as parents are chasing that present moment pause, that space between stimulus and response to get that choice. And I'm kind of curious. I, I know I don't wanna take up too much of your time, but I just, I know we're all hungry for that, for that space for that pause. And I'm kind of curious if you have anything to offer around how you were able to get that in that moment. 

Andryanna: It's such a good question and I'm not saying I do it perfectly every time I have moments where I am, you know, reacting, you know, just bedtime routine alone can get me very aggravated at times and very frustrated. But I think it is in those, those simple everyday things and it is the repetition. This was not my first time in trying to better understand how I was reacting to situations. I have been trying to be more aware of my response and why I am reacting versus responding or choosing one way or over another way. And so it's like this ongoing journey, but I do like to try to surround myself with messaging, with reading, with podcasts and community that is supportive of the direction of creating truths for yourselves, living the truths that you want to have, and not focusing on the negatives. 

And so I, I myself have a coach and a mentor. So, I listen to coaching calls at 6 AM every morning and that has been very pivotal in my life. I like to do some readings, a really great book that was extremely life-changing for me is called The Gap In The Game by Doctor Benjamin Hardy and Dan Sullivan. And I think it's written more from the perspective of entrepreneurship and, you know, success, looking at success. But I really felt it through my experiences with parenting and in juggling both my career and, you know, my role as a mom and it really focuses on looking towards the gains. And, you know, looking to the wins and focusing on that instead of where you're not measuring up or where you still have room to grow or where you're, you know, striving for goals, which are really great and, super helpful. 

But, you know, if you're only measuring what you haven't done versus all things that you have done, then I think that's where a lot of us can struggle. And so it's a practice, it's something that I choose to do every day. You know, I choose to write out who I want to be. I choose to look to modes of self-care that I know are really filling me up even in very small. And, you know, sometimes just moments, you know, I'm not saying that I dedicate hours of my day to self-care, but literally like, you know, the 15 minutes in the morning or you know, taking a pause halfway through my day. And doing a little bit of stretching or making an effort to get outside and get some fresh air instead of just, you know, barreling into my to-do list in my pile of work. 

I think the mindfulness aspect allows us to, to know that we can have these pauses and to know that we can still manage everything that we have to do and get to that to-do list and things are going to, you know, get done even if we're able to take those pauses. And so when, when that, t that oopsie happened, you know, I had to feel it in the moment. I had to have that feeling of like, oh no, but I was able then to just, you know, kind of flip the switch a little bit and say, okay, now I have to decide how I want to look at this situation, you know, and it was, it was a very good learning for me. It was a lesson, you know, that I can now look back to and I can share and, you know, thankfully my son was ok in that situation.

But, you know, there could be instances where we make mistakes and you know, there are more serious consequences. And so I think knowing that we, everything that we do, whether it's for getting the treat in our kid's lunches or, and doing something the wrong way or forgetting something. You know, I remember it was my son's birthday and all he wanted was a happy meal. And it was lunchtime for my, at my, their school, and my husband called me and he said, oh, how, how did Ashton like his happy meal? And I was like, no, oh my goodness. I literally ran out the door in my slippers and drove to McDonald's to get that happy meal and it was a few minutes late. But we of these situations and so I think when we, instead of dwelling on them, when we can forgive ourselves because it happens, you know? 

We can really move past it a lot faster and then we can show up for those who are really counting on us to show up for that, you know, especially in motherhood, we're not just responding to these people responsible for them, you know? For making sure that they are loved, for making sure that they feel safe for making sure that they have that security and they know that when they make mistakes, it's not the end of the world either. Right? So I had to, you know, just explain to my older too, like, oh, Mommy gave Zach like Ben's medication and it's okay, he's gonna be ok. But now we just have to, you know, he, he's gonna have a tricky day. And so we just have to be really understanding and give him extra love today, you know, and so I think when we can show ourselves that compassion and look through the lens of compassion, then we're not looking externally as much we're not noticing.

Oh, she looks so put, put together. Oh no, as if she didn't do X Y or Z when we're looking to other parenting styles, you know, the less I judge myself, the less I'm judging others. And it's such a better place to be. And then our kids, like you, you mentioned, you know, when we're modeling that when they make mistakes, hopefully, they can come to a place where they're taking the learnings from it and, and, and are more understanding of themselves instead of, of, you know, getting really down and, and being really hard on themselves, which sometimes I've seen and, and, you know, some of some, some situations my kids can, can feel really down. And so just knowing that we're allowed to be understanding of ourselves, I think is so special. 

Laura: I think so too. And I really, I think, you know, sometimes the message of, kind of focusing on the positives can, can lean into kind of that like toxic positivity place of it. And I really love that you are being so clear on the importance of self-compassion and self-forgiveness that we're not washing over or ignoring anything that, we're recognizing it, acknowledging it, sitting with ourselves in it and being kind to ourselves in the midst of it, which is, I think not always the message that we get out, out in the world. We get the message. 

Oh, just ignore it, pretend it didn't happen, you know, like, don't think about it and that's not what you're saying at all. I really appreciate that a lot because I think we need to know that it's ok to, to have hard times it's ok to have moments of pain. We're human beings, we have the full, we have access to the full range of human emotion and expression. And then when we limit one end, we limit the other too. And so it's not about limiting anything or ignoring anything. It's about feeling it being kind and then moving forward with conscious choice. 

Andryanna: Absolutely, that’s beautiful. Yeah, I love how you put that together too. That's great. That's good. 

Laura: Well, I really appreciate you bringing that message to us into the world. I feel very fortunate that we were able to have this conversation today. I love the last thing you said when I focus less on when I'm judging myself less. I find that I judge others less too. And I think gosh, we all need that magic and medicine in the world. You know, the magic of less judgment. I think that's beautiful. Thank you. 

Andryanna: Thank you. Yes, absolutely. Yeah. Yeah. So, I mean, it all, it all starts with us but you know, we, we have to, we have to feel those feelings, we have to sit with them and then we can choose to, to move past them and to, to continue to, to just, you know, lead with our open heart and have the conversations that need to be had, you know? Whether it's, you know, understanding it with ourselves, you know, having the moments with ourselves and then, you know, going to our friends, going to a spouse, a loved one, someone whom we trust. I think the more we have these conversations, the more, you know, compassionate we're all going to be to one another. And I think that's really great.

Laura: I really appreciate that. Well, you know, so I, I really needed this conversation this morning. I had a hard morning with my kids and out of respect for their privacy, I'm not going to share what happened, but I was feeling kind of guilty when I sat down with you this morning for the conversation and I feel a lot better coming out of it. So, thank you personally too. 

Andryanna: No, I appreciate that. And I know, I mean, I think we go through these, we oscillate through these feelings, you know, on an ongoing basis. And so, yeah, whenever we need to, to just remember, I think coming back to that forgiveness, you know, going through that, that quick statement, whether we're writing it down or whether we're just saying it in our heads you know, while we're driving, I forgive myself for judging myself as and whatever it is for my new truth is and, and being able to be conscious of how we do want to, to feel in those moments, you know? Like it's, it's gonna be okay and to know that we will move past it and having that just ability to, to have something to come back to. And I think, you know when you were asked earlier, like, what do we do in those moments? 

And that pause, how do we instead of just going straight down that, that spiral or, you know, taking that path that might not serve us as well? You know, maybe that's the statement that we can come back to or just remember and recall whatever that truth is that affirmation and come back to it, you know, have it written out or um have it in a journal, listen to something and um on the podcast, I do have an episode that is dedicated to truths for, for busy working moms, you know? Having some of these statements so feel free, to listen and, and borrow it and come back to it any time you need that, that extra, you know, support and that, that layer of, of comfort to know that you truly are doing an amazing job and you're worthy of feeling the good feelings that are associated with it with the roles that you carry. 

Laura: Would you mind sending me the link to that episode? I can put it in the show notes for this. 

Andryanna: I love to share. Absolutely. Absolutely. 

Laura: You know, this morning I think it's just important to remember that this works for when we're judging our kids too. So this morning, my struggle came, it would be easy to blame it on my kids. But really, it came from my interpretation of the behavior that was happening, you know, and all the thoughts and judgments about what they were doing, what it meant about them and what it meant about me as a mom, you know? And so I like in the moment I was able to kind of challenge the thoughts I was having, you know, one part of my brain thinking she's so this or she's being this way and me saying no, it's actually this, you know, and being able to really kind of have that internal dialogue with yourself around what the truth is, the truth about your kids. The truth about you I think is really an important message and it's not always us that we're judging. Sometimes we judge our kids too, you know, or our partners. 

Andryanna: Absolutely. 

Laura: Yeah.

Andryanna: I think I struggle with that a lot too and, and I think a lot of times it's, it's, you know, at home, it's one thing. But sometimes when we're out, I can allow what I feel that people's expectations are somehow shift the way that I'm showing up. And so again, it's just being aware and being conscious of it and saying like, you know, what if this is what's happening, whether someone sees it or not, it, it's, it's gonna be ok, you know? And these things happen and sometimes there's nothing that we can do in that moment. Right? Except for, be there to support our children and have those conversations, you know, afterwards when, when things have cooled off. But yeah, coming from, you know, sometimes, you know, there are some difficult moments, you know, and yeah and I think my understanding is, has grown so much since, you know, my oldest was, was young when we would see different behaviors that, you know, I really wasn't used to, to seeing. 

Having places to turn to like your podcast where there are safe spaces to have these conversations and discussions I think is so beautiful and how you validate all of these different experiences that we're having. You know? We, you know, some of us have neurodivergent children, some of us have children with, you know, different challenges and difficulties. Some of us have traumas and different, you know, generational issues that we are, you know, are unearthing ourselves. And so I really love how in the moment sometimes things don't go the way we want them to. But when we have this sort of tool belt that we know, like, okay, I'm not the only one. I know that I've, you know, we've moved past this before. I know I have, you know, these tools and these truths that I can come back to. I think it's just that layer of support that many of us really need. 

Laura: Yeah. And it's, it's coming home to the truth, like you've said, just coming home to the truth of who we are, the truth of what we're bringing to this world. The truth of it being a process of us, constantly being in progress and growing and becoming never done, never finished. You know, it's just, it's ok to have to be in progress, you know, to have a few steps forward and a few steps back. And to have times where, oh, yes, here this is again, we're working on this again, you know, and having gratitude for the opportunity to be a species that grows and develops through the life span, right? So its development doesn't stop in childhood, right? We're never done and finished. 

Andryanna: Yeah. And you know, whatever is coming to us and, you know, we have lessons to learn and, and we have teachings that are coming to us and measuring it that way. I think, you know, just going back to what we've gained even in the hard times, you know? And whether it's through parenting or other circumstances in our lives, you know? We have the ability like you were talking about, you know, with this beautiful, magnificent human brain, you know? We can choose to take those, those memories and we can choose whether we want to have, you know, solely a negative lens on it or whether there are some lessons that were learned. 

Or whether there were some, some things, some sheds and beams of light that have made things better for us or have taught us something or have, you know, brought new learnings to us in the stage of life that we're in. And so we, we have that ability to go back and so just, you know, poking fun at it or, you know, bottling it down or, you know, trying to forget about it won't serve us whether, whether it is something that happened in the past or just in that moment, you know, we, we truly won't learn that lesson until we take a look at it and, and just, you know, be like, become aware, take the learnings and, and forgive what we need to let go.

Laura: Yeah, and release. Yeah. Let it move through us fully process it and release. Yeah. Oh, thank you so much for this conversation and it was beautiful. I really appreciate it. I just want to make sure one last time that folks know where to find you, where they can listen to your teachings more. 

Andryanna: Yes. The podcast is called The Juggle is Real and you can find it wherever you listen, wherever you're listening right now. Whatever podcast player you choose. You can also find me on Instagram. I do share a lot there. My handle is Andryana G. So that's A N D R Y A N N A G. And you know, through that profile, there's some links to website and some free resources and some actionable tools that you can use to help you move through these processes. 

Laura: Oh, great. And I'll make sure everything is in the show notes, Andriana, thank you so much. I really appreciate your time and the gift that you're putting out into the world. 

Andryanna: It's truly my pleasure. Laura, thanks so much for having me here today to chat with you and, and have this conversation with your listeners. 

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 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 156: Social Skills for Connection with Miriam Campbell

This week on The Balanced Parent podcast, we will have a deep-dive discussion into how we can help our children develop crucial skills for building meaningful social connections, like perspective-taking and problem solving. Miriam Campbell will be joining me in this discussion. She is a mom who uses her experience as a speech therapist, social worker, teacher, and parent to support parents who want to develop their children's social and emotional skills.​
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Here's a summary of what we discussed:

  • Social Skills for Connection: What they are and how we can help kids develop these skills

  • Signs to check for when a child needs support for social and emotional development


If you want to consult with Miriam, you can schedule one here and visit her website skillsforconecction.com for more resources. You can also find her on Instagram @skills4connection.


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: All right. Hello, everybody. This is Dr. Laura Froyen and on this week's episode of the Balanced Parent Podcast, We're going to be taking a little bit of a deep dive into figuring out how we can support our children in developing a really important skill that of perspective, taking something that young kids aren't terribly great at. And so helping me with this conversation is Miriam Campbell. She is the creator of skills for connection and I'm so happy to have you here, Miriam, thanks for joining us. Why don't you tell us a little bit more about who you are and what you do. 

Miriam: First of all, thank you so much for having me here. I'm so excited to be here with All you. And my favorite thing to do is talk about parenting, which is something that I love with people who are interested in growing and developing because anyone who's listening to this podcast is somebody who fits that bill. So I'm so excited to be here and thank you so much for having me on. 

Laura: Oh, absolutely. Yes. We, we love geek out about child development and parenting and this like really complicated thing of growing up ourselves as we're raising our kids. 

Miriam: Yes. Yes. And that's really what, what um my starting place whenever I'm talking with parents is recognizing that we are all part of this journey. I started out working directly with kids as a speech therapist, as a social worker and helping them with develop social skills.

And as I was working with them, I realized that the people who are most qualified to be able to provide that service are really the parents. And I saw that as far as carryover, you know, a skill of whatever I was teaching them in the 1 to 1 sessions or just trying to like, make sure that it was very relevant and something that the parents were on board with that when the parents were the ones who had the skills in hand, then they were able to become the conduits of all this incredible, incredible social emotional development. So that was really, you know, how I transitioned into working with parents with skill, you know, helping their kids develop skills for connection and, and I know that's something that you also are passionate about that process of growing as, as we're helping our kids grow. 

Laura: Absolutely. You know, Miriam, I had a very similar experience when I was a therapist, I would spend, you know, an hour a week in session with a child and felt so limited. And so so just kind of shackled by our time constraints and when I started really working and involving parents and teaching parents how to do therapeutic play skills with their kids in session. And then they would, and I sent them home to do that at home with their kids. The results were just so much better. Parents are so powerful and I, I don't, I love, I love parents. 

Miriam: The same they're like the, the heroes, the heroes, because the, the kids already have rapport with them, they already trust, you know, they trust you, they trust you. Yeah. Yeah. And it's, it's actually modeling the skills that we want our kids to have. Like, we want our kids to develop themselves internally. Then when they're in a relationship with us and we are practicing our own skills as we try and become better parents, better people. You know, we are, we're actually letting them see, oh, this is what it looks like to be a great person. 

This is what it looks like to try and care enough about the other person and think about who the other is and who am I? And then that, you know, interaction between the two. That's, that's really what, you know, I see again and again, that incredible role modeling that parents are doing as they develop these skills and as they help their kids develop these skills, kids are like, oh, this is a real thing. 

Laura: Yes. OK. So I really want to dive into that piece of it a little bit because I think I don't know about you. But a lot of the, the families that, you know, I kind of see out there and sometimes those that come to me are in a place where they're having a hard time with one of their kids and they want to know the thing that will get their kid to change. And unfortunately most of the time it's us that has to change because of this modeling piece.

And so I'm kind of curious about how we can go about modeling healthy self-regulation skills, healthy social skills, you know, really positive relationships and healthy relationships for our kids when we ourselves don't have those skills. Like, what is the first step for someone who's like, thinking about like, OK, so I've got this four year old or this five year old, I needed to be teaching them certain things and realizing, I don't actually know how to do those things myself. Like when I'm frustrated, I feel like throwing something and I stuff it down and I don't actually know what to do with my frustration instead of the throwing, you know, what do we, what's the first step for someone?

Miriam: That is so great, such a great question. And I really like, you know, first of all, acknowledge a parent's uh honesty and being able to even acknowledge that, you know, thing within themselves. Yeah, the awareness and the humility that that takes where it's like, oh, I want to be the role model. I want to be the one who's doing it all right. And that honesty to be able to say like, oh, I actually have space for growth in this and that is such a powerful statement to be able to make. 

And I, I'll tell you the theory behind it and then I'll talk you through it. So in my, in my work, what I do with parents when I'm doing parent coaching or parent training or even if I'm training therapists or teachers in school is I talk about the self and the other, the model of knowing who you are as a self and all the things that are in, included in that our emotional identification, knowing how I'm feeling, knowing like um how I can communicate, knowing my process and really knowing it like in a very experiential body aware, mind aware, honest, vulnerable, not only so beautifully tied in a bow type of experience and then being able to see the other and that dynamic when I know who I am and then I'm able to start looking outside of myself and seeing the other person.

That's the first step of connection, the first step of relationship. Because of course, in order to be able to connect to the other, there has to be an A that's connecting to B. So the A who me has to know who I am as a person to be able to then move outwards to see who the other is. So like, let's say, struggling with throwing something when I'm upset. So this is where my A is. So when I see my child and B I know where my starting point is and I'm now connecting outwards to B I can see B in, in her whole being and her whole self outside of myself. And experience who B is. Once I know who A is. Now, when we, with the tricky thing is when we get into, let's say unhealthy relationships where it's codependent or things like that is when I either only see B and I don't see A or I think B is A or I think A is B when the two start melding, we don't see ourselves as two distinct individuals. That's where we have difficulty. So I know this is, I told you I was gonna give you the abstract first. That's the abstract concept. 

Laura: It's so good though. I think it's really important. So in the in family therapy, the term in mesh um comes up and that's what you're describing when we kind of don't have a firm sense of ourselves without the other. And we define our ourselves, you know, by someone else's well-being. I love that you're pulling out this really important piece of getting to know yourself. And I think a lot of parents are myself included, start our parenthood journey. Not exactly sure around who we are. 

Miriam: Motherhood for me has been a process of cracking me open and showing me all the, all the places where I thought I knew myself and I didn't. Oh, so beautiful. It's so wonderful. It's so alive. It's so real. It's really, you know, it's really an incredible thing like when we see who we are, then we could show up as our best self of being a good parent, even if our child there doesn't change their behavior, meaning who I am as a self and A can still be my goal of who I want to be as a parent.

I still as a patient, I still, you know, was able to regulate my emotions even though the child didn't comply with whatever the effort was that I was trying to help them comply with you though, you know, they to not hit their siblings, they still hit their sibling. But I was able to my goals of how I wanted to show up as a parent. So when we have that self and we have the other, we actually have more flexibility for being able to be like, Okay, like instead of like I'm such a terrible parent, give up on this being like, oh I, I accomplished in this and this and this. Okay now I have still a sense of dignity, a sense of pride, a sense of whatever because I did I was able to or if I wasn't able to, but I still, I'm still a self that I know who I am and who I want to be. Okay soo now how can, how can I think creatively to be able to then better support my child or I did support my child as best as I can. 

But let me think of other possible solutions to set them up for success so they can practice the skill of being kind to their sibling or practice the skill of responsible with bringing your homework home or that, you know, that that type of thing. So when I'm talking about like the theory of perspective taking where it is the self and there is and there is the other, it always starts itself. But when let's say we're trying to help our child know about perspective taking what we do is we see them as the self. So let's say they become A and let's say their brother or their sister, sibling is B so what we do is we follow up to the same format. So I have a, you know, a structure that I teach and I see, I think I feel, I choose.

Laura: I see, I think I feel I choose just because I know some of you listeners right now are listening on this at 1.5 speed. Okay I know you're doing. So I see.

Miriam: I've been there, I've been there. Yeah, I know speak, I speak at two times speed. So everyone has to slow it down at least slow down 2.5, you know. Yes. 

Laura: Okay.

Miriam: Sorry about that. 

Laura: No, you're fine. I didn't. I feel like that's something that people will want to jot down. I know lots of people like take notes while they're listening to. So like that's my job is kind of to take what you're sharing and pull them out. So people can really.

Miriam: I actually do have like a spelled out training for that. I see. I think I feel I choose for parents if you want to email me, I'm happy to send, send it, send it over to you. I'll send, I'll send my email for people to send to me for sure. 

Laura: Yeah. Yeah. Um, have like a sign up link for it.

Miriam: I do on my website skillsforconnection.com. But I find that like it's just so much easier when people email me miriam@skillsforconnection.com. Very, very consistent with the skills for connection. That is what it's all about. So yeah, either way I'm, I'm happy to, to share it with you. But I'll, I'll just briefly explain what the concept is, which is helping our kids see themselves. So like let's say we, we know for ourselves and I'm trying to see my child. I need to know who I am as a parent and then who my child is, who I A am and who B is. The way we teach our children how to see other people is we start with themselves and we start giving them that definition. So I, I have a book bubble double and it visualizes very, very clearly what that self looks like. It's a person in a bubble and then the other is another person in a bubble.

So like it's a three step goes through social skills and it divides into three concepts. But one is that you have to check the other, you have to see the other. Now, obviously prerequisite to that is what I'm describing as that. I see, I think, I feel I choose, which is you let your child be seen. I see you describe their body language and what, you know, what, what thought, what you might think about what they're experiencing and then you show them that actually allows them to be able to see like, oh, just because it looks like something doesn't mean you have to that, that thought necessarily the end of the milk of your cereal doesn't have to then be a tantrum. 

It could be like, oh, this bottle is finished, but there's another bottle in the fridge perhaps, but it just sort of breaks it down into what they're experiencing and then what they could possibly be thinking about it, what they could possibly be feeling about it. And then at the end, which is my favorite part, which is the choice. What are you going to do with that information where we aren't victims to any situation? We always have choice and that empowerment and that giving over a responsibility. So we see our kids, we say, ok, here you are in yourself, here you are a, we see them, we reflect back, we give them that validation.

We're giving them that self awareness of how they're coming across, what we're, what the other person might be seeing in that, in who they are in their a bubble. And then if they've been seen enough, if they've been validated enough, very often they have the space emotionally to now see the other. Meaning, I see your fists are clenched, your brow is furrowed, your eyes are squinted, your teeth are, you know, are, uh, clenched. You're growling. Sometimes our kids growl. I think you did not want her to take your ice cream cone.

You're feeling so frustrated or you're feeling so hurt or you're feeling so um indignant, you know, I see you, you are seen and sometimes when our kids are in a heightened state of emotional emotions, you know, when they're angry or upset or whatever, sometimes they need us to really see them like because I, I have my kids, I could say to them like six times, seven times in a row like you're so I do look so frustrated. You did not want her to take that. You did not want him to do that. You really wanted me to let you X Y Z, you know, you really and I'll say it again and again, like I sound like a broken record but as I say it, I see that my kid will slowly slowly make eye contact with me, reconnect with me, which is what I would want them to be able to use me as a source of regulation when I'm able to be in that place but be able to tune in and then as they see themselves as they have been seen, they haven't been, you know, why are you so angry? Give it back to her. What's the big deal? Get your share?

You know? Right now they have a place in their heart to be like, oh, I really am frustrated. Oh, my mom gets it. She sees that I'm frustrated. She's letting me be who I am. I'm in this space and then you can then say like, how do you think she's feeling? What do you, what do you see? Oh, what are you singing with, with your sibling? What do you think about what your sibling is singing? What do you think they're thinking? What do you think they're feeling? And that's where you get the self and the other and that's how you teach it. So it first, as you had said, you know, are you had said, like you first have to be able to know who you as a parent are and where your child is. Like, I would be like, oh my gosh, like my kid is hitting their sibling. I'm a terrible parent. I'm going to shame and guilt and whatever. And now I'm going to quickly go on my phone so I not ignore it or I'm gonna stand up and slap my kid or pull him away from their kid or grab the, the, the ice cream cone back and say here, you know, don't, don't you dare take that from your brother, you know, type of thing. Okay so once I know who I am and myself, now I can then engage with the other and see like, Okay. 

Laura: So I just want to like, there's this piece of it that I think is really important and this is not just for kids, this is for everybody that most of us unless we have done a lot of work and have had a lot of practice. Most of us get so wrapped up in our own experience that we need that experience validated in order to have room for the other perspective. And a lot of the couples I work with, they've spent so much time feeling invalidated by their partner, feeling unseen and unheard by their partner that they can't tap into any level of compassion for the other one because their, their own pain is, is so overwhelming that it blinds them.

And a lot of the work of a couple therapist is helping the couple see and hear and witness each other sometimes for the very first time. And when you do that, it creates room and space for four the other to be seen and heard. When you have been seen and heard and validated and your emotions have been taken care of, then you have room to see the others. And I have seen that dynamic play out in my own kids' lives in my own family so much with, especially with little kids where their, their big feelings are so big. They're so young. Well, they're so little, their nervous systems are so underdeveloped that even the smallest thing is a big thing for them and it completely prevents them from being able to see the other person's side. 

You know? I think that really like understanding that, that this is not about, I think, you know, a lot of parents worry that if I don't intervene right away and set the limit right away, that the opportunity for lesson learning will be lost, right? But they can, it's a futile lesson. It's like attempting to, to make a child see the other one's perspective before that own child's valid. Like perspective hasn't, has been validated. It's a losing game because they can't do it there. Most of them, most of the time they're incapable of seeing the other person's perspective without first having their own validating it. So I think that's, I think that's just so important to, to hold out. Thank you for teaching that our parents because it's really valuable and it's.

Miriam: And the truth is like, it's so it's nice even for our parents because it gives us the possibility and the opportunity to be able to see our kids see their perspective also, meaning not only are we allowing them to see their own perspective, it allows us to focus in on it like, oh, like it wasn't just that they stole their siblings ice cream cone, but they also have their own process in it and it allows us to see their process aside from them feeling safe and that they're seeing that they can now see their siblings process. It's helpful for us to take that time and take that pause to be, to see them for the child's sake and for our sake as parents like, oh, like now I feel like my child isn't just trying to get, you know, be villainous. We're not trying to.

Laura:  We're not bad. 

Miriam: Right. Exactly. Like this is just a child who thought that their sibling took the last bit of ice cream and now there isn't gonna be enough for them or this, you know, this is a child who's feeling like afraid or this is a child who is feeling like you know, injustice like, but he just kicked me, how come he's allowed to have ice cream or whatever it is that's going through your child's mind, you know, or even just like jealousy, like how come my child, my sibling exists and is, you know, a conflict for me that I now don't have as much time attention, love, et cetera resources going towards me or whatever the resentment is, whatever the feeling is when we are teaching our kids the skill of perspective taking, we always, it always is starting with us how we feel about ourselves as A and then how we feel about our B oh seeing our child. 

So when we're doing for our own perspective, taking who am I as this as the, you know, as a parent? And then B would be who is the child? And then really, it would be like technically C like, okay child, you've been seen as b now who do you want to see as your c and again and again, I see it and it, it really blows me away is how much kindness and empathy our kids really do have when they have been in a place where they're seen and validated and you know, loved. And I obviously, it's not that we don't love them, but they feel the love, they could feel the love when like mom is taking the time to hear them and to see them and to care about them.

Laura: Absolutely. And you know, the other piece of this that I feel like can't go unsaid is that, you know, we're humans too, we parents, we're having our own experience. And so part of that self awareness that you're talking about awareness of your own experience includes offering yourself validation, acknowledgement of your feelings, you know, understanding kind of the having an internal process of you're really frustrated with your child right now. That makes sense. 

You don't want to see your other kid hurt or crying, you know, just giving yourself the same kind of compassion and love and validation that you're about to offer your kids instead of like white knuckling through that, trying to just like stuff it down and pretend that you're feeling, you know, regulated, really doing the things that regulate yourself first can be a beautiful thing to do. And especially so, you know, I know lots of the listeners have kids who, who don't like their parents talking about their feelings. And it's, I mean, it is like a wild thing that when you are a parent who is desperately trying to create emotional intelligence in your family to then have kids who are like, don't talk about feelings, don't say that, you know, it happens more than you would think. 

Miriam: You know, I see that all the time also. 

Laura: Yeah. And so I think one of the things that for, for those families who have got those kids narrating your own internal process of this kind of what you, what, what was it? I, I see, I think, I think I feel I choose or whatever it was. Yes. Yeah, I got it. Yeah. Doing that out loud for yourself might be a really, like just easy way and to, for the, for the kids who can't take it, you know, some kids can't, their nervous systems for whatever reason I have my own theory is right. You know, I think about like when um if you've been really struggling and you finally see a good friend or your therapist and you, you unload to them and then you've been validated maybe for the first time in a long time. 

You know, they really hold you, they really see you how that, like relief and that flood of emotions. Maybe if you've been holding it together and then they, they meet you with empathy and it just floods and there's this big wave, I think that can happen for kids. And I feel like that my theory is that, that's when I, we see the like, don't say that because they know that wave is coming. Once they get that empathy, you know, we have to kind of wait a little bit for the wave.

Miriam: Or, or they're waiting for the I choose. They're like, wait, what are you gonna make me do? Now? Are you gonna try and manipulate me now that you, now that you're telling me I'm seen, are you gonna now try and make me do something or try and they're scared of it? So like that's why I don't usually teach that I choose until we've gotten. I see, I think I feel down very much where the child doesn't feel like, oh, there's an agenda here and, and I actually have had parents tell me that when they use it without the, I choose their kids who have previously have been, you know, like a wary and non trusting of the feeling expression. Like, don't, you know, of course I'm upset. Why are you saying I'm upset? They they're able to sort of like, let it in a little bit more because it's like there's no agenda there. It's like, I'm just seeing you, I'm just seeing you. I'm not telling you to do anything. 

Laura: They're like, really good at sensing our agendas, aren't they? Like, I mean, this is why none of this can be a means to an end, right? So, so much of what's out there on like Instagram all the little like, you know, memes with the say this or try this and these little tips, they all view these things as a means to an end. Basically to get your kids to be in conflict less to have more like, you know, obedience, what whatever it is, you know, less trantrums, less meltdowns all of those things. And that's not what, what, what this is, that's not what works, what works is.

Miriam: I think that I think there's space for those things in that like we really do want to help our kids succeed in specific skills. But this specific skill, the skill of perspective taking is a prerequisite skill to those things where in order to be able to have a negotiation with somebody, in order to be able to have a conversation in order to be able to um have uh any type of rec reconciliation or even problem solving. As I know that you do a lot of things like that, those the skill of being able to see who where your starting point is, is essential.

So like yes, there is an agenda in that down the road. We're trying to give them further skills. But the starting point is you are and he is, you are, you exist, you're legit, you're, you know, you you can be in your space. He is and he can be in his space and then I choose the last step of what do you want to make of this piece? What do you want to do with this? Okay so like I see my child has just, you know, banged his siblings head against the wall and I'm thinking like, what a terrible kid, how could he be so cruel? And I'm feeling like disgust maybe and I choose, take a deep breath and I'm choosing to find a different thought about my kid because this is not working for me. It's not working for me to see my kid as that. So who am I and myself going to be? So I choose is where I want to move with it. But the first three is like, how you started talking about like that honesty of like where am I in myself? Where I we we aren't finished products when we, you know, we give birth.

It's, it's we're giving birth to ourselves as parents at the same moment when we give birth and who am I in this moment? And then the choice comes afterwards. But if we can't be honest with the first three that, who, what is that? We're seeing what it is that we're thinking, what is that we're feeling? We can't get to that last step. So I don't see it as like a divorce as like, oh that last piece, but I see it as like the first, the, the being that can then make choices from them. So I hear what you're saying. It's like, it's not like a gimmick. It's a, it's a leg, it's legitimizing the self. 

Laura: Yeah. Wait, what, what it meant was that we aren't validating their emotions to get them to have less tantrums. You know, we aren't validating their emotions to get them to not be like to get them to do anything you're literally experiencing, being with them, being emotionally present with kids because that's what's good for them and that's what they need, not, not to get them to change or be, you know, be easier for us to deal with it just like, you know, there's a, a recommendation to spend, you know, 10 minutes in special time with your kids and you and connect with your kids and it's really important. 

Those things are wonderful, they build a relationship, they're fun. They, you know, they can really help but you're not doing that to get your kid to have less tantrums at target. You know, you're not, you're not doing that as a means to an end. That's kind of what I mean by that you're not, not doing it to get other things, you're doing it because they need the relationship because the relationship is everything for the child. 

The connection is everything for the child. And in order to feel connected, they need to feel seen and heard and accepted exactly as they are. And a lovely by product of that connection is more flexibility is less tension, is more collaboration and cooperation. But you can't do like you can't be like, okay, I put in my 10 minutes, when am I getting the cooperation? You know? Okay, I, you know, I validated you. When are you going to be nice to your brother? You know, like that, that doesn't work. You know what I mean? 

Miriam: Whenever there's an agenda, like as you said, like they can, they can feel it, they can feel it very, very, very clearly. I know like when I'm thinking for myself like, okay, like, you know, I felt like I'm, I'm in a rush and it's like, okay, it's worth it for me. You know, obviously I care about connection. Like as I, this is what I do, I'm passionate about it. My whole company is called Skills For Connection. 

That's what I'm about that being said, sometimes I'm rushing, I'm trying to get, you know, dinner on the table, you know, making sure that all the kids' clothing is ready for tomorrow for all these different things. It's helpful for me to remember in that moment when I'm try, when I, when I do need to take a stop, take a break, check in with my child who is in the middle of, you know, falling apart because he had hasn't yet eaten dinner. That's what I'm trying to prepare and being able to connect with him. And it is helpful for me to recognize all the benefits because sometimes that connection becomes like secondary to all the things that I practically have to take care of. So it's helpful for me to keep it as a practical thing in my mind. Not because that's really at the core of me, of who I am and, and who I want to be in a relationship with my child. But it's help for me like practically as a logistic to be like, oh, it is actually gonna help me with the rest of the things that I want to accomplish. Practically. Not that it's at my core, but it is practical also. You know what I mean?

Laura: Yeah. Yeah, I think, I think that there can be a, you know, there can be a question of so when like when is this actually going to work? When am I going to see results, you know, from this and the payoff for, for some kids and some families will be down the road? You know that?

Miriam: That's very true. That's very, very true.

Laura: One thing I just want to mention for, for folks who are listening to um is that the, you know, we have to be really clear on what's developmentally appropriate to expect our kids to be able to do, so the ability to do perspective, taking on your own, the cognitive skill of doing it without support from the other, without direction, without kind of, you know, help seeing another person's perspective, that cognitive skill doesn't fully come online. But until the kids are seven and 88789 around in there, you know, it's a bell curve like when that kind of comes online where they're consistently able without prompting and without kind of direct kind of support to see that to see someone else's perspective. 

So it's really important for us to remember that a three year old naturally is very self focused, not because they're selfish, but just because that's their whole experience and their whole world, they've newly become aware that they have a self to begin with at all. Right? So they've newly developed theory of mind, this idea that they are their own entity and we are separate from them and they're very self focused.

And so it's just, it's so important to remember that with our help and support, they absolutely can see another's perspective and tap into that empathy and compassion and kindness and generosity that young children are so good at. But they, they will need support doing that consistently. We can't expect them to just out of the blue, all the time, especially when they're in a state of stress. Be able to think about someone else's perspective. Honestly, perspective taking is hard for most adults to do. 

Miriam: Yes. Yes. I have like a, you know, high school students. I forgot high school students. I have married folk that I do this way, you know, like who, you know, to work on the table. Well, who am I in this process? And as you said, like in couples counseling, like that process would be, oh, I am, I have my own experience of what happened. Oh, he came home late from work or, you know, she didn't, she didn't you know, call my mom the way I, you know, wanted her to or whatever it is, all the, whatever the pieces are like, okay, so who are you in this and who, you know, and who's the other in this? But, and, and our kids especially like, as you, as you said, like that they're starting for the first time to identify that they have a self that they have an a that they have feelings and what this, these pieces are like very often. 

I know, you know, with my young kids, like, I'll, I'll do I'll, I'll do the A and the b like, I'll do the A part where I'm sort of like asking and then you felt because I'm still working the self awareness piece and then I'll fill in and, and he felt like, and sometimes they'll fill in, they'll surprise me and they'll be able to do it. But you, you're right. It's very much like, developmentally appropriate and healthy for them to knowing who they, who they are as a self and, and, and as we said, like, the more that they are seen, the more space they have, the more safety they have that they can then, like, sort of out of curiosity, like, oh, what's going on over there? Someone else exists in this space as well. 

Laura: Yeah, absolutely. One thing Miriam too, that I just want to mention that like, I love the way that you're talking about this is that it seems like this is very in the moment, experiential learning with your kids that so I, I find my, you know, I love children's books and I read so many of them and I think lots of families misunderstand the role of children's books and teaching children about their feelings. Oftentimes those books are for us as parents and not really for the kids. Right. We're, we're reading them and really we're just getting a lesson for ourselves and we have to really take it that way that our kids are not gonna retain any of that information that they're learning is gonna happen in the moment with us alongside them, doing the work. You know what I mean?

Miriam: Right. Like I find that well, I find the role that our books will take is like they might, they may or may not be able to understand like they'll understand like the storyline and then it's up to us as parents to be able to be like, oh, remember how, you know, Lucy, oh, you're doing it just like Lucy, you know, like my, I, I have the, again, this, this bubble double book, the one that I wrote and um one of my kids is jumping on the baby and I was like, oh she needs space and, and then one of the older kids, one of the older still little kids said something like, oh it's her bubble. And I was like, oh yeah, okay. That was connecting the dots. But sometimes like I'll need to explicitly say like, okay, like that, that you're going into my bubble like or you know, how, how do, how can we invite her into our space or type of thing?

Just like the, you know, whatever the tools are within the book, be able to talk it out in real time. And that's really like I find, you know, as we started off with talking about like how parents are the best people to do this because the parents are the ones who are reading the books with them. But more than that the parents are the ones who are with them all day long when their sibling is begging down the bathroom door and wants a turn to come in and it's like, oh, from your perspective, you're trying to use the bathroom and you aren't quiet. But what's happening in her perspective, what's happening in her bubble? Can you check what's going on? What do you think's going on over there? You know, or like, you know, grandma just walked in, in your, in your bubble. You're thinking about that. You really like doing this puzzle and what's happening, what's happening from grandma's perspective. She just drove all the way here to see you. You know, what do you think that would, what do you think she would be? 

What do you think would be nice for her, you know, type of thing and then teaching anything that we want to teach within that framework where we're using the skills that they're learning in a very non threatening way because that's what books do is that introduce ideas to us and very fun, casual, you know, no, not, no criticism there, you know, it's not critical and then be able to make that transition of bringing that fun energy, bringing that exciting curiosity of that same joyful, you know, cadence that we got from the book and bring that to life where like, oh don't jump on the baby is like, oh careful of her bubble or, you know, just like the rhyming fun energy that was in the book. 

You can now bring that to their experience. It doesn't have to be heavy or critical or, you know, all those pieces that, that's, I, I find like, you know, that it isn't something that they're going to automatically be able to translate. Sometimes they will and surprise us and wonderful. But that's such a beneficial thing that parents who are reading the books with their kids get to learn the concepts themselves to be able to identify goals of, oh, this is what I want my child to be able to develop socially and then how could I actually implement in real life? 

Laura: Yeah, I love that. I think having that shared language is really great too. Having just the same vocabulary that you're, you know, and having your kids have a context for using it in is so good. I of course, you know, as a, a person who does a lot of work with problem solving in the kind of the raw screen, collaborative and proactive solutions approach, I do want to just put a plug in for those who are listening on being proactive on some of these things. So a lot of the examples we've been talking about today are in the moment examples which can work really well for younger kids. 

But some of our more explosive or challenging kids can't access these skills in the moment. They can't learn them in the moment. Either they, their skills are so kind of behind or lagging as the terminology that Ross Green uses that attempting to do it in the moment would really outstrip their skills. And so making sure that if you've got one of those kiddos that you're being as proactive as possible, you can still use, you know, great, you know, the Ross green process, the pro the perspective taking is built in the um I don't know if you know Miriam about his process, but the first step is really getting a detailed picture of the child's perspective. And the second step is sharing the adult's perspective.

And then the third step is working together so that both people's perspectives can be valued as you create a solution so very much in, in alignment with what we've been talking about today. It's just taking it out of the heat of the moment. So that for especially for some kids who really need it, they can have it practice those skills and learn those skills when their bodies are regulated and they have more access to executive functioning and all of those things. So I just wanted to add, add that because I have, I have one kid who can do the in the moment, problem solving in the, in the moment, all of this stuff. And I have one kid who cannot and it's ok, they're, they're different, they have different brains, different nervous systems and different needs, you know. 

Miriam: So and then the, the after the fact teaching I find is so powerful because it allows for them because they've experienced it already. They know exactly what it is that they're referring to when you put the label of like, you know, the frustration or the emotional identification and then giving them the that could have been helpful for them. They've experienced it, they know what you're talking about. 

You know, that's the reason why motion cards are not really so effective but labeling an emotion either in the moment or after the fact when they, they have experienced it, they know what you're talking about. You have the shared language, you have the shared experience that is so effective. So especially with our kids that are struggling with having a regulatory regulation, including ourselves, all of us in some level, being able to identify even after the fact is extremely powerful. Yeah.

Laura:  Yeah. Oh Miriam, I really loved this conversation. Thank you so much for sharing with us and thank you for your flexibility listeners. You don't know this, but it was voting day today on the day that we record this, recorded this and my polling place was, oh, the way I waited in line for two hours. And so Miriam was so gracious and kind in delaying our appointment so that I could vote and still have this conversation. So Miriam, so I appreciate your, your just your graciousness and compassion so much on just a personal note and I really appreciate what you're putting out into the world too.

Miriam: Thank you. Thank you so great to be able to talk with you. Thank you.

Laura: Yeah absolutely. Will you just, you know, mention again where folks can find you and I'll make sure everything is in the show notes too. 

Miriam: Okay. So anyone you know, I'm always available for email Miriam at skills for connection.com. If you want to check out my book on Amazon bubble double. And I have again, I can, I'm happy to share that free training. I also have a whatsapp group. I just send out stuff. So any of that sounds like it could be supportive. I'd love to be able to support you in that. 

Laura: Okay. Sounds good. Thank you so much. 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, 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 155: Harnessing the Power of Kindness with Teresa Ramirez

When I ask the parents I work with about their long-term goals for their children, kindness is one of the qualities I hear most about, and it's no wonder, right? Most of us have personal experiences where we have been on the receiving end of the kindness (and unkindness) of others, and it makes sense that we hope that our children will put good out into the world. But how is something like "kindness" taught and learned? Well, similar to the idea of "balance" it's not necessarily a thing you "do" but a way of "being" and those things are often taught best through modeling by embodying them ourselves. And that's why for this week's episode on The Balanced Parent podcast, I want to highlight kindness - the science behind it and how to put this into practice in our homes with the hopes of upbringing children with the value of kindness.

And to help me in this conversation, I'm so happy to welcome Teresa Ramirez, a Kindness Ambassador for loving parents who want to raise kind children. Through her enlightening videos ( check them out here ) and blog posts her goal is to inspire us to create fun, happy moments with our children through acts of kindness. We will talk about:

  • The importance of kindness

  • Tips to be kind in difficult situations

  • Making kindness a habit or a way of being

If you wish to connect with Teresa, you can join her Facebook community  Journey in Kindness.


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 Dr. Laura Froyen in and on this episode of the Balanced Parent Podcast. We're gonna be talking about the science of kindness and how to put that science into practice in our own homes. To help me with this conversation, I'm bringing in Theresa Ramirez, a kindness expert who's gonna be talking about this with us. Theresa, welcome to the show. Why don't you tell us a little bit more about who you are and what you do and then we'll dive in. 

Teresa: Good morning. Thank you so much for having me. I am a motivational speaker and my crack as kindness. And at this stage of the game, I am making kindness a lifestyle and sharing that with others. And I actually live with my dog who actually are my co hosts when I am doing kindness with animals. So, yeah, this is, this is my life now.

Laura: You live and breathe kindness. I love it.

Teresa: What I do. All right. 

Laura: So you really intrigued me when we were talking, you know, before I hit record about the science of kindness, we love science around here. Well, you kind of tell us a little bit about what you've been learning in your research. 

Teresa: And my, so what I have found is and, and, and there's numerous studies on kindness and specifically on the reaction our body has when we experience an act of kindness and we're sharing that act of kindness. So if you and I are exchanging an act of kindness, our serotonin levels go up. Well, those are our happy hormones. So, you and I are happy. But the fascinating thing in the research I have read is that anyone who witnesses that act of kindness, their serotonin levels also go up. So we're starting that ripple of happy people and you know, the happier we can make everybody, the less violent, the less anger that we're going to see in the world. 

Laura: Yeah, I love that. I mean, so, you know, of course, we know that as humans, we've experienced the full range of human emotions and you know, we can't be happy all the time. But raising those kind of those feelings, you know, those hormones of connection and satisfaction and caring for another, those hormones that kind of come up, of course, is gonna make the world a better place and I love that we can just witness it.

I'm guessing that probably has to do with the beautiful mirror neurons that we have that are empathy neurons. We have specific neurons that are designed to capture the experience of others and experience it in our own bodies too. It's one of the unique things that makes us human although other primates have them too. But what a cool what cool research to, to be reading. Like when we're thinking about this, I think that like most parents I speak to want to raise kind humans they want. That's one of their biggest parenting goal. I'm kind of curious about how do you think kids learn kindness? 

Teresa: I believe my philosophy is that as a parent, you become the CEO of your family, your philosophy, your values, your beliefs, you have to define those for yourself and then filter them down to your children. If you want kind compassionate children that are gonna change the world in a positive way, that's what you have to emulate for them. 

Laura: Okay. And so, yes, that's exactly what I teach you that we have to figure out what are our core values. What are, what are the things that are really important to us and then start living them in our daily lives.

Teresa: Exactly. Yeah. 

Laura: And so if kindness is one of those things, what does living in kindness look like? Because we want to model it for our kids. What does it look like for us? Like in action?

Teresa: For you in action? Keep it simple. I know a lot of people like I can't take especially busy parents. I can't take one more thing. Not on my plate. I can't do it. Well, we keep it, it's easy. We keep it simple by just incorporating it into your normal life and it can be a simple, I love sticky notes. It's like my my go to thing. Put start with your children put sticky notes on their bathroom mirror in their backpacks in their lunch box and say things like, you know, notes that they can read to themselves that say I am brave.

I am smart. I am kind, I am important. I am beautiful, whatever you, you know, your child better than anybody. I can come up with these examples. But do they, what do they need to hear? Like I always said, if the big math test is coming up, put a sticky note where you know, they're gonna see it before the math test and say you got this, you know, it, you've got this just those things, I'm thinking of you that changes your child's whole perspective on life that yes, I am important. And mom spent this time making these notes. I love. 

Laura: I love that. Yeah, I also love the idea of that, you know, so when we do know our kids so well, but they also know themselves really well. And I love the idea of taking this, this, you know, the post it note things and also taking to your kids, you know, kiddo, I know you've got a big, you know, test coming up. What would you know, what could I say to you that would help you feel confident, ask them the words that they need to hear, right? And then do that for them can be beautiful too. 

And that teaches that like that skill of going inward, asking yourself self knowledge, um self advocacy and a little bit of self care to write. That's what self care is learning to attune to your needs and advocate for yourself. That's I mean, that's self care and then teaching them how to do that and offering them that care. What a beautiful thing. 

Teresa: And, and you talking about self care, it is my number one rule with journey and kindness. You start with yourself because if you, if you don't have any kindness in you to give, it's not gonna happen. So if being kind to you having good self care, what does that look like for you? Is it getting up 15 minutes before everybody else and just having that cup of coffee? Is it taking that hot bubble bath at the end of the day? Is it getting out? I know my, one of my nieces gets up at 5:30. 

Her husband is there to get the kids started and she has a group of, of other moms who job, they get a half an hour jogging in the morning and she said that sets the tone for my whole day and I feel good. Yeah. So it's whatever that looks like for you. But those are just a couple of examples but be kind to you so that you fill yourself up with kindness and then you can shower that to your children. 

Laura: Yeah. Yeah, I love that. You know, they always say that we can't pour from an empty cup and when it comes to things like this, you know, having that your kindness cup so full that it's overflowing into, into others. I always, I call that my champagne tower, you know, like a champagne glass tower where you're pouring the champagne in the top and then it's overflowing into the others around you. Yes. 

Teresa: Well, and that, that cup is half full, half empty thing. And I said, you know what, that cup is refillable and you can fill the bottomless. Yes, it's bottomless. Fill it up with kindness. 

Laura: I think one of the things that the parents that I work with that struggle the most and actually is a personal struggle of mine is, is treating myself with kindness and the language I use with myself in my own head. And I'm kind of curious what advice you would give me to me or to other parents who have a hard time speaking to ourselves with kindness in our own minds. 

Teresa: And I was there raising my kids cause I could tell you, I told myself some really awful things thinking back. But again, get out your sticky notes. Where are you going to see something, first thing in the morning or throughout the day? You're tough. You know, it's gonna be your toughest part of the day where you're feeling, you know, you're feeling a little weak, so to speak and put out there. What do you need to hear? I've got this, I am a great mom, not a good mom. You're a great mom or a great dad. You know, just you know, those kind of things again being the example. So you've got your own sticky notes in your own positive thoughts. But it's, it's not easy. I, I remember too well.

Laura: I think that lots of us don't necessarily always feel worthy of. And I guess I, you do you have any advice for getting there? Because, you know, I think that there's deeper work sometimes that needs to be done, to feel worthy of those post it notes, you know, believe them, you know, I mean, there's definitely practice, you know, of it, you know, that kind of just by practicing it until it starts, you start believing it. But for some of us, it feels deeply painful to, to not be able to believe it, to feel so unworthy. 

Teresa: And I think sometimes that you can find that through prayer and meditation, you might, you may very well have to reach out and get some help, get some help from a professional, join a mom's group and talk to other moms and get that support from other people, get that support from your significant other, build your support system. I guess that's probably key show your will what worth.

Laura: One thing that's helped me a lot. So, you know, self compassion based mindfulness. There's, you know, there's kind of three main components um that researcher Kristin Neff has kind of outlined that versus self kindness over versus self judgment. But the second one is common humanity and that one really helps me when I'm feeling unworthy of kindness because in my mind, everybody else is worthy of kindness. Like kids are so worthy. Oh my God, parents are so worthy. I love parents so much.

And when I think about common human Hannity, it's so interesting to think that like, I might be uniquely unworthy. Like, like how is it possible that everybody else is worthy of kindness? And I'm not like that just doesn't like that principle of common humanity helps me a lot to be open to receiving kindness from myself and from others. Just because if everybody like, how is it possible that I might be the only person in the world who's unworthy? 

Teresa: Like and a good example of that is if another mom or dad asked you, hey, can you, would you mind bringing my son home from soccer practice? You jump, think nothing of it. You would be so happy to help. But then if you need a favor, something similar, you're like, I hate to bother anybody. So what, what's the, why is that parent more important than you? And, and that it's not, you are important. You are worthy. 

Laura: I love that. And I mean, I think that probably extends to this self kindness piece that we've been thinking about. So if we were, if another parent was in a similar situation, what would we say to them and what would be so wrong about saying that same thing to ourselves to that? So we've been talking a little bit about when it's hard to be kind. What are some like tips that you have for? You know, those, those are when it's hard to be kind in our own head. What about in situations kind of out in the world may be difficult times with our, with our kids where it's hard to be kind where we are finding ourselves not feeling so generous towards our children or towards others, others as are as kids. 

Teresa: Remember, kids have the same emotions we do. I think people forget that they expect they're like, well, they don't really care, they care and they get frustrated and angry and all of those things as well. So I think the first thing we need to recognize is if they're tired, depending on the age is how they act out. You know, how do you feel when you're tired? You just kind of show us it's kind of a compassionate way to look at things humans, their full humans and they have that full range of emotions and God help you all when they're going through the teenage years because that's crazy.

So yeah, a lot of a lot of patients but again that goes back to the patients will come with the I took care of me now I can take care of you kind of thing. The I think globally you also have to remember, you can only change the way you react to something. Wait I do have a quote from Wayne Dyer. He said when you change the way you look at things, the things you look at change. So if your kids, you know, throwing a tantrum or if somebody at work has lost their marbles and started just going at you take a deep breath, step back and when they stop talking or whatever, say, are you done, do you feel better? What can I do to help? Because nine times out of 10, it has nothing to do with you. You're just happened to be in the way. So what can I do to help you?

And that will deescalate a situation like that. But it does take you and, and this takes, this is where the practice comes in and, you know, make it as natural as breathing. And when you're doing some of the little things which we can talk about later to help make kindness a habit, then you're, you are gonna know this isn't about me. I can take a deep breath, step back and just let them go and you know, and sometimes people just need to vent, you know, depending on the situation, you know, maybe it's another mom in the neighborhood and you're like, oh jeez, let her go, you know, she's having obviously having a bad day. So let her go and then, you know, do you feel, do you feel better? And how can I help? 

Laura: I love this idea of making it a habit. I think that so much of the kind of the self regulation,, that we need as parents and as humans comes from practice and that most of us didn't get the practice we needed as kids because no one else teaching us to do anything. They were teaching us to stuff, you know, not to regulate. Right. Yes. And I think you're so right that we, we need that practice kind of outside of the moment so that those skills are easily accessible in the moment. Yeah. So what are some, how can we go about making kindness a habit? 

Teresa: And this again, I'm not trying to pile stuff on anybody's plate. It's simple everyday things. You're going to the grocery store. Okay. How many times have you tried to pull in a grocery spot? And there's a cart right smack dab in the middle of it? Does that not just drive you crazy? So when you're walking up, you see a cart like that, grab it and take it up to the store that has cost, cost you nothing and really didn't add any extra time. And actually you could probably use the cart when you get in there. I had teenagers. So you have to gauge age wise. I was with, had a group with me for whatever reason. But I said okay, this is, this is the game. Collect as many carts that are not in a car corral and take them to the front, the winner gets a, gets a candy bar or whatever the case. 

And they thought that was the greatest idea. And I'm just walking up to the store and there because they didn't really want to be, they didn't want to go where we were going, but we had to. So, yeah, so it turned the whole situation turned around. It was fun. They were all laughing and having a good time and I just, I do you know that something like that is for older kids because you don't want him getting hit by a car.

Laura: Of course, yes definitely. 

Teresa: But that something like that manners. I'm sorry. 

Laura: No, no, I just was talking, I was just thinking about like the things that I like, you know. So prior to COVID, one of my favorite things to do at the grocery store was to notice if there was a mom with a car and a baby carrier and a toddler, their hands full. I loved being able to help them load their groceries into the car, you know. No, I feel like now most of those moms are doing pull ups that, you know, drive pickups, you know, instead of traipsing in but or weren't, you know, but I'm able to do that again now and I loved being on the receiving end of that as a new mom juggling kids in a car. And I love doing that and I also want my kids are with me. I love noticing. Oh, gosh, look that parents got their hands full. Do you what? You know, I'm just, and I just noticed that, like I'm noticing that parents got their, has their hands full and my kids will say like, oh, should we go offer to help them or they will run ahead to open, hold, open the door. 

Teresa: Exactly. About the stroller, the stroller in the door. I mean, it's so hard, it's hard. 

Laura: But what I love doing is just saying, I noticed and my kids like the kindness, like kids are so naturally kind and helpful. It just bubbles up from within them. Like so if I say, oh, I noticing that parent looks like they might be having a hard time with the door. One of them will run ahead to go and hold the door. I love that. 

Teresa: And that's basically, and that goes back to basic manners which I don't know what's happened to basic manners, but sometimes they're not as prevalent as they used to be, but just teaching your child to say please. And thank you holding the door. These are all just simple day to day things. You can weave in through your life, then you can, then you can reach out to the bigger things like, you know, collecting canned goods for the food bank help. Hey, how about the neighbors? I just had somebody in my group say something. Yeah, the neighbor down the street broke his leg. And they needed to do fall cleanup in the yard. So their family, including their kids and another family went and did the fall cleanup in their front yard. 

Laura: But that felt so good. 

Teresa: Yeah. And what a great fun family activity because I think they did rake the leaves in a pile and the kids got to play a little bit too. You can make it fun. It doesn't have to be, you can make it so much fun. 

Laura: Like one thing I feel like what you're describing to is that there's this, there can be this intrinsic piece of being kind. I think so often how kids are taught manners when we demand like please and thank you, we are teaching them to only do it to get something or to obey some social code as opposed to the intrinsic feeling of having been polite and kind, right? 

Teresa: And really appreciate whatever.

Laura:  Really appreciate right? Like you know, I when the thank you that comes after I do something for my Children when I am not when they're not pressured and they're not demanded, it's so much more genuine and appreciative and how like heartfelt and and that's so lovely to be on the receiving end of, you know. Yeah, true, genuine. Thank you. Or please will you help me kind of moments? Yeah. And I think like the, so when we think about teaching manners, one modeling, which is what we've been talking about a lot. But also the help.

I understand, you know, helping them think about like, you know, when you helped me unload the dishwasher yesterday. And I said that, you know, and I said, thank you for helping me. How did that feel when I said thank you. It felt really good. Yeah, being told thank you feels really good. And then I just leaving it there and you don't, I don't know, I think kids are so, so much more like aware and capable, you know, and that, that's those skills come with age, you know. 

Teresa: Yes. Another thing um because this also happened, this happened to me, I was walking the dog and uh the trash collectors, the garbage men, we're out and they're like, oh, what a cute dog. And she went up and, and I, I said, well, I just want to thank you for the job you're doing. Their face between the dog and the Thank you. Their faces lit up like a Christmas tree. So that's something you can teach your kids. I call them invisible people, garbageman, construction workers, custodians and buildings. People just don't acknowledge them if you smile and say good morning that changes their whole day. And I don't, you know, it's very simple again, it doesn't cost anything and it's simple, simple, simple to do. 

Laura: Yeah, I love this idea that we're not adding anything else to our plate. We're taking a look at what we do normally and seeing how we can add a layer of kindness to it. 

Teresa: And I can go on with examples. 

Laura: Yes. Absolutely. Okay. So the when we think about kind of living in this way, living with more kindness, what do you think the benefits are for, for you and for your community, for your kids?

Teresa: For everybody that ripple of kindness? When you're sharing those acts of kindness and the serotonin levels are going up. And I know another researcher used the term oxytocin levels. All of those happy hormones go up. So you're creating that kinder, more compassionate world, you're creating a kinder, more compassionate home and then that just expands. And if everybody did it in their own home, think about all those ripples and how much less violence and anger you're going to see on a day to day basis. 

Laura: Yeah, I love that. Teresa. I think that so many of us are, are hoping to raise our Children in a way that changes the world. And I think that this is absolutely a piece of that puzzle piece of that goal. 

Teresa: Yes. Absolutely. Absolutely. 

Laura: Well, Teresa, thank you so much for sharing your wisdom and kindness with us. If folks are wanting to learn a little bit more about developing that practice, where would they go to find you? They will find me on Facebook in my group is journey and kindness with Theresa Ramirez. And so you can find me there, also on youtube. Same place, same journey and kindness with Theresa Ramirez. 

Laura: Great. Thank you so much for being with us today. I feel inspired to go out and be a little bit kinder to myself and to others today. So I really appreciate that. 

Teresa: Yeah. Thank you so much for having me. This has been a joy. Great. Okay. 

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, 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 154: Doing the Work of Conscious Parenting with Dr. Shefali

Ok, so we've all heard the term "conscious parenting" before, right? We've even talked about it on the show, but out there in the online world I see a LOT of people talking about it in a lot of different ways and I'm not always sure we are talking about the same thing. In my mind there is a difference between respectful, collaborative parenting (which is about HOW you interact with your kids, like the actual practices and things you say and do) and conscious parenting.

So what exactly is conscious parenting when you distill it down, and how do you put into practice day-in and day-out in your family?

That's what we are digging into this week on the podcast!

Dr. Shefali received her doctorate in clinical psychology from Columbia University. Specializing in the integration of Western psychology and Eastern philosophy, she brings together the best of both worlds for her clients. She is an expert in family dynamics and personal development, teaching courses around the globe. She has written four books, three of which are New York Times best-sellers, including her two landmark books The Conscious Parent and The Awakened Family AND HER NEW BOOK:

The Parenting Map: Step-by-Step Solutions to Consciously Create the Ultimate Parent-Child Relationship

I had a chance to read an early copy of the book, and it's my favorite of hers so far! It's really practical and a great place to start if you are new to the way we are talking about conscious parenting in this episode.

Here's a summary of our conversation:

  • The sneaky way respectful/gentle parenting doesn't always lead to "conscious" parenting

  • Unconscious agenda: How to identify it with ourselves, our kids, our partner, and our lives and why we have it

  • The five unconscious responses parents tend to fall into, and the underlying emotion for each.

  • Role of self-compassion in this work


To learn more from Dr. Shefali, you can visit her website www.drshefali.com, and follow her on Facebook and Instagram.


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 episode of The Balanced Parent Podcast. This is Dr. Laura Froyen and this week we're going to be talking about conscious parenting with pretty much the person who coined the term. I'm so excited to welcome Dr. Shefali on to the show. She received her Doctorate in Psychology from Columbia University and does a beautiful job of bringing Western Psychology and Eastern Philosophy to meet and supporting parents in figuring out exactly how to show up as their full authentic selves while welcoming the full authentic self of your child too. So Dr. Shefali, welcome to the show! I'd love for you to just introduce yourself. Probably my listeners know who you are. 

Dr. Shefali: Thank you. That's lovely of you. My name is Dr. Shefali. I'm a clinical psychologist and, you know, I talk about the awakening of our authentic self in all relationships, especially the parenting relationship because that's where it impacts future generations the most. So I have many books. This is my fifth book that I'm highlighting in this podcast with you. It's called The Parenting Map. It's the how-to, you know, I've given 20 steps to become the conscious parent and we can talk about, you know what that really means. But that's just my focus is how can we become our most authentic conscious beings in any relationship? 

Laura: I love that. Okay. So since I have the person who coined the term here, you know, I feel like I hear the word conscious parenting and I see that hashtag in a lot of places and I'm not always entirely sure I know what other people are talking about. I think I know what it is, but I would love for you to tell us, I'm just the listener who's maybe new. What is conscious parenting? 

Dr. Shefali: Well, before I start with what is conscious parenting, we have to understand what it used to be before conscious parenting. It used to be the traditional model of parenting, which is basically the parent knows best. The parent is superior. The children are here to be followed to, to follow, and to be followers. And the parent is always coming with this attitude of righteousness of absolute superiority and the child is to be fixed, the child is to be controlled, the child is in the wrong. If there's something wrong in the relationship, it's the child's fault and we have to take them to therapy to get medicated, to get fixed. 

So conscious parenting debunks that whole old model and talks about no, the parent needs to look at themselves. The parent is more than half the problem. The way the parent is interacting with the child is creating a dynamic that the child has no choice but to either fight back with or disrespect or defy. But it's not the child per se. It's the parent. So conscious parenting is about parenting oneself, the person that we have to fix, the person, we have to focus on the person that we have to heal is the parent's own self, not the child. 

Laura: I love that. And I think that everybody listening is probably right there with you and are the biggest struggle out there that I see in the clients that I work with is the how piece. And I'm so glad that they will have your book as a resource for figuring out that how piece of things. Is it okay with you if we dig a little bit into the book? Okay. I loved reading it. And there was this one piece that I was thinking about a lot as I was reading and I, you know, I work with a lot of families and we were talking about, sorry, your book was talking about kind of giving up the fantasy of what you thought being a parent was going to be and who you thought your child was, and letting that the child kind of be the main actor in their own movie. 

And I kind of, I've been, I've been noticing and maybe you have with the families that you work with to that sometimes when people first step into the conscious parenting world and start making shifts and changes in the way they're interacting with their kids and their families that they change one fantasy for another. And I'm kind of, I would love to dig into kind of how we can notice when we're doing that because a lot of the clients know what to do and say to be respectful to their kids. But they, I think they, it seems like they have this other fantasy, this perfect mom that they're supposed to be respectful and conscious and aware and it's just another limited, limiting things. I would love your experience with that and your thoughts. 

Dr. Shefali: Yeah. Beautiful. So, we have fantasies, expectations and movies, agendas of every relationship, how we show up how the other person shows up. But we don't realize that those fantasies are coming from our own upbringing, our own cultural context, our own conditioning and we think we have a right to them. Now, when we are with a partner who's off around the same age, we know we have to back off a little bit because there have been no that they came into our lives in their twenties or the thirties. So of course, they were raised in a different context. 

But with our children that becomes really blurry because the only context our children have had is us. So we don't see how we're putting the fantasy. You see, because with, with another adult, we're like, yeah - Oh, you grew up in Kansas, I grew up in Milwaukee. So right there, there is an understanding that this person is coming into our space with a whole different set of conditioning. So it's not fair per se to put any of our conditioning on them. But we still try to, but we do it on steroids in the parenting journey because it's, it's our child. They, most of our children come from our bodies. They've been with us from a very, you know, from infancy. So we don't see how we're putting it on to them. We don't see how we have co-created this dynamic. 

And so then once the parent says, you know, but I don't want to have any fantasies. I'm going to start talking respectfully. I'm going to start talking gently. I'm going to start talking positively. You're right. That just becomes a whole other agenda so that the parent says, okay, I'm not going to be unconscious. I'm not going to scream and yell and slap my kid like I was when I was a child, but now I'm going to do it better, but we don't see that there's still a fantasy. And so how do we know where in a fantasy mode? Any time we are attached to an outcome. Which means that whatever is happening in the business of the present moment is causing us resistance. 

That's when we know we are in a fantasy. So if we're taking our child to the beach and they're having a bad day and they're struggling and they're crying and we're getting angry with them, ah, now we need to go - Why am I getting angry? It's not the child. It's me who had an expectation for this day at the beach. And I, I thought I was doing it right. I was making them happy. I had packed the sandwiches. I was in a good mood, but that's not the only part of conscious parenting. It's not just to be nice. It's to really look at how we are setting up the agenda to control the other person to match our expectations. And they are so sneaky and so subtle when it comes to children, you know, we just don't realize how controlling we are. 

I often tell parents, let's not even call it parenting. Let's just call it controlling because we are while we're not now saying that I'm controlling the child. Now we're not yelling at the child. We're not punishing the child, but we're still in the mindset of a controlling agenda. So parents need to examine every day when they wake up. What is my unconscious agenda for myself, for my partner, for my children, for my nanny, for my life? Because that is setting us up on a trajectory for instant disappointment and frustration and we are not even aware of it. So beginning your day, you know, what do I expect from this day right there. We are on the wrong foot because we can never have expectations for anybody outside ourselves.

Laura:  And even sometimes for ourselves, we apply this fantasy to us too. 

Dr. Shefali: Yes. So then we get on the weighing machine and we're like all in a good mood, we look down and that's it. It's a bad day, right? Because we expected our body to do some magic over the night or follow our way, right? We starved all day and why we now put on weight or why is the weight not come off. It's not realizing that life is so complex. Our bodies are complex. Human beings are complex. No one is here to be a puppet, neither is our weight, right? That’s just one example. But or we write a book or you come on this podcast and now you want 10,000 listeners because you showed up life doesn't work like that. And we don't give room for that X factor called life other human beings. And then we set ourselves up for disappointment, great disappointment and resentment. 

Laura: Yeah, absolutely. So I always say that parenthood is a constant lesson in the art of letting go. And I think it's one of the hardest things. So when we, when we awake, awaken, when we become aware of even the subtle ways, we're applying this kind of unconscious script to our kids, to our family, to our interactions, what's the next like the very next step? 

Dr. Shefali: Well, so first it's complete brutal honesty and then it's really to go deeper to ask why do I have this agenda? What do I believe this agenda will give me and typically it will give you a feeling that you are good enough and then the deeper search is why am I looking to be good enough from these metrics? From my weight, my trophy, my reviews, my followers, my child, my child's grades, my child's followers. Why am I setting life up in this way? Where, where and why am I feeling so unworthy and why have I put the power of that worth on this external X factor? 

How can I reclaim my power? How can I enter my worth based? just on the fact that I'm here, that's it. You know, there's this saying that our children need to earn our trust and our approval. No, they don't and we don't need to earn our own trust and approval either. It is our right. It is our innate human right? To give ourselves worth, to give ourselves approval, and to give it to others. And that is something that can only come when we cultivate a very deep connection with ourselves. And that's what is missing in every relationship, especially the parenting relationship. 

And it's because children are so innocent and so young that they actually even allow us all the leeway that they do because they need us. So because they need us and they're helpless and they cannot fight back. And because there's a storm in culture that says children need to be seen, not heard, poor children, they have no choice but to just take whatever we're saying at face value and just deal with it. And then when they become teenagers that's when the lid blows off and they begin to fight back. And instead of then appreciating that they are finally coming into their own and stepping into their own authority, we get even angrier and more upset.

Laura: Yeah,  you know? So I, I've been attempting to consciously parent my kids since they were born and making lots of mistakes along the way, but it is just so delightful when I see when I get feedback from my children that I'm overstepping or that I'm being controlling because they are not afraid to tell me. And it's actually really delightful when I see them do it with my dad because my dad who was a wonderful loving father, but also had some very clear ideas about who I should turn into too when I see him doing those things.

Dr. Shefali:  What you said is the key is that they feel safe. And, but that's frustrating for parents who is looking to get worth from their parenting, who needs to feel significant, who needs to feel powerful in this way that is very threatening and provoking for the parent when the child says no, I don't think so. Or you were rude to mom. You were disrespectful, right? So yesterday I walked into my daughter's room, I make this mistake every year I think. And I did her laundry because it was convenient for me. But in the process, I threw away some clothes that were clean. But of course, they were in the laundry basket. 

Why was it there? I don't ask, but I shouldn't have been there. She's 20. So first, why was I going in there? Number two, why didn't I ask for permission? It's her staff. And then when she was rude I said, wow, you're so rude. And then she told me no, you were rude to even go there and touch my stuff. And then I went into martyr mode, but I was just being nice. I'm just being helpful. And she said back again because we've raised children who don't feel scared, they have a big gas mouth. Then she's well, it's not about you being nice. It's about you respecting my boundaries and I'm just going to get a lock on the door. So I was like, yeah, lock me up because I'm out of control wanting to fix everything. 

So that I feel good about my life, right? I had no business going there. But I was able to handle the criticism, handle the feedback and look inside myself and find the place where she was right? She wasn't all right. But there was a place where she was making sense and that's the power of conscious parenting is to go within and because our children are not morons, they are not idiots, they're not, you know, stupid, lifeless beings who we can just put around our chess board and make the moves ourselves. So find the place within you that can own where you were wrong and find the place within you where you can own that your child from their point of view was right. It's not from your point of view, it's from their point of view. And what that does for the child is phenomenal. 

It's exponential because now the child says that, Wow, I spoke up against this authority figure. I took a risk. I spoke about my mind and guess what? My parent is validating and my parent is not telling me I'm full of crap. My parent is not dissuading me or disempowering me. My parent is actually, you know, owning, honoring and celebrating me. Now that child goes out into the world because they're not gaslit. They go out into the world feeling that they have an inner power and inner knowing that is worthy to sit at the table and to express itself. So that's how we raise future adults who are not going to be people pleasers and be pushed around by everybody because we have shown them and practiced with them that it's safe for them to show up for themselves.

Laura:  It's so beautiful and I just wanna tell you how lovely it is to hear about unconscious moments in your daily life. I think it's really a relief probably for a lot of people to know that there will always be those moments. 

Dr. Shefali: Oh, yeah. It's not about, it's not about just like it's not about the child being perfect. It's not about you being perfect. It's about owning our blind spots. So in this book, the parenting map, I talk about five ways that we show up unconsciously, we can either show up as the fighter who's the exploder, rageful, hyperactive parent or we can show up as the fixer. That's me maybe you, where we are over, enabling, over saving, over rescuing, overdoing over parenting, then we can show up as the feener. The feener is the parent who wants everything to look good on the outside. As long as it you know, looks good on social media. Then is the freezer, the one who avoids big emotions and chaos and conflict. And then the fleer, the one who literally is absent and unable to be present period. 

Laura:  I love those. The five F’s and you had A’s that go with them to kind of the underlying piece that's going on and you run through those as well. 

Dr. Shefali: Yes, very good. So each of the F’s that we talked about fighter fixer, a freezer and fleer are the ways we use to show up in our ego when, when we're feeling helpless. So I talk about the underlying feelings. So in this book, I teach parents first recognize your ego pattern. So it was so in my case that for the laundry moment, it was my, my fixer, my over fixer. Now what was happening underneath, right? So I talked about the five days. So for the fighter underneath some anger. For the fixer underneath there's some anxiety. I had anxiety that I could, I had to do the laundry at that moment because tomorrow was a busy day and I would not do it. 

Then my kid would be angry that she would go back to school without her laundry down. So I was in the future in the what if, not the what is, which is the hallmark of anxious people. Then the feener is all about attention seeking. How will it look on the outside? The freezer is all about avoidance and the fleer is abandoning, is, has abandoned themselves so much that they do not show up at all in their fear of being abandoned. They abandoned the ship altogether. 

Laura: Yeah. I felt like that section of the book was actually really hopeful and I feel like checking in with yourself on a regular basis on okay. So this interaction didn't go well, which one was I in? And what's really going on for me is such a great process. And I really appreciate the invitation to think about this as a lifelong work, that we are always going to be checking in that there will never be a moment where we've arrived. Right? 

Dr. Shefali: Oh my goodness. Yes. So any time you think I'm a conscious parent, that is your ego because a conscious parent will never say that. It really conscious parent will say, oh my goodness, thank goodness. Today I was unconscious a little bit less. It is all about a process and doing it less. It's not about doing it perfectly. It's about repair, it's about ownership. It's about accountability and rebirthing. Starting again and again and again, we can only start again and again. And parents often think it's too late that they, you know, they've already messed it up. 

There is no such thing as being too late. You've never messed it up fully. There's always redemption, but you have to start showing up differently. Even if your children are 30 years old, send them a text right now saying, Oh my goodness, I did not realize how controlling I am. How did you survive me? You know, and that will open up a whole new discussion, a whole new dialogue. So it's not about perfection. It's not about any goal. It's about looking in the mirror every day. 

Laura: Yeah. And I feel like you also have this message that we haven't touched on yet. That's really important to me is looking in that mirror with grace and compassion for yourself too. Can you talk a little bit about the role of self compassion in this work? 

Dr. Shefali: Yes, absolutely. So I'm going to actually go to step 19. I'm going to read a little bit because I think your people will really appreciate it. It's called start right now and this is what I write. It's a little poem. I look at the time gone by and I'm filled with regret and remorse. I'm consumed with guilt and shame. I keep thinking of the damage done and the moments missed and wonder how I can retrieve it all and turn back time. I want to do over a makeover another chance. But here is what I forget. Even if I got all those moments back, I would still be the same me and you would be the same you because what makes us new right now is all those moments in between. 

What has transformed us to wisdom is exactly all that unwise wasted time. I could not become this without that. And this is what I failed to see that I was exactly who I needed to be back then in order to become who I am right now. Without that, there wouldn't be this. Therefore, I'm exactly at the right place right here. It is called now. And I talk about we all get caught up in obsession over the past, finding it hard to resolve things in our minds and truly move on in a transformed way. This obsession keeps us from living in the present moment, which is one of the key ingredients to parenting. 

Our obsessive thoughts, take the form of three specific patterns, guilt, blame and regret. When we engage in these, we cling to what was mulling over the past again and again, our minds just cannot let go of what happened in the past. We become obsessed with how things shouldn't have been. Guilt is always self directed and says, I shouldn't have done that. Blame is always other directed and says, you shouldn't have done that. Regret is past life directed and says it should, wouldn't have happened that way. And as we keep in these patterns, we keep stuck in an unconscious resolved state, unresolved state of misery and shame. 

We stay in resistance and constant turbulence. So we have to, then I teach about self compassion. I say the entire process of waking up involves an uncomfortable confrontation with the truth of our ego. The wisdom that is within you right now came about from your darkest hours. It just didn't pop into your consciousness one day, it evolved over many years and moments. So I talk about the only moment that's relevant is the one that we are in right here right now. And here is where we can rewrite our narratives and begin a new. I am who I am because of who I was. 

I cannot deny my history or my past. It has made me who I am today. I will use my struggles to create compassion for myself and others. I will use my pain to create joy for myself and others. I will stop living in regret for all that I wasn't and instead embrace all that I have become right now. So this is step 19, I only have 20 steps. So this, this is at the end of this passage of time where you begin to realize that the past is no longer here, but it has made me who I am today. So what an amazing celebration and cause for great compassion, not just with ourselves, but now for all those who make mistakes in our lives. 

Laura: And it's a beautiful way to frame the journey, you know that it, we couldn't have got here if we hadn't started there. And I think that's, you know, as I was, I couldn't help but thinking of some, some particular families that are close to my heart, who are in the thick of it right now for me, you know, we want to be in the here and now and it's easy to think about the past and project into the future. But it can also be kind of comforting to know that when we're in the thick of it, when we're in the midst of it, when we're going through that crucible, that fire, there is something on the other side. And we don't know what it will be, but it will be something and it will be a result of what we're doing now. And that's comforting too.

Dr. Shefali: Yes. Yes. And life is uncomfortable. You know, that's the big acceptance that, You know, our children will, will take one step forward and 10 steps back and so will we life is not this perfect dotting on a linear graph going up. It's constant messiness, chaos. This is human nature. The life we live is so stressful and overwhelming. How can we all give ourselves more grace, more expansion, more freedom to be imperfect, to be even toxic sometimes. But then to do a course correct and to be direct and to rebirth ourselves.

Laura: Yeah, it's so beautiful. I so appreciate this message that's going out into the world and we definitely need it and we definitely need kids who are raised this way. When I think about all the beautiful families who are listening and the kids that are going to go out into this world and really shake things up and change it. It makes me feel so happy and excited for, for what, what will be? I'm just curious about if they're, you know, if there's any like just as a take away, if something, if you know our listeners come away with this from this episode with just one thing, what do you think that that would be, what do you really want them to let into their heart today? 

Dr. Shefali: That if you're a parent or have been with parents, you know, as a child, there is a way to transform your whole life that you can begin right now. It's never too late. And there is a method to raise your children to become more conscious, more resilient, more secure, more worthy. You mean, don't make them perfectly any such thing, but there is a way to make them more. And I believe what I write in this book, the parenting map is that guide to make, to making sure you as a parent feel empowered to work this journey in the most conscious evolved way possible. 

Laura: That's beautiful. And to, they'll have their own work to do, right? 

Dr. Shefali: You don't have to raise children who don't have work to do themselves. They have to, they have to figure out their own evolution. We're not creating these packages that go out into the world that are bulletproof and failure proof. We are raising input perfect human beings who will go out there and keep being imperfect. But at least let our message to them be, that they are good enough for us. And if they leave with that platform, that foundation, that is huge, many of us did not have that growing up so we can give this to our children at the very least and that is the most we should give them. That is amazing to give them. 

Laura: Yes, I'm right there with you. I love it. Thank you so much Dr. Shefali for being with us and sharing your, your book, and your wisdom with us. I really appreciate it. 

Dr. Shefali: 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, 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 153: The Truth about Maternal Instinct with Anya Dunham

I have a new episode for you this week, and then all the way at the end I also have a few other things to share with you (I was the guest on a couple of podcasts and helped out with an article on postpartum anxiety- links below!)

When I first became a parent I was so staggered by the awesome responsibility of raising a child, and plagued by a lack of confidence and trust in myself. I frantically sought support in books and parenting groups on Facebook, convinced that the "truth" of what I needed to know to be a good, loving, safe parent to my daughter lay somewhere outside of me... That there was a "right" way to do this thing called parenting, and if I could just find it then we would be ok. There is nothing like being a parent in this modern world, especially for moms, to make you lose trust in yourself, and yet we hear all the time to "just trust our instincts". It seems like such a simple yet impossible thing to do, doesn't it?!

For me, a huge part of my mothering journey has been learning to quiet the fears and outside influences, and seek instead to truly learn with curiosity about my child and myself. The more I learned about the unique child I had been blessed with, the more I was able to see her true needs and trust myself to meet them. I kind of had to figure out how to do this on my own (although the RIE approach helped immensely) and I wished I'd had someone to tell me that I could trust myself and my child, and then tell me HOW to do it, someone like my guest on the today!

And to help me in this conversation, I have brought in Dr. Anya Dunham. She is a mom of three young children and a scientist studying how living things relate to one another and interact with their environment. She is the author of Baby Ecology, a book that examines child development research through the unique lens of ecology – and distills it down to building blocks of the nurturing environment that can be easily created in our homes to give babies the support and freedom to sleep well, explore happily, grow into adventurous eaters, and reach their full potential.​

Here's an overview of our discussion

  • Caregiving drive: what it is and how there's no immediate set of skills and knowledge in taking care of a baby

  • Maternal instinct: Myth or Not? (How parents show a strong sense of knowing something is wrong)

  • How parents can balance expert advice and their intuition


To get more support and parenting advice, visit www.kidecology.com and follow her on Facebook (Anya Dunham - KidEcology)


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 Dr. Laura Froyen and on this week's episode of The Balanced Parent Podcast, we're going to be talking about the myth of maternal instinct. So many of you that I get the chance to talk to and work with have expressed to me, feeling as if you can't trust yourselves. You don't necessarily know what to do and you expected to have this sense of knowing what to do when it came to your child and then it doesn't come and how disconcerting and stressful that can be. 

That's certainly something I experienced in my own parenting journey. And it's so comforting to know that we're not alone and that there's actually a reason behind those feelings. So to help me with this conversation, I want to introduce our guests for this week. And Anya, welcome to the show! Anya Dunham is going to be our guest when we're gonna be talking about the ecology of babies and maternal instinct myths. So, Anya, welcome to the show. Why don't you tell us a little bit about who you are and what you do? 

Anya: Thank you, Laura. Thank you for inviting me. So my name is Anya Dunham and I'm a mom of three young children. And in my day job, I am a scientist. I'm trained as a biologist and I study ecology, which is a discipline as it's a branch of biology that looks at how living things interact with each other and with their environment. I'm also the author of Baby Ecology, a book where I looked at child development research through the lens of my field, ecology to see what science can tell us about the needs of all human babies. And how we can use that knowledge to create environments in our homes that are best or optimal for our own unique babies, sleep feeding and care and play. Yeah. Thanks for having me today. 

Laura: Absolutely. So when we were chatting before we hit record, we were talking about this idea of maternal instinct and how painful it can be when that doesn't magically appear once you have a baby. I'm kind of curious where, like, where do we get the idea that we're supposed to just magically know what to do with a kid? 

Anya: Yeah, I think it's something that perhaps it's almost ingrained in us and then part of it is the society, the societal message and a lot of us grow up, especially women, sort of thinking about that one day we're gonna have our babies and we have a bit of our sort of rose colored glasses on. I think at least I certainly have. I always wanted to be a mom, growing up. And I, yeah, and I feel that as I was pregnant, which I was pregnant with my first baby almost 12 years ago. 

And I, despite being a scientist and a planner and a reader, mostly I read about pregnancy, about healthy pregnancy and birth itself. And I thought, oh, you know, when the baby comes, I'm sure I will, I will know what to do. Like, it will just, it will just come because I've been dreaming about this moment basically my whole life. And then when my daughter arrived, suddenly I felt so overwhelmed. I think Laura and one of the past podcasts, I heard you use the term untethered or maybe it was on board. So I wonder if you can relate to that. 

Laura: Absolutely. And I think that we're probably not alone. I think many of us focus on pregnancy and birth while we are, you know, I'm just stating our, our baby or for those of us who bring babies into our home in a different process, we focused on that process of bringing the baby into our family. And that makes sense. And then, I don't know, I had this experience of, even though I was getting my PhD at the time in human development and family relationships, I had this moment of like, oh, gosh, I have this child now and the birth was over. 

I mean, mine was long, my first birth was three days long, but it was relatively short in comparison to the number of years I'm gonna be a parent, which is for the rest of my life and I have done nothing to prepare myself for it. You know, and it's, it's quite interesting that everything else that we do, everything else that we do in our life, that we want to be good at, that we want to be committed to, that we want to be intentional with. We think we have to study and learn and practice. Right? Why, why would we think parenting was any different? You know? But we do. 

Anya: Yeah, I know. Absolutely. And I think at least some of that overwhelm of the early days and months has to do with this expectation that there would be this magical set of skills and knowledge that would suddenly appear and be available to us and then it doesn't. And now I know that science tells us that, know that there definitely isn't this sort of magical maternal instinct that just kicks in. And then I think what happens is we are there to parents essentially without a map, especially those of us who maybe didn't grow up in a large, with a large extended family or the village that would teach us sort of  how to do things and we would just absorb it as we grow up. But for many of us that's no longer the case.

Laura: Yeah, I, I think about that a lot too that, you know, we think about animals having these, these instincts set that kick in. And the reality is, is that they are, they are growing up there in community there with each other, they're watching all the time. And we often, you know, the village that were promised as primate mothers we don't get, right? We're social learners that doesn't end in childhood. And we're meant to be with each other. Sharing care, learning our whole way. And we don't get that in a lot of places and it makes that transition so much harder. 

Anya: Yeah. Absolutely. And I think maybe another part of it is that something does kick in when we first meet our babies and it's something that's called in the scientific literature, they call it the caregiving drive, the parental care motivation system, right? But it's something that doesn't, it's something that makes us really, really want to do our best in taking care of our babies. And it's, it's making us sort of very, more careful and more kind of turn tuned in to, to our babies. More may be risk averse and more caring and selfless. 

And I know that studies have shown that it's a certain brain activation pattern that adults experience when they see babies or hear babies cry. And it comes up, it's absolutely subconscious. It comes up in as little as 100 milliseconds in all parents, mothers and fathers and biological parents and adoptive parents and all ages and even adults were not parents experience similar brain activation patterns. And so that tells us, I think that we are all made to care, but we don't, we have to figure out how. We have to figure that out on our own. 

Laura: Yeah. Absolutely. I love this like differentiating the instinct to care versus the how, not necessarily being very clear. And that makes so much sense because all of our kids are so individual, they're so unique. Our families are so unique. The cultures that were embedded in are also unique. A kid who is growing up in the U.S. needs different skills and social, you know, social cueing. Then kids growing up in other countries and other parts of the world, it makes sense that the how wouldn't be exactly the same across the board. That makes so much sense. 

So then  my instincts then, for the have how, how to get the, how as a social scientist, my training tells me that if I want to learn like how something happens and I need to observe my training as a conscious and respectful parent tells me that it's actually my child who will teach me and show me the how the, like the what they need on a day to day level. And I'm kind of curious if you found that in your, in your research as you were writing this book too. 

Anya: Yeah, absolutely. What I've done is once I've looked at many, many hundreds of studies on child development and I try to apply this lens of Ecologist. So I try to see, to answer the questions of what do all human babies need? Like if we look at, you know, across the board and resume out really, really far out and we try to see it, what is it that they need for, you know, sleep feeding and care and play. And I think science can tell us a lot about it. But the problem is that there's just so much opinion available to new parents that it's really hard to separate what's actually evidence based from what is just someone else's opinion and sometimes even studies. 

But we read about a study or we hear about it on the news and it gives us this very small slice of something because studies are often looking at very specific questions that are set in a very very specific setting. And they're not really meant to be applied beyond that setting. Whereas I think what happens is, media sometimes amplifies that message and then it takes it out to parents and it says, oh, look and often it's a scary message or sort of anxiety inducing message, right? And so I think that's maybe another reason that new parents often feel stressed is because we want to have evidence based information, but it's very hard to find reliable sources that give you that big picture, right?

Not just this little tiny slice. And so I think it's very important to look for that evidence based information from trusted healthcare professionals, that finding the information that is truly evidence based. And that's not just someone's opinion or a very narrow view of an issue is quite challenging. Like, I, it makes me think of a recent example where a study was quite widely discussed in the news. 

And I don't know if you, you might have caught some of that and it was about the scientists finding potential biomarkers for the sudden infant death syndrome or SIDS and which was a very important first step in screening babies or who are at high risk for SIDS. What happened is on social media, some people were saying, well, this is great news because now we know that it's not from putting babies to sleep on their bellies or from blankets or from overheating. But no, that's not the case and that's not unfortunately, the right way to look at this, right? Because safe sleep is still extremely important. 

Laura: Yeah. Okay. So I think that this is something that my community runs into because we, lots of us here, lots of the listeners love to geek out about research. They love to know, understand child development, they love to understand the research that comes out of, you know, the kind of family systems theory and understanding relationships and communication and it helps them feel confident in what they're, how they're choosing to raise their kids. 

But figuring out how to balance that information coming in, how to filter it through the lens of their family, their individual child and figuring out - Okay. So how am I gonna use this information in a way that makes sense for me is actually helpful as opposed to anxiety inducing or harmful. I think that's a real skill set. Right? So, for parents who are looking for that balance, what would you say? Like, what is the sum away that they can begin that process of figuring that out for themselves? 

Anya: Yeah. And I think, exactly, I think that the word balance, which I know you say balance is not a state, it's not a state of being, it's a process. I think it's, it's a great way to look at it because what I found in looking at research and then raising my own kids is that it's really important to not only have that big picture that science gives us that evidence based knowledge, but also our intuitive knowledge of our own unique children and our own specific families.

And I think that is what gives us that balance in the moment is seeing both of these things. So seeing the big picture and then finding that unique spot within that, that our intuition helps us discover. And intuition from what I've read is actually a very real form of knowledge as well. So it's that subconscious knowledge that we draw from our memories, memories of something. And so our minds quickly and subconsciously brings it up at the right moment. 

But the interesting thing is that, what is that, what are those memories? Are they the memories of our unique children that we've been carefully observing and learning from and alongside, which is hopefully the case. And then that's that sixth sense. It's that gut feeling that we often have about our kids that when something is wrong or something is right. But other times it could be other things. It could be some biases that are, you know, in grains, it could be some cultural messages which could be good, but sometimes they may be, they're not maybe aligned with our family, current values or our children's needs. And so it's in, I think the balance is in separating those things and in trying to bring out our true intuition about our own children. 

Laura: Yeah, I think that that's so important. I have a post that talks exactly about that, about understanding that there's a difference between our intuition and our instinct as parents and our cultural conditioning like our conditioning as parents. And you know, the, like when I hear my mother's voice come out of my mouth and say stop that right now, like that's not my instinct, that's not my intuition, that's my conditioning. My intuition would have me say something entirely different, right? And I think I'm kind of curious about this and I don't know that I remember this being discussed in your book. 

And so please feel free to kind of, you know, not go there with me if you don't want to. Something I've observed in my practice with parents is that, in amongst families where there's a mom and a dad raising children together, oftentimes the dad feels much more comfortable trusting his gut and intuition. And the woman feels much less confident in trusting their gut and intuition. And in my experience with the kind of the cultural gaslighting that women are subjected to, that girls are subjected to as they develop. I think it's hard for us sometimes. I think it's harder for us to trust our intuitions, to listen to us because we've been told so often not to. What do you think? I'm kind of, I'm just kind of curious on your take on that. 

Anya: Yeah. No, it's, it's an interesting thought and I think, I agree and I wonder if at least in part it has to do with that idea that we're supposed to know, but deep down with that sort of, you know, mother instinct and things like that and then when we don't we go, like, oh, my gosh. I don't. I don't know, but I'm maybe I'm supposed to. Yeah, exactly. And then it's like, well, how can I find out? But then I think sometimes it's easy to kind of lose yourself in searching for information and sometimes that information is right in front of us, maybe in, if you, if we just, and we also so busy was so busy as moms. Right? 

And it starts in the early days and then the business just changes from you know, just being so on with the baby to still being so on thinking about carrying all the mental load that comes with having children. And I think it's just often hard to pause and just observe our kids when they're young and, or take the time to really talk with, with them as opposed to them when they're older, which, which I think is what helps us sharpen that intuition and, and listen to our, give ourselves the space to listen to our intuitive knowledge and that voice in our heads that tells us what is right and what is wrong sort of thing and what is truly coming from, from a true intuitive knowledge as opposed to maybe some biases and also some fads.

I think there's examples where, you know, we as moms, I think we're so kind of tuned in like we, we look, you know, we, we see all these messages that are coming to us that what we should and shouldn't be doing with our babies. And then sometimes it's like, it's sort of like, well, is this me, is this my knowledge of my baby or is that something I saw on Instagram? And that's just coming right up for me. Like in one example I can think of is baby led weaning.

And I think I've a number of people, I know a number of people in my, in my social circle. They said, well no, no period, no mashed food like my baby will have none of that. And whether that's and is that because they know that their baby just doesn't do well with that period texture, which is very valid? Or is that because you know, we see these beautiful cut up lunches on Instagram and we go like, oh that's how it's gotta be done. 

Laura: Yeah. It's fascinating to think about. Have a story from my early motherhood with my first child that I feel like is a good illustration of this. So when I became a mom, I feel attachment parenting, the, I don't know, attachment parenting, which is not based in very much actual science and kind of co-ops. The name of a beautiful theory that I adore without any actual evidence, linking any of their practices to actual attachment theory. It's a pet peeve of mine, but it was very popular at the time. 

And part of that is baby wearing, which of course the practice of keeping your infant close. There's nothing wrong with that. But I was, I happened to have an infant who did not like baby wearing when I put her in a carrier, pushed and strained against me. And there was this moment of being I was at a league, a breastfeeding support group. And I was in this moment of like all these other moms were baby wearing and breastfeeding. And for me, breastfeeding went well after a rocky couple first weeks that it went well. And I was trying to have this baby in this carrier and she was pushing against me and I was feeling all this pressure to engage in this way of parenting that was very prescriptive and that there were all these other people doing.

And I slowed down and I remembered to myself, wait a second, like I'm studying actual attachment right now. And what I know about attachment is that it's about responsive attunement to your child, sensitive responsive attunement to the child in front of you. And this child in front of me is saying she does not want to be in a baby carrier. And so I just took her out and we never, we, we only did a baby carrier when she wanted to go in. 

Otherwise she played freely on the floor and it was delightful and it was actually prompted my first foray into a different style of parenting, was much more supportive for me. But that moment of like recognizing, look, there's this social pressure right now to be doing something that's overriding my intuition and overriding the trust I have in my child. I mean, it was a very like big moment for me and trusting myself as a mom, you know? 

Anya: Yeah, I think that's a great, beautiful example of that. And the other thing I learned is that our brains can combine intuitive knowledge and evidence based knowledge that we hear from trusted sources. And it can do so subconsciously. And I think that's a really great thing. So if we have the understanding of the general kind of body of research and knowledge about a topic, it actually helps us to listen to that inner voice of ours and to not conflate it with fads or biases or you know, past cultural experiences. 

And that actually helps us trust it more and, and bring it out more. And I think your example is just a beautiful illustration of that because you knew that attachment theory and attachment parenting are not one and the same thing. And that allowed you to trust your child and to see, to see what they need. I think that's a lovely example of that. 

Laura: Yeah, it was, it was definitely good, good for me and good for my child. My child happens to be someone who, oh, it's always showing me very loudly exactly what she needs. She definitely invites me every day to question my assumptions about child development parenting, which is so wonderful. I'm so delighted that she's my kid. So I think though that like that process of, of tuning out and tuning in, you know, to tuning out like and filtering. What do you think if someone is realizing that they need to do this? 

That they, they're realizing now, like right now I've been feeling unmoored in my parenting, like, I don't know what I'm doing. I've been frantically listening to all the podcasts and reading all the books that I can and it's not necessarily making me feel more confident, like I know what to do. What is the next right step for that person? Because I guarantee there's, you know, I've definitely been in that position as a parent, there's probably folks who are listening right now and this is that moment where they're realizing that what would be the next like thing that you would have them? 

Anya: Yeah. Absolutely. And I think that moment of sort of not knowing what to do. I think it often comes when we first become new parents, but it can come later. It can come with older kids too. Right? Because our kids change and their needs change and we change as parents and every day is a new day and new challenges sort of pop up. And so I think that comes, it keeps coming back like that, that feeling. And so I think what I would say is what helps me is sort of think about what is it that I need in this moment?

Do I need to learn more from trusted sources? Like do I have more questions for our pediatrician or do I want to look at some, some studies, some review papers that summarize. Like, what is the general knowledge about this topic that we humans have? Or is it more that I need to observe my own child more like do I need to slow down and look at my baby and just watch them play without, you know, necessarily interfering or doing something or taking care of them in that moment? Do I just need to look at them and that is the best taking care of baby that I would be doing? 

Maybe I need to talk to my older child or with just to, to have that conversation and learn more about their needs. And then I guess the third thing that's often the case is, do I need more support for myself? Just so that I have the bandwidth to do one or both of these other things to learn more or observe more. And so I think the first step would be to figure out which one of those things makes more sense for me in the moment or maybe it's all three and do that. And I would start with support.

Laura:  I love that, this idea of just getting a little quiet with yourself and asking yourself these questions. I think, you know, and I, I think you talk about this too, that we have so much information and so much like support at our fingertips. When we have a question or a struggle, we can head to a Facebook group and ask a question like and get a thousand different answers really fast. 

And so that directive to before we go Googling, before we go putting the question on, on a Facebook page of sitting with ourselves and saying, what do I actually need right now? I'm feeling overwhelmed and feeling lost. What is it that I need? Do I need information from a trusted place? Do I need more information from my wonderful child? And what do I need? You know? I like that. I really, really like that. I really, it's always my hope that parents will need me less and less and less. You know? 

Anya: Yeah. Absolutely. And I think that's, that's how I've been trying to approach things now that my youngest child has recently turned to. So we're out of the baby stage in our lives. But it's still very fresh in my memory in my mind how, when he was born, how so many new questions came in for me, even though, you know, I've done it twice already, but he was a different baby and he needed different things. And so that pausing and reflecting on what, what do we need, do we need to learn more or do we need to observe more? Was, was really helpful.

And even with my older children now, like, you know, now that the world has opened up more and we're doing more activities outside the home and it's sort of just, just something that's been on my mind lately is, are we doing too much? And so it's thinking about it again. It's like, do we need to think more about the benefits of you know, free unstructured time versus structured activities and kind of refresh, refresh the knowledge on that or do we just need to look at to our own children or to ourselves and think about like, okay, you know, we have no time at all as parents and is that, is that affecting this and things like that? So I think it's just helpful at any stage and on the parenting journey. 

Laura: Yeah, I think that practice of self inquiry is so important. We're sitting with that kind of that curious question right now to that, we've got one kid who's really wants to be in a lot of activities and one kid who's adamant. No, she wants to come home and play after school every day and sitting, sitting with, are we allowing for overscheduling to happen? Sitting with anxiety about one kid not being involved and what that means? You know, because culture wants us, you know, they like at least in the U.S. overscheduling tends to happen a lot more, you know, where kids are in lots and lots of activities. 

And there can be social pressure to also have your child and lots of activities. Yeah, I love, I love the idea of observing too. So every year in my community we do a 30 days of play challenge and the first 10 days of it are, the task is just to observe your child and play and their natural play. And I think observing is just the most, one of the most beneficial things you can do as a parent. I think that children blossom under that kind of mindful presence and attention. And so it's good for them and it's the best way to learn about your child, learn about who they are and what they need, what they're interested in what they, I mean, it's just, it's the best I love having. 

Anya: Yeah, I, I so agree and I love the baby stage and I love watching babies. And I think just having read about child development and having that understanding of that, the bigger picture just really gave me appreciation of how tuned in and ready to connect and learn how babies are when they come into the world. And I think you can start from the very, very early days, which is hard as a new parent. It's hard to, to just be because you feel like you have to do so much, right? But I think if we start then, it really helps to continue in that way and to continue learning about our babies. 

Laura: Yeah, I love, I loved that piece of, kind of how I approached early babyhood with kids. Once I found RIE parenting, it's called resources for infant educators or just RIE. And the person who started it, Magda Gerber, she has a quote. Do less, observe more, enjoy most. Oh my gosh. It's just, it's given me so much permission to just kind of sit back and do way less and see my kids for who they are. And I mean, it's kind of like it feels like to the rest of the world, it looks like lazy parenting, but it's absolutely not. It's so active and present. I love it and I love the baby stage with that type of, that approach too. 

Anya: Yeah, I can definitely relate. And Magda Gerber is where I can write has been quite influential in my own parenting as well in that giving permission to just watch and have that once. Nothing time, I guess as they call it. And it's been, it's been a lovely, lovely skill to have. 

Laura: Yeah, I was just teaching my infant playgroup parents about once nothing time yesterday and it was just so so lovely to have like, I could feel the parent, like I could see the parent's shoulders as we were talking about it just like, relax like, oh, you're giving me permission to absolutely do, absolutely nothing. It's not fixed, not solved to just trust and be, so good.

Anya:  Yeah, absolutely. I think there's so much in that nothing. There's actually a lot, a lot in it. 

Laura: Nothing. I feel like nothing is not nothing. You know, when it comes to that type of active presence, it's quite a lot and it's good for us. 

Anya: Yeah. Sure. 

Laura: And I think like, you know, so we started talking about maternal instinct. And I think that, like we kind of shifted into talking about intuition. And I love this idea that we can build our intuition, we can build trust in ourselves over time. If we, for whatever reasons, our intuition has been quieted by cultural conditioning and this, the lives that we lead out in the world. We can build kind of learn how to relearn how to listen to ourselves and then building a more nuanced intuition where we're incorporating what we're learning from research and science and then what we're learning from our child. I really like that. That feels very good. 

Anya: Yeah, that's that, I agree. That's something that I'm trying to carry forward with my parenting and with my writing as well. 

Laura: Yeah. Beautiful. So folks want to learn more from you or read your book, where can they go to, to find out more? 

Anya:  Yeah. So to connect with me or to learn more about my work, listeners can visit my website. It's called Kid ecology, kid ecology dot com or my Facebook page, which is Anya Dunham Kid Ecology. In my book, which is called Baby Ecology using Science and Intuition to Create the Best Nurturing Environment For Your Baby's Feeding Care and Play and it can be found Amazon and at a variety of ebook retailers and it can also be ordered in through, through any local bookstore as well if that's what listeners prefer. 

Laura: Absolutely. And I always recommend listeners if you check your local library and you don't have it. Librarians are always so helpful in getting those books onto. 

Anya: Yes, absolutely.

Laura: Yeah, librarians are wonderful. 

Anya: They are. 

Laura: Well, Anya, thank you so much for this conversation. I really appreciate what you're putting out into the world and from a human Ecologist, you know, to an Ecologist. I so appreciate the crossovers of our fields and interests. Thank you for sharing your time with us.

Anya: I do as well. 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 152: Navigating the World of Social Media with Kids with Lena Derhally

As my child approaches ten and has started to ask for a phone, it is important that as parents we know how to guide our kids in navigating technology and social media with intention and safety in mind. An important aspect of this is figuring out how to model for our kids the boundaries and relationships with social media that we want them to have.

To help me in this conversation, I have brought in Lena Derhally. She is an author and Imago-certified psychotherapist in private practice. She was formerly a clinical instructor in the Department of Psychiatry and Behavioral Sciences at the George Washington School of Medicine, where she mentored medical students, and she is on the advisory board of 1455 Literary Arts.

We will talk about:

  • Narcissism and Social Media: Is social media making us more narcissistic?

  • Facebook Narcissist: How to Identify and Protect Yourself and Your Loved Ones from Social Media Narcissism (Book)

  • How to navigate social media with our kids and teens


To know more about this topic, follow Lena on Instagram and Facebook. You can also check out her works on www.lenaderhally.com


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 Dr. Laura Froyen and on this week's episode of The Balanced Parent Podcast, we're going to be talking about navigating social media with our children especially as they are teens and tweens and moving into having their own social media presence and their own lives online. It's something that I've been thinking about a lot as my child approaches ten and has started to ask for a phone and I'm so glad to be able to have this conversation with an actual expert who's going to help us understand how we can support our children in navigating the world of social media. Please welcome to the show, Lena Derhally. I hope I said your name right.

Lena: You did. Thank you Laura. I'm very excited to be here talking to you. 

Laura: I'm so glad to have you too. Why don't you tell us a little bit about who you are and what you do and then we'll dive in. 

Lena: So I'm a licensed psychotherapist and private practice. I'm Imago certified which is actually a type of relational. 

Laura: We love Imago.

Lena: Imago. Yeah, I'm Imago certified, I actually, I don't just use it with couples, but I use it with families and I actually think Imago is really great for applying, applied to parenting. So that's why I say the imago part and you'll hear Imago in various parenting experts, you know, in themes that they talk about. So I'm really very passionate about Imago. I'm also very passionate about violence prevention and so a lot of the work that I've done and I'm an author and the books that I've written are around violence prevention with domestic violence. 

So I've written true crime and my new book which is about social media is called the Facebook Narcissist and that was sort of about these.  What I was seeing as a parent on social media and just as an individual on social media that we are just bombarded with all this sort of shallow fast content and it was really disturbing to me and I was just thinking about, well what does this mean for a generation growing up with this? 

Laura: Yeah. So what did you find out what like because it makes social media makes me worried for myself. You know, having boundaries and my kids aren't there yet, but I know lots of our listeners have tweens and teens who are starting to step foot into that world. What did you find in your research as you were writing this book? 

Lena: I found a lot, one of the things that I talked about a lot is a study I found, which was I think really very alarming and they pulled parents of children I think from the age is about 7-11 or 12 and they asked them what did…

Laura: They’re so young.

Lena:  Yes. And they asked them, what do you, what did your child.. They told the parents what did your child want to be when they grow up? And the top two professions were Youtuber and influencer. So they were separate. And then I think number three was like veterinarian. But the majority, when you put the two together, was like 65 to 70% of kids in this age aspired to be a Youtuber or Influencer. And then the next question they asked was, what are the motives? And the motives. The predominant motives were fame and money. So that was really jarring for me because it was something I kind of suspected. But then I was like, oh there's actual data here now and I've seen other studies that were similar to this particular one that I referenced in the book, but that was really alarming. 

Laura: And tell me what you like, like when I heard you say that, like my heart sank a little bit. What is alarming about that to you? 

Lena: Well, I just think and you know, I interviewed this, I interviewed a lot of experts for my book and the field of narcissism and sociologists and psychologists. And one of them is, she's wonderful. Her name is Anne Mann, she's a sociologist and social philosopher and she's written a ton of books that your audience might find interesting too. Some of it is related to parenting. But she had told me about a study she saw that looked at girls journals over the years, let's say, I think it was the past hundred years and sort of this trajectory of where it used to be that girls would write about, that they want to be a good person and developing their character and you know, kind of contributing to the world as a good citizen. 

And then as the journals get closer and closer to, you know, the time, social media started and beyond. It was really all about looks and altering their bodies and even, you know, looking at fillers and botox and things like that. And so we saw she saw this progression of girls throughout the past, you know, hundred years and their journals where like, we're really changing what we view as our values, you know? And that was really alarming to me because it's a therapist, you know, you and I know Dr. Laura that people, happiness does not come from the superficial materialistic things. It certainly doesn't come from external validation. And so that was really concerning to me that those are the values that social media is perpetuating in our young kids. 

Laura: Yeah, it's heartbreaking, I think is what I'm experiencing as I'm hearing you say these things and I just, you know, I feel like it's easy to come from a place of fear and lack and not wanting for this for our kids. I think I'm really feeling compelled to talk for a moment about compassion for this generation. Like so much compassion for these kids who are coming up in a world with a technology that has grown so fast with very little regulation, with very little understanding of what it's doing to our human brains. I just have a lot of compassion.

Lena:  Thank you for saying that. I don't think that's actually something, you know, when I do interviews, nobody has ever brought that up before. And so I think that's really important. You know, one of the… when I told people I was writing this book, the things and Laura, you and I talked about we’re eighties babies and a lot of my friends are too. You know, some even from the seventies and we all said we are so glad we didn't have to grow up with this. And so that is about having to have compassion for our children who are forced because as we said, it's not going anywhere. This is a part of now school, not social media, but my children are both on laptops doing tests and things in school. And so technology in general has, has just become a part of their life and it was something that we never had to deal with. 

Laura: I mean and it is part of school. Like teacher Tiktok is one of my favorite places to be. I love teacher Tiktok but they're doing their filming in class like they're, you know, I mean, social media isn't like it is in school. I know kids are taking pictures of themselves and posting two stories and doing Tiktok in the hallways like that is happening. You know, it is, it's not going to go anywhere. And so coming from this place of compassion then as parents, it can feel so we can feel, I don't know sometimes like my kids go to a technology free school and they'll be there till they're in eighth grade. 

And so there's not a lot of social pressure to have a phone because nobody there has a phone. They're not allowed to have it at school if they have a phone, they have to leave it in their bags, you know, which is not the case at most public schools now. Most public schools, kids bring it in and everything. But I think about like, oh God, like they will go to public school for high school, they will suddenly be in this space and I know other parents are probably, you know, facing this with their kids even younger. So what can we do when we have this? Like it's not going anywhere? There's this feeling of powerlessness and also…

Lena:  I want to, I want to say we need to have compassion for parents navigating too because I know that it's easy to say, oh I'm just not going to let my kid have a phone. But I know a lot of parents feel so guilty because they feel like their kid is starting to get left out of stuff if their kid is the only one who doesn't have a phone. There's actually an instagram account that I really like, it's called, wait until eighth and it's about taking a pledge to wait until giving your kids. 

Not necessarily a phone because I feel like where I live, the public middle school, like my kids will go to. A lot of them walk home and so some parents might give them a phone that doesn't very basic, just so you know, you can call. I know, my parents freaked out when they can't find their kids, they're supposed to pick them up somewhere and their kids not there and they have no way to contact them. 

Laura: So my kids have like, they have a Gizmo watch that they share that allows them to text and leave us and send us via text, which…

Lena:  Which I think is really nice. 

Laura: It's awesome because I feel comfortable sending them to the park so…

Lena: Do you remember growing up in the eighties? Like we were just like on the bike, I don't know about you, but like, you know, there was no way for my parents to get in touch with me if I went off somewhere and I did, you know, we were running around the block doing things. 

Laura: Yeah, I grew up on a farm and I was just, I was just outside in the woods until I was hungry. 

Lena: Yeah, yeah, yeah. You know, nowadays it's a little bit different, but it is nice just, you know, to know where they are and things like that. So compassion for parents navigating. So I don't, you know, if I, if parents feel like they need to give their kid a phone or a device or some social media because they feel that that's best for their child to keep them connected. Like there's no judgment there because I understand, you know, that, so there's not a one size fits all. I think that's important to say too…

Laura:  And compassion for the parents who kind of with like just because it's what you do allow those things to happen and now they're realizing, oh gosh, I didn't like, I don't know that I prepped my kid for this, I don't know that I like and now we're facing a needing to walk things back, you know, so much compassion for everybody in these circumstances. It's really hard. 

Lena: Yeah, I think, you know, talking to our kids which sounds so basic, but before we give them social media, especially with our girls. And one of the things we talked about before we started recording was I talked about this law that Norway passed, it was in July 2021 where they made influencers or you know, people with public accounts label when they alter their body image or their face or filter in any way and they made that punishable by a fine or by prison. And the reason was there. Norway is facing a huge mental health crisis with their girls around body dysmorphia and body image. 

And so I thought, wow, that's so profound that a country is making a law about this. So we are really seeing a strong correlation between body dysmorphia and social media. And so I think we have to prepare our children will one, you know, for the comparison effect, right? Which is everybody's life on social media is going to look way better than it's just a highlight reel for a lot, a lot of the time. You know, and so talking to them about reality versus what's online, you know, and just sort of preparing them for that I think and just having those open conversations. And again about the filtering and the body image and things like that. 

One of the PhD researchers and psychologists I talked to for my book, he's actually probably the most well known expert on narcissism and has done the most research on it and his name is Keith Campbell. And he said with his teens that he has like an acronym called CPR which stands for compassion, passion responsibility. And he sort of looks at it as if we're having our kids, if our kids are compassionate, if they find something that they're passionate about doesn't matter if it's like stamp collecting or whatever and they have responsibility. You know, he feels like those are three things that are really important to instill in our kids. And then sort of if they are online, like as long as they're spending most of their life offline, which is in person with friends. Maybe again doing something that they're passionate about, getting their homework done, things like that, like putting the focus with your kids on what you're doing offline. 

So that's another thing I think that's really important is fostering like what the kid is doing off of social media. Another thing is making sure they don't have their devices in their rooms at night because I hear a lot of horror stories about, you know, kids staying up all night or becoming addicted. And staying up till three, four in the morning, so you know, really putting limits like you may take the phone at eight o'clock, you know? Make sure there's designated times where phones and that's for, I'm sure your audience is already very aware of like having intentional time and not having the devices on, right? So it's like, you know, fostering all of these types of habits where the emphasis is really on your in person relationships and like building passion and compassion like that Dr Campbell said and all of those things. 

Laura: One thing that I'm doing now is a that we do now as a family, we've had rules about phones for parents, my kids whole lives because I knew at one point they would get phones and I wanted them to know that in our family we have these limits with screens and they don't just apply to kids, they apply to adults too. So we have phone free hours, we have no phones ever at the table and my kids are very strict in enforcing those rules with like grandparents to come over and don't always know the rules. And my husband and I charge our phone in a drawer in our kitchen every night. And so our kids see that every night we put it away and they see us get it out in the morning, like when we're checking our schedule for the day. And my hope is that if they've seen us engaging in that limit, that kind of, you know, that rhythm of phone free time, my hope is that they won't push against it too bad when they get their own phone. 

Lena: Yeah. And I would suggest if, you know, a parent can holding off on social media as long as possible. Yeah. One of the things that actually concerns me the most is cyberbullying. And so I have a chapter in the book specifically about cyberbullying and cyberstalking and trolls. Cyberbullying is a huge problem again that, you know, we didn't have to deal with when we were kids. I actually was bullied very badly and I cannot imagine what, you know, how intensified it would be if cyberbullying was on top of it because it's relentless and now kids using rumors. Yeah, there's some links to, you know, some suicides that are related to cyberbullying and there's, you know. 

I did a lot of research on that and I'm very passionate about this anti bullying movement because I think it's so damaging and it causes PTSD and it's something, you know that people carry with them for the rest of our lives. You know, I’m in my forties now and I still have reactions to being bullied when I was 13, like visceral reactions and so, you know, I think it's really important that we tell our kids, you know to actually be very cautious about what we share online too because all this can be used against you and it's forever. And so there is also, you know, talking about you never share nude pictures. You know, if somebody's asking again that's you know, that's forever and that doesn't go away. And so it's just about I think having a lot of these open conversations about what the potential of what could go wrong. And again their kids, their brains are still developing, teenagers are impulsive, so we're not going to be able to control it all either. 

Laura: Yeah, they're impulsive and they don't… their problem solving skills, like not their problem solving, but they're like rational decision making skills, you know that part of the brain doesn't fully develop until the mid twenties. And so of course, they're not always thinking about the long term consequences of what they're doing online when it comes to things like cyberbullying, what can parents do to prevent their child from being on the receiving end of that, but also prevent their child from being the bully because it's easy to get caught up in that sort of thing too. Good kids, good sweet kids can do really harsh things online.

Lena: Right. And that's one of the things I really wanted. So the book I do offer a lot of tips as well and I really wanted to make sure parents had those tips, which is what to do if your kid is being bullied, also what to do if your kid is the bully? And again, the first step usually is going to the school now, I know all the time. The schools don't necessarily respond in the ways that people want, but hopefully schools now are being more, I think more aware of what's going on and trying to foster more cultures of kindness in the school systems. And so again, you know, alerting the teacher then you may have to go higher up. It depends how bad it gets, you know? 

But in those moments if your kid is really being badly cyber bullied, I would take them off social media completely and just protect them from having to be involved in any of that or see anything, you know? But definitely go straight to the school, I would say and see what they can do first. Talk to your kid, make sure you know, see what they're comfortable with as well because some kids are very different preferences. If they want, you know, their parents getting involved or not. But definitely the school should be the first place. Some people, if it gets really bad, you know, I hope that it won't happen to anyone, actually have to go to law enforcement sometimes. So that's like from A to Z.

Laura: Alright. And what about if you are realizing that your child is the bully? 

Lena: Yeah, so that one you probably know is first like you want to talk to your kid, not punish them necessarily, but ask them questions and get curious, right, is like kind of what's underneath this, like what's going on about this? And also making sure that your admonishing the behavior and not the child, right? So I'm sure you know all about that too is being curious about why is this happening and this behavior is unacceptable and you know, like our family probably know that it's unacceptable. 

Laura: They probably know that my guess is that they know what they're doing isn't okay. And then I also agree finding out what's driving it, what's going on under the surface. Is it a need for, you know, trying to make friends or stay connected to someone else by doing these things, Is it? You know, there's, there can be a lot that kids…

Lena:  Yeah. And underlying, you know, a lot of anxiety and kids or anger and anger outbursts and kids is actually underlying anxiety, which a lot of parents don't know. So I have a lot of parents in my community come to me, you know confidentially and saying they're really worried their child's acting out. Their child's have anger outbursts and I always say, first of all, do you think they might be anxious and I'll point them into some resources and they're like, wow, that's nobody knows that some of those are manifestations having anxiety. 

So I think, you know, there could be so many things going on underneath it. But yeah, to not necessarily be really harsh with the kids, like you said, just being really curious about it, and then talking a lot about empathy, which again, hopefully be like, how would you like it if somebody did this to you? You know, kind of walking them through that. Now, some kids may respond. I've actually seen kids respond before, like, well, I wouldn't care if somebody did that to me. And then, you know, there's also I think like, if you're really concerned about it and some of those interventions aren't working and like, but you know, you as the parents want to try to stop the bullying, maybe that's taking away the kids phone, you know what I mean? 

Well, if you're going to be bullying, you can't have this device, you know, taking away that privilege, so you do as much as you can, but if you're really concerned, I would definitely look at getting a child therapist. And same for the kid being bullied too. I should say that too, if it's really taking a toll on your child's mental health, getting as much support as possible, is going to be, you know, in different types of support. You know, whether that's in the community of therapist, close family, like just making sure that they're really taking care of and supported while they go through it. 

Laura: Yeah, I think that's what I so agree. It's so important, I feel curious about, so this is something that, like, I think is difficult to navigate. So a lot of the parents here are attempting to move away away from more kind of punitive and control based parenting, you know? And more into collaborative and respectful parenting. And the phone has always been an interesting thing because how can you, without seeming like it's a punishment, take away the kids phone? Right? 

Lena: Right. Yeah, I thought about that.

Laura:  I know, it's just so interesting to think about this, this line of protection and wanting to do what's best for your child. And I think about it almost like, you know, so a rule in my family as if your scootering or bike riding, you're wearing a helmet, like it's just a non negotiable. If you are riding your bike or sorry, riding in the car, you are wearing a seatbelt, you're using the booster, that's right for your body. That's just what's happening because we don't go anywhere where our bodies aren't safe, right? And part of me feels like the phone is like this, that it's my job as a parent to protect you and if you're not able right now for whatever reason to use the phone safely until we have a plan in place for your safe usage of the phone, we can't have one, you know, what do you think about that reasoning?

Lena:  Yeah, no, I think I think about harm and harm reduction in violence prevention, those are things that are really interested in and I think if the child is causing serious harm to other people, there's only or to themselves, there's you know, you really have to take it, you know, there's no one size fits all again, right? So it's if the phone, you know, I saw some stories where some parents are suing social media companies because of their child's addiction to it, because these apps and these platforms are designed to addict the brain to… Us parents are suing. 

There's even some laws now that are, you know, in the works for being passed where social media companies would be held responsible for certain things. And so you know, one family I heard that was doing that was trying to sue their daughter was so addicted, like it ruined her life, like she couldn't like it was an actual true addiction and so in that case like taking the phone away from her would be a very good thing. It would, you know, reducing the harm, breaking the pattern. There are correlations to not every bully of course, but with conduct disorder and narcissism like budding narcissism. 

And a lot of the times there's not a lot of respectful collaboration you can do, you know, and so again these are very extreme situations, but just to sort of point out when there's harm being caused, I actually did a lot of research and interviews on the you've all day and the social media component. Because the perpetrator, I won't say his name. It was very disturbing. He was posting, he was murdering cats online and torturing them and you know, making videos threatening rape and kidnapping two girls on these, some of these chat platforms, you know, making all kinds of threats and things like that. 

And again, there wasn't necessarily a parent there who could just take away the phone. But again, I'm just thinking about it like from a harm reduction perspective. I think there's definitely kids that we can have respectful, you know, maybe we can have more conversations about, you know, respectfully using the phone and not taking it away. But I also think there's times where you have to see where again, it's all about preventing the harm to other people's children and your own and those are again, individual decisions we all have to make. 

Laura: Yeah, I think it certainly isn't a black and white thing. Right? Yeah, absolutely. So what I'm thinking about readiness, right? I'm thinking about like as our children are young, we think a lot about their readiness to do things. And I'm curious if you have any ideas on how a parent can tell when their child is actually ready for a phone. Are ready for social media accounts, not when they're asking for it, but when they're actually ready. Are there some markers or things that parents can be looking for, that would show they're ready. They're responsible enough? They're ready to try this out. 

Lena: Yeah, I mean, I think I look at my kids are elementary school and they do roblox. So they don't have phones, they don't have watches, they don't have anything, but they do roblox and they play with other kids online. And sometimes there's public rooms and so, you know, one of the things we do is like, I'm allowed to read their chats and you know, and we talk about again, they're very good at, about this. Like, they never give their real names, they can't give pictures, they can't give any identifying information. 

And, you know, we talk about it, we try to have this culture of honesty in our home where we're like, you can tell us anything your parents and we will never get mad kind of thing, like, you know that because we want them to be able to come to us. And so they will, they'll come and say somebody said that f word on this chat. But the moderator blocked it. So roblox has all these moderators where people out and stuff, but they're exposed to things on there, you know? And I think they showed me they were ready just because, you know, we were having open collaborative conversations about it and again the conversations are fluid. 

They're always changing. Like, oh, the person said the effort in the chat room, how did you feel about that? You know? And so I think that you can sort of just get a sense by how the kid is, you know, you know, your personality to. Yeah, like I'd say my, my oldest, my son who just turned 10, he is a kid who doesn't care what people think, which I love. You know, and so I feel like if everybody had a phone, he wouldn't need one, like he's not the kid who's like, so I feel like, you know, we all know our children's personality. 

Some other children may be more susceptible to wanting to go along with the crowd and more, you know, my daughter who is now just turned eight, asked me six months ago if she was fat and I was like, what? How, how did she get this? You know, just like, you know, and she starts starting to see her, I don't know where she's getting it from, but starting to see her like kind of think about her body and things like that. So I might be a little bit more with her, a little bit more reluctant, you know, with the social media and like delaying that more just, and I think again, parents kind of know their kids, their kids readiness. I think we're all the best gauge of knowing. And so I'd go with your gut, you know, with your individual child. 

Laura: I read recently, study recently that said the average age for the first diet for this generation of kids is eight for girls. 

Lena: Oh my, I did not know that. But yeah, it's very disturbing. 

Laura: It's disturbing and I think it's all related. You know, I think it was related to our exposure. You know, we were talking before we started that, you know, when we were teenagers, we had all, we had really what to look at was like 17 magazine and that was hard enough. You know, I remember my mom sitting down with me as we were, she had saved a 17 magazine from when she was 17. 

She had kept one from the late 60s and she pulled it out and she put her 17 magazine next to mine and we just looked through it page by page at the different bodies that were in it. The ways girls were represented, the different topics, and she very compassionately talked to me about how when she read magazines when she was a teenager, the girls in the magazine looked like her, their bodies looked like her. And then she, you know, this was in, we were doing this in the, you know, the late nineties.

Lena: Nineties, like… grunge and heroin.

Laura:  You know the way you know, and she was like, it's just, she's like Laura, it must be really hard to, to look in these magazines and not see an athletic body shape to see these girls who don't look like you. And I mean it was just a very kind and compassionate conversation that I'll always remember. And then I think about, you know, my girls, what they'll be exposed to. It makes me feel sad and worried. But I also know that I can have similar conversations. 

Lena: Yeah, I was just going to say, I think you've hit the nail on the head, which is like, it's more simple than people think it's like having those type of conversations or the things that you remember and that open again with the respectful parenting, open collaborative conversations. The curious questions like nothing, you know, the idea that nothing's off the table. You can come to me and ask me anything and we'll have a good conversation about it. 

Laura: And I think that starts now. I think it starts for those of us who are listening who have little kids. I think like those open conversations, if they are lifestyle practice now, they'll be used to it later. 

Lena: Yeah. I mean, I remember, you know, I work with a lot of just as a therapist in general, like I've had a lot of clients, women who have past histories of sexual abuse and sometimes I'm the first person that they've told. And so I, you know, early on in my career, this was years ago I started seeing that as a pattern and I was like, well I was curious what can we do as parents? And so I interviewed a bunch of therapist and trauma experts who that was their specialty childhood sexual abuse. And I wrote an article for the Washington post because I used to freelance for their parenting and all this to say that it's really about conversations as they're as young as two and they're like, you're changing the diaper and you're modeling for them. You're talking about, you know, proper usage of the genitals like penis,  things like that. Sorry. That, I know, that was like, 

Laura: No no no. They’re body parts. We don’t freak out saying the word elbow. No. 

Lena: Yeah. I don't know what the…  if there's kids listening. Yeah. 

Laura: Hopefully all the kids learn proper … I learn belly buttons and elbows why not…  

Lena: Yes and right. Exactly. So, you know, those are the conversations but that just goes to show again how early, you know, when we're even starting at two or three, but consent, right? Like we're talking a lot about children and consent and as young, you know, you can talk these conversations really, really young now. And I think it's just all about again the conversation and the openness because the commonality that I had with all the clients I had that were abused as children. And I was the first person that they told they always said they never felt safe to tell anybody. Like because the culture in their home was so closed off, like they didn't feel they could ever tell a grown up. And that really it's seared in my brain just this importance of again, being this safe place that your children can come to where they feel they can talk to you about anything. 

Laura: I remember one study that I read a while back about kind of the researcher interviewed teenagers and they asked where do you get your information about sex and you know, your body and stuff and they said the internet, pornography and their friends. And then the researcher asked where do you wish you could get that information? And they all like it was like 95% of the teenagers that they interviewed said that they wish that they could get that information from their parents. I so agree kids are, kids want to be able to have that connection. 

They want, they want it. They want to get that information from us. I also I like I like just reading random studies too. Sometimes I also read another one where they interviewed kids about phone usage while with friends and these were teenagers. And they, I really like it when the researchers like are able to pull out like kind of like inconsistencies. So the kids all said that they, when they're with their friends the majority of the time they're on their phones talking with friends who aren't there. And then they asked the kids how would you like it to be? And they all wished that they would put their phones away and actually be together but they're not doing it. 

And it was so fascinating. And this was a qualitative study. So the qualitative studies, our interview based for the most part questionnaire based. And so the researcher has the discretion to ask follow up questions. And several of those kids mentioned that they had one friend who whose family limited phone usage when the friends were over. There was like a basket or a little bit that the friends would have to put their phones in and that all of their friends preferred to going to that house to hang out and they grumble about it. Like this was a really, I loved this study but the kids would grumble about it and be annoyed and act like you know, why did we have to give up our phones? But they secretly liked it. 

Lena: Yeah, of course because it's all about connection, right? And I think that's what's exciting now about like this new generation of parenting is that we're really focusing now on connection being the most important thing. And like you know this excited really is evidence for that is like I want to hear that from my parents, not the internet, like I want connection and that's what we all want. And I think like that's really, again it's sounds simplistic but I think it's the foundation for every good relationship and I think like having connection with the child connection to the parents is what will help them navigate social media for the best, right? Like I think it just comes down to being as simple as that. 

Laura: I think so too. And and and being prepared like being prepared. Our kids will you know gosh that I think the average age children find pornography online is nine now? And you know I mean like like those things will happen like they will experience low self esteem, like those things will happen and just being prepared that this doesn't need to be anything that you know just like we knew when they learned to walk they would bump their head. You know this is a developmental process, there will be ups and downs and we can handle it. 

Lena: Yeah. And I think that's trusting them to write. It's like I you know I said I trust my kids, you guys can play roblox and you know we're just gonna have conversations about it and we're always gonna have conversations about it. And I think that's really it is like also trusting your kid not necessarily keeping them in a bubble right? And removing them from everything because sometimes we know that backfires too. And kid can't have something then they're gonna go crazy and they can have it. So it's also sort of like letting them navigated a bit on their own with their secure attachment base which is you. 

Laura: Yeah. Beautiful. Well Lena thank you so much for for sharing with us. I want to make sure that our listeners can find you if they want to learn more. Where would they go well if you want to find me on social media and I just have an instagram which is Therapy with Lena. I just kind of post articles, research things, some humor on there too. 

Laura: Isn't it so funny how we can be so uncomfortable with social media and then we have to use it because…

Lena:  Yes. Yes, exactly. Yes. And you know, you can find me on linkedin, my websites, lenaderhally.com and you'll be able to contact me through messaging or anything on any of those platforms.

Laura:  Alright, well thank you so much lina, you're, you're really helping us navigate this. So I appreciate it. 

Lena: Thank you for having this wonderful podcast that disseminates such great information for parents who are so compassionate. 

Laura: Oh gosh, I've just got the best listeners. It's so such a, such an honor to get to, to walk alongside this amazing group of parents. It's such a blessing that I get to do this work.

Lena:  It makes me feel hopeful. Thank you.

Laura:  I'm so hopeful and I feel so for this generation of kids. 

Lena: Me too, very exciting. Yeah, it's very exciting. It's so different. Yeah, well thanks again for having me.

Laura: Absolutely. 

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 151: Helping Our Children Develop Self-Discipline with Carol Muleta

On this week's episode on The Balanced Parent Podcast, I will be joined by Carol Muleta and we will be chatting about how we can help our children develop self-discipline and resilience. Something that I know we all want for our children but that can be difficult to figure out how to nurture respectfully.

Carol Muleta is a Parenting Strategist and Consultant. She created The Parenting 411, a portal where she engages parents and awakens the JOY in their journey with her fresh approach to addressing challenging behavior, building strong family connections, and fostering children’s success in school and in life. Carol teaches parents through workshops, webinars, group coaching, a parenting radio show and a podcast.

Here's an overview of what we discussed:

  • Self-discipline and resilience: Why it's important

  • 5 C Model for building self-discipline and resilience in children


To help you even more, check out carolmuleta.com and follow her on Instagram, Facebook, and Twitter and get the resources you need. She also has a wonderful podcast called The Parenting 411 that I was recently a guest on, so check that out as well.

I am also so excited to share this great news with you that I am honored to be one of the speakers at Carol's Parent In Purpose Summit, a 3-day virtual event packed with amazing information and resources on mental health, parenting strategies, and self-care! Host Carol Muleta is interviewing me on Parenting as a Team. Join us on February 22 – 24 at 9 AM ET! This summit is a bit different in that there is a registration fee, I just want to be totally upfront about that! Check it out by clicking below:


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 Dr. Laura Froyen and on this week's episode of The Balanced Parent Podcast, we're gonna be talking about how we can support our children in developing self discipline and resilience. Something that I know we all want for our kids. And to help me with this conversation is my colleague, Carol Muleta. I'm so excited to have you here with us, Carol. Thank you so much for being with us and welcome to the show. 

Carol: Thank you so much, Dr. Laura. 

Laura: And so tell us a little bit more about who you are and what you do. I know you got a great radio show yourself. The Parenting 411. I'd love to know just a little bit more about you before we dive into this conversation. 

Carol: Absolutely. Well, I am a parenting strategist and consultant, but it all starts with the fact that I am the mom of twin sons. They are now 22 years old. College graduates. Soon to be 23 years old. And they really started me on this journey of discovery. I have been doing this work since, yes, pretty much since they were about two years old. I've just been immersed in parent education and I have a parenting podcast. Parenting 411 podcast. I did host the Parenting 411 radio show for about six years. 

I've stepped away from it for a moment just so that I could really put more attention into the podcast. I also work with parents through workshops, webinars as well as public speaking. I speak at conferences for corporations as well. They want me to speak to their employee resource source groups and, what I like to say is that I guide parents and discovering the joy in their journey with a fresh approach to managing challenging behavior to building strong communication between parent and child and just cultivating strong family relationships. I think that is so important. 

Laura: I love that, You know, I feel like I've been having a few conversations with parents recently about how hard it can be to be a parent and how different it often is. And we thought it was going to be, you know, that we, you know, we think it's gonna, it's gonna do something different for us. I don't know, like I, I went into parenthood with these kind of rose colored glasses and had all these ideas about how it was going to be. 

And then the reality of it can sometimes feel like it's sucking the joy out of the moment and there's so much service and, you know, kind of, yeah, service to others. And so much of the message that we have to put ourselves on the back burner for our kids. And I love that message that we can actually enjoy parenting, that we get to enjoy parenting that we chose to have a family for because it was going to bring good things into our lives. And yeah, I love that. Thank you for spreading that message. I think it's, we need to hear it. 

Carol: I like to take parents back to that moment when they discovered they were gonna be parents. 

Laura: Yeah, the wonder, the curiosity. Who will they be? Who will we be? Yeah. Yeah. Okay. So, onto the topic of building self discipline and resilience. Why is that something that is so important to you? Why do you think it's something that parents should be thinking about and considering for our kids? 

Carol: Absolutely. I just feel that that is a tremendous gift that we can give our children if they can go out into the world, doesn't mean that they're always gonna get things right. But just self discipline is just a tool kit that they have, that they can rebound quicker from the mistakes that they do make. And that they just have a more confident sense of self, and self worth and it just starts when it's great to start when they're younger. 

When they don't, especially like little kids that just aren't as inhibited. They're not as self conscious yet. Right? And so when they were little children, they want to help, they wanna do what you do, they see you making dinner or they see you ironing clothes or something like that and instead of shooing them away to, you know, go play or, you know, this is something I need to do. Take a moment and teach them how to do things. Add to their toolkit and, you know, those tasks build on each other because when they encounter something that's very difficult, then they can say, well, oh, I remember when I didn't know how to tie my shoes, for example. 

And think about and remember how hard they had to work at it, how hard they had to practice at it. So, you know, I was able to do that. So now I'm gonna be able to do something else like sew a button back on my shirt or something like that. That's something that I can learn. And I know that I'm mentioning old fashioned skills right here. But in addition to their functionality, there's also, you know, fine motor skills, neurological development that happens with that. And we can't forget about those things. 

Laura: Absolutely. No. This summer, I taught my daughter how to, how to mend and it was a beautiful conversation. She's seven. She's starting to do some needlework at her school. She goes to a school that has hand work as one of the components of their education and it was such a lovely conversation to talk about. Okay. So we have this, this pair of pants that has a hole in it and instead of throwing it away, we're going to, you know, conserve materials and treat our earth kindly and do this thing where we're sewing it together. 

And it was a lovely conversation and good for her, for her spirit, for her soul, for learning how to care for things for and for her fine motor skills. Right. She's still learning how to, how to write. I mean, those she needs those muscles to that she uses in mending to write. I love that perspective. It's interesting. This word self discipline. I think about, I've been thinking about it just as we've been talking. I feel like that's a skill that lots of grown ups don't have. 

Carol: And that's what has made it so important and just such a point of interest for me because like, we're seeing people that, whether it's teenagers and adults who are like resorting to violence because of simple things. I mean, you know, they lost their job. Yes, I know. That can be a major thing, but you can still live. I mean, breathe and figure out a solution. There's probably somebody, you know, that can help you fill out an application or they may have a job. 

You know, you just never know someone else can help you with a solution. Or as a matter of fact, if you think about it long enough, you might be able to think of a solution. You know, there's, you know, here not too far from me over in Maryland, a young man brought a gun to school because a girl broke up with him and shot people and, you know, and, and killed a couple of people. And so it's about being able to, that self discipline and self control is what will really help you to step back and, you know, acknowledge your feelings. I'm mad, I'm disappointed I can't believe that happened to me or whatever. And then think about what you're going to do about it. 

But recognize that whatever choice you make, it may have, it will have an effect on other people. Okay. You know, you need to solve your problem. But remember there, depending on which road you take, other people could be impacted and that needs to be considered. And I just feel like there's just this, you know, anything goes kind of mentality like and the people just they, they feel what they feel and they just act on those feelings and there's just, you know, painful, tremendous consequences for those around them. And so I feel like that foundation of self discipline, I mean, in the beginning, it's external disciplining were the parents and we're guiding them. And so that's why I created a five framework or helping to cultivate self discipline in your children. 

Laura: Okay. I'm so excited for you to share, share that with us. And I just want to like, acknowledge to that for many of us were growing up alongside our kids and so wonderful, beautiful listeners, be kind to yourself as we are talking about these, this five C model that Carol is about to share with us. Be just be so kind to yourself and notice and recognize that maybe these are some of the things that you need to work on to, helping your child, cultivate these skills and these abilities. You might recognize that you also need, need support in cultivating these skills and abilities for yourself. 

There's so many of us who are growing up alongside our kids who are discovering that we were never given the skills that we needed. And we want something different for our kids. And part of this is recognizing, no, we have to start walking the walk for our kids. We have to, we have to start with ourselves sometimes too. So, I'm really excited for you to share these five C’s and take a look at it from, just from that angle of like these are for kids, but they're also for me, you know? Okay. So tell us what they are. 

Carol: So for starters, it's all about connection. Like getting to know your child, having genuine affection for your child and a genuine interest in your child as a person. Not just not just this child that you've got to tell what to do and when to do it and all of that. But this person and, and it's reciprocal. You know, them getting to know you as mom, as dad and as this person like you used to be a child too. 

I mean, you know, all of that like really getting to know the whole person and I that connection piece is so important. And as I like to tell parents, connection comes before correction. Children can't take instruction from you and relate, and soak it up, if they don't believe that you're coming from a place of love and concern for them as a person and not as opposed to coming from a place of power. Just because you can, just because you're bigger, you can tell them what to do. So definitely connection before correction. 

Laura: Love that. 

Carol: And so, and then second, it's clear and concise communication. So they just got here, like I sometimes when I was teaching parents of really small children, like, remember three years ago, they weren't even here. They're still discovering what this place is all about. And so it's about telling them. Don't assume that they know what to do. Even if they've seen you do something. Communicate your expectations to them, take time to teach them and train them and you know, address any questions that they might have. And so the next thing is to…

Laura: Hold on, I want to just highlight the concise piece of that too. I love that you included the concise because I think we can be really long winded as parents sometimes and kids need so much less than what we really need to say. You know, we want to say so much, but they don't need a lecture, right? They need concise, clear communication, love that. 

Carol: And next, they need a compass and that's really where they understand the boundaries that they are operating within. Give them, you know, there's more than one way to get things done. You know, because children, you know, that encourages children to really use their creativity. They, they're seeing all of these things for the first time. They were only, they didn't, they just got here three years ago, they just got here five years ago. Like, we've forgotten how simple life sometimes can be and should be.

And so some things have to be done a certain way for sure, for safety reasons, health reasons, all that other stuff. But to the extent that they can bring some creativity or they can have some leeway with how they get things done. Allow that let them know what the boundaries are and you can speak to them in language. Like if you've done your homework, then you can have 20 minutes of screen time. You've told them the information, you've given them the information they need, I call it news, they can use news that they can act on. So they know well, if I want that screen time, I better go do my homework.

Laura:  And there's room for collaboration there too, especially as I get older. Okay? You want screen time? You need to get your homework done. What is, like, what's our plan? What plan can we come up with so that you and I both feel comfortable about you having screen time and we both feel comfortable that the homework is gonna get done, right? Like those, that collaboration is a piece to that as they get older can be so helpful and developing that…

Carol:   … helpful, especially when you've already been doing that from when they were younger. Because if you, you know, it can work obviously if you, if they're older, if they're in middle school or high school. But remember then they're kind of, you know, testing boundaries, trying to, pushing away from us a little bit to figure themselves out. So then they kind of think you're just being nosy. You're, you know, you're too much into their business. But if this has already been the way that you've been operating, it makes it easier. 

You know, the teen years in the pre-teen years still bring their challenges. But it can help if this is the way that you've been operating all the time. And so, you know, tell them what's acceptable behavior in certain circumstances, you know, what restaurant behavior, how they need to conduct themselves. Teach them their table manners. You can practice that at home. We used to play a restaurant at home to prepare them for when we were going to go out and do things like at a restaurant or at a wedding or something like that.

Laura:  Because kids love that too when you are the, like you're the kid and they're the parent and they get to correct you and you act up and act out. Like in, you know, like if you're playing restaurant, if you let them be the parent and you be the kid, that's a very lovely way for them to learn what not to do. And also for you to learn like how you're coming off. I don't know. Restaurant. Playing restaurant. 

Carol: Exactly. And, you know, at once they know the boundaries, they may have some choices to make and give them the opportunity to make those choices and experience the consequences of them. You know, it's, and consequences can be positive or negative. You know, because they may, they may work hard and be,and receive a reward for that or receive something that they want. They make the track team or they were selected for the play because they practiced so well, practiced their lines and were prepared for the audition, that kind of thing. 

So allow them to experience that and allow them to own it, like talk to them about it afterwards. What do you think made the difference? Because a lot of times children think about the next thing that they don't know how to do. And so they don't like, enjoy the moment, savor the moment, to savor the success and the victory. They're just ready to move on to the next thing. So let them sit in that and let them own it then, you know, and, and be proud of themselves as opposed to us always talking about their terrific. They're wonderful. I'm so proud of you. Allow them to own. Own that.

Laura:  Give them a chance to reflect, to self reflect and acknowledge their hard work and their effort.

Carol: Yes. And so, and then the last c is the consequences and that's feedback, that's a feedback loop for them. You know, they're kind of saying, well, you know, I went down this road and I didn't really like the way that turned out. So let me rethink and what's good about that even for young children is to let them know that they have, they really have a lot more influence and control over what happens to them than they think like, and it helps them to start connecting the dots. Like I didn't clean up, I didn't wash dishes as I was supposed to do. 

I didn't put my toys away and that's why we didn't, we weren't able to go to the park or we weren't able to do something. And conversely, wow. I got up this morning, I got dressed quickly, came downstairs and I had time for, I had time for breakfast. Like, we didn't have to rush out the door with a pop tart in my hand. I was actually able to sit down and have some eggs and toast and chocolate milk or whatever it is and, or introduce whatever it is that they want. They can see the difference and they can see how, what they do. It's not all about mom and dad making all the rules. They have a little bit of wiggle room. They have a little bit of power.

Laura: Yes, self determination around those things. I love that you're using the word consequence both positively and negatively. I feel like in the parenting world, I don't know if you feel this way, but it gets used a lot too as a euphemism for punishment. And here, like around here and at the balanced parent, we don't advocate using punishment and we don't advocate using consequences punitively. 

But even then, even when we're having that conversation around consequences, really taking a look at, even if we're not meaning it to be punitive. Like how is it experienced by the child? How, you know, how are we framing it in our mind that we're gonna use this thing to teach a lesson versus we're gonna use this to support them in making a good decision. You know, we're so if a child is coloring on the walls, we know, you know, and we don't like that as a parent, we don't, that's not something that we want to happen. 

Some parents don't care, you know, and we're all allowed to have different things that we care about. Some parents don't care about coloring on the walls and that's really fun. I'm not that parent. I don't like the coloring on the walls. And so that lets me know that to set my kids up for success that the crayons have to be put away, out of their reach, that when they're in that stage and that's a consequence, but it's not punitive, it's not to teach them a lesson, it's to support them. 

Carol: Right. And, and what else can happen too is you can show the child how to clean them all. I mean, you can help them, especially when they're younger. But go through the motions of cleaning the wall, like seeing that, you know, we have to restore what we have damaged, what we have harmed. And, and you know, speaking of not having consequences that are punitive and I'm sure you're familiar with the framework from positive discipline. 

You know, where when you are creating, sometimes you have to create logical consequences. I mean, natural consequences take care of themselves and that's great when you can have them. But sometimes we have to set up logical consequences that flow from actions that our children take. And so, you know, if we are careful to make sure that they're respectful of the child, the consequences that we set up, they're related to the problem. So like the marking on the wall, you know, saying, ok, now we're not gonna go to the birthday party on Saturday. 

On that first of all, it's awful ways. It doesn't really have anything to do with the crayon marking on the wall that's still gonna be there, by the way, even if you don't go to the birthday party. Whereas getting the materials to clean it and cleaning it together, you know, you're gonna, if it's a two or three year old you're probably doing most of the work. But for them to see that problems have to be, you know, solved. And then that is really, that's just a valuable lesson for our kids.

Laura: Absolutely. And I love the positive consequences piece too. So when my kids get ready for school with, you know, enough time to go early and play on the playground, they're so delighted and happy. When it's hard to get out of the house, you know, which it is sometimes because we're all human and we all have hard mornings and they don't get that time to play on the playground before school. They're disappointed. And those are, that's like the natural consequence, right? 

So I love that you mentioned the natural consequence. I think lots of people think that logical consequences are natural consequences, natural, right? So natural, you know, just for everybody listening, a natural consequence is one that takes no outside parental intervention at all like to happen. Like it doesn't, you don't do anything, it just happened. So if a toy is left on the floor and get stepped on the natural consequences, it's broken. The logical consequence might be that the child saves their pocket money to replace it, you know? So… 

Carol:  Right. And I want to make sure I add the other hours that, you know, it's reasonable related, respectful and teaches responsibility, teaches ones responsibility and I, and I,  responsible and I like to add that it's restores like, because sometimes, yeah, maybe it's an apology. The consequence could very well be an apology. Like, say, for example, if your child went, all, went into your neighbor's garden and plucked up all of their flowers. Right. Yeah. And something, you know, what can you do, that you can't apologize, right? 

You can apologize. You can maybe help garden next time or whatever, you know. But, even an apology sometimes in some situations, that's it. I mean, because it takes a lot of courage to go and face the person that you, that you have harmed and you know, cause I think sometimes and you probably find this as well when you think about consequences. Parents are worried if it doesn't seem like the child feels enough pain. And it's not really about that. It's about addressing the needs of the situation. It's about that restoration. And so, and sometimes it is painful, emotionally painful, you know? But, and sometimes it isn't but it is still a lesson. 

Laura: Yeah. And, and none of that needs any layer of shame attached to it. Right? Because it's so, you know, for most of us, I don't, I don't know about you but for most of us, the primary way we were taught, the way we learned lessons was through the very painful experience of shame, judgment, blame and guilt. 

And using consequences in the way that you're describing or even just allowing for natural consequences to occur that layer of kind of emotional distress. We don't need to impose that at all. Kids naturally feel the human emotion of guilt. They naturally feel the feeling of self disappointment. They don't need anything extra from us. I feel like, you know, because they're full humans, they have the full range. 

Carol: So not only that when we do add on, that's what they remember. Yes, that kind of diffuses the lesson, the finer point. 

Laura: Right? So the human brain experiences shame and blame and judgment as a form of attack that puts at risk our primal need for connection and it can be very triggering for a child. It can shut down the learning centers of their brain. It can shut down the language processing centers of their brain and the emotional processing centers of their brain and put them into fight or flight, which means in our best attempt to teach them a lesson, we actually create a brain that's unable to learn too at the very same time. So it's super counterproductive even though it's hard to unlearn what was done to us and step in and embrace a new way. It's very hard. But I feel like these five C’s are good for us too. As we do that learning process, as we learn to be more self compassionate, to be more connected to ourselves. Can you remind me of the C’s again? Just list them off connection. 

Carol: Yeah. So there, there's Connection, Clear and concise communication, Compass, Choices and Consequences.

Laura:  Those are, those I think those are so good for us as parents too. I feel like we need those five C's just as much as our kids do. 

Carol: I agree. 

Laura: Yeah, that's beautiful. Thank you so much, Carol. Was there anything else you wanted to share with us today? I feel like we covered so much in such a clear and concise way. It was so good. 

Carol: Well, I just, I would just say again that I just feel like it's just so, such a gift we can give our children. It's a survival, it's part of their survival kit having that discipline because things are gonna happen. They're gonna meet people that, you know, when they go to school, just even going to school, they're not gonna be with us all the time and they've got to have a framework for making some decisions and have the courage in those situations when they don't know exactly what to do to know that they can reach out to someone else. Like they're not responsible for knowing how to respond to everything. 

Nobody does know how to do that. And there's nothing wrong with that. There's nothing efficient about us in that. It's just having the confidence and resourcefulness to go and get help, get help creating a solution or finding a solution or just drawing on past experiences, knowledge, education, whatever it is and bringing that together to solve the particular problem that is in front of them. And I just think that that's where a lot of violence disrespect and all of that just kind of comes back to this thing happened and I don't know what to do.

Laura:  Yeah. And so I'm reacting instead of responding consciously. Yeah. Absolutely. I so agree. And I mean, and I just, I continue to think like our kids are our best opportunity to learn these things for ourselves too. You know, we're all learning how to be better, more compassionate conscious humans every day. And there's nothing wrong with learning this alongside our kids. 

Carol: Oh, yes. I can't remember. There was a book I was reading, you know, a couple of years before I even had children and it said, I believe it was in a book by Norman Vincent Peale. And it said something to the effect that lessons that God couldn't teach you, like you, you didn't get it on your own. A lot of times he'll bring them out through your children. 

Laura: Yeah. Children can be such a wonderful invitation to do our own work. Right? 

Carol:  Yes!

Laura:  Of course. It's, it's there, it's not their purpose or their job, but it's a lovely byproduct. 

Carol: Exactly. I like, I like that. You are absolutely right. Because my children, you know, they're twins, they're not identical twins and they had very different personalities, very different needs and they really pushed me to think differently because before, you know, I had them, I was very, I mean, it didn't change me completely but, you know, things had to be in order sequential and had to make sense and be logical and, and all of that and keep your emotions in check. You know, just deal with them and those two because of who they are, the temperaments they brought into this world. I had to make adjustments quickly. And so, and I loved it. It's been a wonderful journey. I wouldn't change anything about either of them. 

Laura: I love that. I love that you've come to that place of peace with it too. You know, it's funny. I always think like we very rarely get the child we expected to get, but we definitely always get the child we needed, you know, and the spirited kids, I have a membership. And we talked about this a lot that without them, if we had like the easy kids, you know, the easy temperament kids, we would not have done the powerful transformative work that we do on ourselves because we've got these kids. 

These kids are here to wake us up and shake us up and really make us take a look at ourselves and how we view the world and how we show up in the world. You know, the easy kids and they are out there. You know, I can just kind of handle the things. I was one of those kids that didn't force a lot of waking up and shaking up. It all kind of was internalized and they need the change to, they need, they need us to be conscious and aware. And so it's not like just if you've got one of the easy kids, you don't have to do the work.

It's just, it's, you have to be more aware and more willing to look for the work to do with those kids with those spirited kids. Man they're our partner. They really show us where the work is to do. Demand that it be done. Yeah, I love that. Carol, thanks so much for being here with us. I want to make sure everybody knows exactly where to find you, where they can learn with you and alongside you. Will you tell us where the best place to go to, to get more information from you. 

Carol: Absolutely. I am The Parenting 411 on Facebook, Instagram, Twitter and Youtube. And I also would love to invite them to grab a free copy of my book, Mother's Work Pearls of Wisdom and Gems From My Journey. They can visit mothers work the book dot com. 

Laura: Okay. I'll make sure that all of those links are in the show notes. It was beautiful having you on the show. Thank you so much for sharing those pearls of wisdom with us. 

Carol: 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 150: How to Enjoy Play More with Sarah Scott Dooling

We are nearing the end of my 30 Days of Play Challenge. And with that, I would like to thank those who have joined. I want you to know that I am proud of everyone who put in the work to know more about their children through play and made the effort to make independent play better. I am also proud of every parent in this community who committed to becoming balanced.

Alright, now for this week on The Balanced Parent Podcast, we are going to talk about how to enjoy play more, not just with our kids but for ourselves too! We are so focused on parenthood and other responsibilities that sometimes we forget to have fun. And so, to help me in this conversation, I have invited Sarah Dooling.

Sarah is a Registered Play Therapist-Supervisor. She provides supervision and consultation to clinicians who work with children and maintains a small private practice. She also created the Kinship Club, an online membership community where clinicians can learn and experience comfort, connection, and FUN. As the creator of the Parenting Power Hour, a program that harnesses kid wisdom, she explores the restorative powers of play and offers doses of comfort and kinship to parents navigating life in the trenches. Co-experiencing joy, delight, and curiosity with like-minded & like-hearted kid therapists nourish her in the best way.

She will help us learn

  • Play Therapy: What it is, what makes it different from talk therapy, and when to know your family or kiddo could benefit from a play therapist

  • Understanding why it's hard for us to enjoy playing with our kids

  • Deepening connection: How playing less but in a deeper way can help us enjoy "play" more

​To connect with Sarah, follow her on Instagram @healwithplay and visit her website www.sarahscottdooling.com.

RESOURCES:

  • Association for Play Therapy - promote the value of play, play therapy, and credentialed play therapists and advance the psychosocial development and mental health of all people through play (this is a good place to find play therapists when you need them)

  • GoodTherapy - is another place where you can find therapists and counselors, rehab and residential treatment centers, and mental health resources

  • Playful Healing - a program that will help you build deeper connections with your child through play and help them process big feelings during hard times


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 episode of The Balanced Parent Podcast. We are in the midst of our 30 Days of Play Challenge and I'm so excited to have our guest on today. We're gonna be talking about how to enjoy play more, not just with our kids but for ourselves too. To help me with this conversation I'm inviting in Sarah Dooling. She has her master's degree in social work and she is a registered play therapist. Sarah, welcome to the show. I'm so glad to have you here. 

Sarah: Oh, thank you so much for having me. I've been so looking forward to this chat. 

Laura: Yes, me too. So why don't you just tell us a little bit about who you are and what you do? 

Sarah: Oh my God, I'm always like flooded with nervousness when I hear that question and then once I start, I'm like, oh, this feels great, right? Like in the therapy world we don't, we don't talk about ourselves a lot. Hello, I am Sarah, I am yes, I'm a licensed social worker. I currently reside in massachusetts but had been in California for many years. So I held an active license in both states, so still have this awesome chance to work with people in both states, which is lovely. I always say first and foremost I'm, I was a school social worker for 14 years and that I really feel like working in that community with parents and school personnel and kids and is one of my most favorite things is to be on a school campus and just to see the way all those systems interact. 

Families and schools, classrooms. Yeah. And then I noticed when I was working at school, it seems like kids don't get to play that much. I started to notice we gave them a lot. Yes, but in their long school days, they had 20 minutes of recess and even then a lot of times it was structured. I have this memory that stands out of kids playing jump rope and making up this song. That was lovely and a teacher, a great teacher coming up and saying, let's teach them another way to play this. And I just remember thinking, wow, even people with the best intentions were really looking to like micromanaged. Kids play a lot. 

Anyhow, that led me to discover really the field of play therapy in the field of play and how rich and robust it was to learn about play. So I guess kind of did all the requisite credentials and things like that and yeah, I get to kind of make plays my work now. So I work with kids in play therapy. I work with people who are working on becoming play therapist. I love love, love getting to spend time with parents coaching, supporting. Yeah. So I do a little bit of all of that now. But hopefully that answers your question. 

Laura: Oh yeah, for sure, Sarah and you know, I didn't prep you for this. So I hope that that's okay. But I just felt a hit like that, you know, I think lots of our listeners at some point or another are going to consider and think about like does my kid or does my family need play therapy? And so can I ask a couple of those questions before we dive into like the play content just because I feel like that's such a you know, we have you here and so it's such a hard thing to know too. What are some of the things that would let you know that your child could benefit from a play therapist or that your family could benefit from a play therapist?

Sarah:  Yeah. Yeah, that's a great question. Okay, so of course I'm biased because I am a quite therapist. But I would say, you know, you know, it's such a hard time answering these broad questions right in the mental health world. But I'm gonna do it. I'm gonna give it my best. I would say if you feel that your child is would benefit from is, in need of therapy and I can talk more about, you know, a variety of reasons. Absolutely. It should be a play therapist. Are my thoughts, is that it should be someone if your child is 12 or under and that's of course biased. Still play therapists and you know. A hundred and fifty additional hours learning about play and working under someone who's trained as a play therapist supervisor. So to me that just, it just makes sense developmentally. 

Laura: What's the difference between talk therapy and play therapy? And why would it be better especially for kids 12 and under? 

Sarah: We are really getting into it now. 

Laura: Let's do it. I feel like this might be a separate episode. I don't know, but we're doing it. Yeah. 

Sarah: Okay,we make two. So the difference is everything I think. So sometimes when I'm talking about initially with parents or you know, newer therapist or school personnel. I'll say like if I was, if I was in the airport and I was, you know, my daughter was a six, a newly six year old daughter, but, and I had like a 50 pound bag we were taking, I wouldn't ask my child to carry it for me. It's just not appropriate. Right? Like we just wouldn't think of it. So to me, when I hear that question ever of like we'll just sit and have them talk in therapy, like it just isn't developmentally appropriate, right? Like the way your brain grows, right? The prefrontal cortex, it's all the stuff, you know, and I know like a tiny, tiny bit about it. 

I'm certainly not like a neuroscience person, but you know, to me asking a child to go into a room and talk about what is causing distress, pain, suffering is maybe also I'm going to really just like dive into like analogies and metaphors here as much. Then we'll keep mixing them in it. If I was seeing someone as an adult in therapy and I asked them to come into my room and they start with my preferred language is spanish. And I said, well, I'm sorry, I'm gonna speak to you in english, like I would never do that. We wouldn't dream of that. It's just, it's not appropriate. It's not the language they prefer. 

And so play, you know, we say it's a child's first language from the time they're so little right? If you can all remember when her baby's discovered peekaboo and right? Even before then right there they're playing. That's how they come into the world. And that's how they communicate with us, right? If we have a child who recently, you know, witnessed a car accident, like we would be sure we had played cards out and things right, that they could choose to kind of play out and show us how they as adults. What we do is we might go in and want to talk through it. And… 

Laura: What's so abstract? Right? So talk, like talk therapy is so abstract. You know, like meta cognitive process where you're talking about, you're thinking. You're talking about your cognition and children just don't have access to that type of processing. They don't, it's too abstract for them abstract thought kind of really comes online around 13 is when we start seeing it come. And so it makes complete sense that you said 12 and under should be going to play therapy just because they need a more concrete opportunity for processing. And that's what play is right? In the form of play therapist too.

I mean this is I know it's so much fun and it makes so much sense, right? So, I hear that you're saying if you're thinking your child needs a therapist might need some support, mental health support, And they're 12 and under definitely seek out a play therapist. And I feel like I have to kind of follow up questions to that. One is how do we go about finding the right play therapist? And one hopefully that's covered by insurance. And then the other question is, Okay. So just in general, how do we know it's time for our kids to get more support? What is that moment in time where we're like, okay, I think it's time to start calling around trying to find someone for that?

Sarah: Gosh, million dollar questions here. But yeah, let's do it. Your part one is I was making that face. I know people can't see faces in the podcast, but they're like, oh, it's so hard right now with managed care and insurance, Right? Like I feel that and I know, you know, more and more therapists are accepting insurance and so I just, I recognize there's a lot of stress that comes with that. So if you, I don't know if there's a way we could link it somehow for your listeners. But in the Association for Play Therapy, it's A4pt.org. That to me is the best website to go to. You can put in your zip code and they will, they kind of track all of us who are right. 

Laura: Okay. It's a A4. Like the letter four, sorry, the number four, A4pt.org. Okay. I’ll make sure it's in the show notes. 

Sarah: Yes. Yes. Yes, exactly. Yeah. So they have like a pretty user friendly site and you can pop in and see who's in your area. It's not like stature cities are saturated with play therapist. So, that's also a challenge. I think the way to find out, you know, should you be calling around just like finding an adult therapist, right, is calling a few and really noticing how you feel on the phone and that consultation. Right. Do you feel safe? You feel connected? But yes. And okay. 

There's also a wonderful therapist out there who are not officially registered by therapist. I should say there are lots of therapists who are beyond the journey to becoming a registered play therapist. I see many of them for supervision and they're brilliant and wonderful. So the ideal I would say is seeing someone who's a registered play therapist. But certainly, you know, if you're shopping around, I love goodtherapy.org is my favorite site. I think they do that. 

Laura: I think they have the best. 

Sarah: Yes. No, not review so much. But like if you're searching in your zip code in your area, I prefer it to psychology today for lots of reasons. So if you're looking around and then I think, they allow you to. Therapists can share more about themselves. You can really get a feel for the therapist. So you'll find people on there who will say they work with kids and I would say of course, call them to be curious. Do you… have you.. Do use play therapy in your work. I would ask if you're looking for a therapist for your child. I would absolutely encourage you to ask that question. Hopefully that's helpful. 

Laura: Yeah. And I just want to mention to you that I know that for folks who aren't in the therapy world, the letters behind names can be confusing, but they're…

Sarah: So confusing. 

Laura: So there's a lot of like there's a variety of people with certain degrees who can go on and become place therapist. So you might find someone with, I see staff has licensed clinical social worker, a licensed clinical psychologist, licensed clinical or licensed counselor, licensed psychologist and a licensed american family therapist and LMFT. And so there's a variety of letters behind names for people who can go and get a kind of a certification in play therapy. Okay. Okay. And so then now the big question of what is it enough of a red flag? What is enough of a struggle? I know how I would answer this question, but I’m just curious.

Sarah: Oh gosh, now I feel like there's a right answer because I think you're so smart and you're gonna know the right answer and that 

Laura: There isn’t really a right answer, but there isn't, it's really not the right answer. 

Sarah: There isn't really a right answer, everybody. There never is, right? When it comes to our kids, especially. I mean the first thing that comes to mind, as you asked, it was always found in all of my work and in my personal life, parents know their child the best. You know your child better than anyone else. Sometimes I think we have a gut feeling and we need to listen to that. So I would just put that out there right. Like maybe there's not a measurable or quantifiable experience, but you're like a consultation with a therapist and initial session doesn't mean you're locked in, you know, to any kind of long term treatment. I would say if it's impacting functioning right? Like if it's impacting function, if you, if your child is having a really difficult time isn't able to go to school, you know, sleeping deeply impacted. Of course you're also maybe consulting with the pediatrician, but I would say like the, is it impacting family functioning in a way that's causing significant distress that's like so ambiguous, I recognize, but also like each family unit, I think just knows their unit the best. Tell me what you would say. 

Laura: No, no, I completely agree with you. And then the only thing I would add is that when it comes down to it, you know, what would be so wrong with your child having positive experiences with a mental health professional early on? You know, most of us grow up and end up needing to go to therapy at some point in our lives or another, and there's barriers to that in stigma. And wouldn't it be so lovely if we raised a generation of kids without that stigma who didn't already have it by the time they were 10. 

Because, you know, they went through a hard time transitioning and had access to support, you know? And I mean, and during a particular time in their lives, you know, like it just, I think it could go, I think that there's just, you know, there's this… I think that in the world of folks who aren't in therapy and even some of us who are therapists, because I know I've actually been caught up in that kind of that thing. Well, it's not bad enough to go to, you know, I've had that thought before and I know the truth, you know? You're having that thought, that probably is an indication that it actually is time. 

Sarah: Yeah, that's beautifully said, and, you know, it's just what popped into my mind, as you said, it was this reminder that we are all, well not even coming off of still kind of living through, especially in these winter months, the effects of the global pandemic, you know? Our nervous systems have been hyper aroused for years at this point. Our kids are and have been deeply impacted by that, you know, from the top of their head to the tips of their toes, you know, like mind body spirit, all of it. So I absolutely, yes, I think this is the time where it's hard to think of yes, how it wouldn't benefit, you know, I think especially in play therapy, the focus just yes, on emotional literacy, right? 

Like, yes, we wouldn't it be great to just have a generation of kids who can talk about their feelings and you know, it kind of expressed some of what they've been living through. You know, they've been witnessing the adults in their lives also be really unsettled and scared at times and I think that's really left them shook. And that will manifest in different ways. So I love that. And I think we played especially another plug or just all gifted child therapist is you will be such a part of that, you know, adventure that it isn't like your kid goes in the office, the door closes, they come out 15 minutes later and you're really not sure what happened. Like find a therapist who wants, like you are the most important intervention as a parent, you know, find a therapist who you feel really good with and who, you know, you're such an important collaborator in there. 

Laura: Yeah, yeah, that's definitely something that I teach in my, my program playful healing is that ultimately parents are very well positioned to provide a lot of healing opportunity for play, like a lot of healing play for their kids. They have something already built. They have a relationship and attachment relationship with the child that's already there. And as the prime context for healing. Parents have just a lot of power. Yes in that way. Yes I love that about when play therapists involved families. It's so important. 

Sarah: Yes and if you're not involved you can ask to be more involved. You are a vital part of that experience. 

Laura: Absolutely. Okay so after that detour Sarah I appreciate you kind of going there with me…

Sarah: I like doing that together. 

Laura: Well, so I do want to, I'm kind of what we were thinking about talking about today then it was about kind of enjoying play. And so I think that there, I hear from a lot of people that they just don't like playing with their kids. That it's mind numbingly boring that it's just not enjoyable. They have things they'd rather do if they were gonna sit and relax. It would not their idea of a fun time would not to be played with their kids. And I feel like I would love to just dig into that. Like why do you think that is? Why is it so hard for some of us to really enjoy playing with our kids? And I also I also feel like anyway go ahead we'll go we'll maybe go a different direction in a second. My ADHD brain is bouncing around right now. 

Sarah: It's hard and it's hard not to when play comes up. Okay. Yes oh my goodness I just want to really empathize with that. I know you, I was sharing with you earlier when we were talking that I have all the stream and guilt I carry because I, you know like endorse play and promote it and it's you know my instagram account to deal with play. And my six year old still wants to play with me at the end of my work day when all I've done is talk about how important play is. And I can feel myself like irritated and like not wanting to, right? And like this is what I do. So yes I feel this, I do. Part of it is you if you're listening to this and you're a parent, a caregiver you're exhausted like your bones are tired, brain is tired. Like think of what you've lived through the last few years, you know you're working your caregiving full time but whatever it is, you're exhausted. 

Laura: So many roles, so many roles that were carrying and juggling right? 

Sarah: Exhausted doesn't do it justice right? So then yeah and then it's time maybe you've worked 10 hour, you know our work day, we're all working too many hours a day and you sit down and your kid is you know making you full of like pretend pasta and hands it to you like an actual memory I have and you're like pretend to take a bite and you're like oh that's delicious right? And your kids like, no, it's hot, it burns you and you're like, oh, I can't get anything right. It's like, this happens a lot too. Is your kids are correcting your right? Like you're not playing like to play and I would love it if we can tag that goes back to at some point cause there's like some really easy tricks to work with that. But I think after a long workday and just like this huge level of exhaustion that's frustrating, right? And that's hard. You can't even get that right, right? You've been giving all day. There's so many reasons that.

Laura:  Yeah, well, so the, we, I actually covered a lot of that piece of it in the episode that will come out right before. So if you missed that episode, go back and listen to it because it is a big learning how to play in a way that's enjoyable for your kids will actually make things more enjoyable for you because we don't like being corrected all the time. And what's beautiful that is, if you're playing in the right way, you can just release any of that and they'll just tell you exactly what to play and it's so much easier, right? I do dig into kind of the tracking and reflective listening and stuff in that episode. 

Yeah, yeah, I want to just highlight this kind of this shame and go, I want to like pull it out there because I think people get the idea that there are some people who are just good at playing and who just like it and then there's some people who aren't and I don't think that that's necessarily true. So when I was a babysitter, you know as a teenager, when I was an aunt before I was a mom myself, I loved playing with kids. I also had way less responsibility, way less attachment to the person I was playing with, way way less response, perceived responsibility for that those beings happiness, you know and you know there was no social pressure like if the kid I was babysitting had a tantrum. 

No one was gonna lay me for it or you know look down on me, there's just there's just so much less on us before we become parents, you know what I mean? And then there's also this like there's just this social pressure out there that we are supposed to just love playing with our kids and play with them a lot and I think that that's really new. I'm kind of curious Sarah, do you remember playing with your family? Like your family growing up, remember like playing with you?

Sarah: Oh that just gave me like a wave of some kind of feeling. I'm not sure how to name it. It felt something there. Funny. The memory that's popping into my mind as you asked that, is that my dad would take my sisters and I, there's three of us up to the high school in our small town where all the busses were parked and just like left open and just let us like run on the busses, like wild people, which of course is like so much liability, right? 

Laura: I loved that though.

Sarah: They're great memories, right? But now to me as a mom, it makes so much sense that like at the end of the day, my mom was like, hey come, you know, I can conceptualize it differently. So that memory stands out. I think early early childhood memories, but I had an older one sibling I was really, really close with. So no, most of my memories are my sister and I have an only child which someday if we could ever, I would love to like the pressure of playing if you haven't only anymore. I don't mean to at all. You know?

Laura:  It definitely is. My friends who have only like the pandemic was living a nightmare for them. 

Sarah: Yes. And how you, like how do I how do I teach independent play? Right? Only child anyway, another another time. But no, so I have great childhood memories. But no, I do not have and I hope my parents don't listen to this. You know, massive amounts of memories of this like super engaged play. And I had a great childhood. 

Laura: Yeah. So where do you think that this pressure comes from for us to play with our kids so much? 

Sarah: Oh my goodness, what a great question, because we do. I feel it all the time. I mean, I don't know if it's within the I don't know what would that be so curious if your listeners were able to like jump in and share here. But I think as someone in the field, if there's a ton of it, so I think as in like if you're in the childhood, early childhood world. I don't know that we shame each other. I think we try to support, but it's there like it's like I know too much, like I know how helpful play is and I'm like, great now, I know she really needs it. So I gotta keep doing it.

Laura:  I know, like the ignorance is bliss kind of thing that, I think that if you are in any realm, like if you're attempting to improve your parenting at all. One of the very first earliest interventions that any parenting coach or educator out there is teaching you is to play with your kids. And of course that's wise because play is where connection happens places. Where emotionally processing happens, places where kids feel seen and heard and valued. Of course play is valuable. But I do, I agree there's a lot of pressure to be playing with their kids and I'm kind of curious about as a play expert, what is your like, do we need to be playing with our kids all the time? 

Sarah: No, because we know I don't believe, right, parents are the most important intervention in the child, you know, healing and growth and development. Parents need to have their oxygen mask on first. Right? So parents, and if there's this massive amount of pressure to be playing all day and not rest. I know that there's so little resting happen, but not restore and not space out. Maybe looking at your phone for a few minutes, right? Or whatever it takes that's going to impact your ability to show up. So I, I think as a child therapist, I would certainly rather and I know we're looking to a different direction with you, but like I try to work with parents on like a robust shorter amount of time. 

Could we commit to like a 10 minutes? Where you're just all in because you were just like killing that bank account in a different way. So it doesn't have to be. And I think to work on some sound bites that you can use when your child asks because I think it pushes, pushes such a button for me, right? When I hear those sweet words like, will you play with me right? And it just stirs up so much like of course I want to and oh my gosh, like am I ruining her if I don't, but I really want to get dinner done and so like how to lie spot that. You know, take a breath. Like some ideas of what you could say that are, you know, like restorative and supportive of your child. Anyways, the answer is no. I do not think we need to be and I need to hear that advice because I also am a victim of putting that pressure on myself. 

Laura: Okay, so listener, dear listener, you have to play experts in your ears right now, telling you, you actually don't need to play more with your kids. In fact, we're advocating spending less time playing with your kids, but making that play time that you do spend with your kids really deeply nourishing to your relationship and to their mental health and their emotional health and their physical health too. You're roughhousing, it's good, right? So, we're advocating is that you not play more, but you play deeper, smarter, better in a way that's really restorative to them.

Sarah:  I love that. Yes.

Laura:  Okay. And so those are I think that those are things that we've talked about elsewhere, how to do that? But I wanna talk about for a second, why this idea of playing less, but in a deeper way, can actually help you enjoy it more. Why do you think it could ? Can you see it helping you enjoy those 10 minutes more? Why? Why would it be more enjoyable from your perspective? 

Sarah: I mean, initially, I think it's like, you know, going into it. So, if you have, you know, a visual timer, however you're doing it, it's contained right. It's not like how am I going about this? It's like, I know that it's this amount of time, but I just think there's like relief that comes in knowing that I also think the same way, I think this is just as human that's based on no research, strictly anecdotal, that like we can get into a place, we see kids do it all the time and we try to pull them out of it, right? Like you've seen your kid and I don't know, like take a minute here, hopefully you can call upon this if you're listening, like when your kid is in the zone.

Laura:  Hopefully they've seen it a lot because that's what they're doing this play challenge. So hopefully they've seen that zone a lot with their kids.

Sarah:  So they're in that zone, right? And so we try to really like, okay, we have to go right now. Yes, I think we can get in that zone with them so we can get into it. And so I think it becomes enjoyable because, you know, like I'm dipping into this and I'm staying in it, you know, for this many minutes, it's not that like one foot in one foot out, right? That often, like, yes, like your phone is not there, nothing there. And so it's it's so hard to get into that zone with all that distraction and I felt myself doing it this morning and my daughter was so happy. We were looking at this book and I just kept checking my phone. 

My sister called me back yet has this right? Until like, so I had to like move it physically and I knew like, okay, this is like a 15 minute dose that we're doing right now. I had to remove it, but it was like one foot in, one foot out. So if you know, you're just diving in with both feet, you know, it's contained in that way. I think there's some awesome inner child stuff comes up, especially if you're using the skills that you had talked about right of like, I don't have to guide this. I don't have to leave this. I'm just a participant. My child is the director. 

Laura: Yeah, Yeah. And I think too, if we come from that place of, okay, so we've minimized distractions. Our goal here is not to entertain our child, but to connect with our child. So we're gonna come and come in with full presence. And then coming from that place of really like marveling at them or really understanding, like I'm going to get to know something new about them right now kind of bringing that beginner's mind to the way we're going to be with them. 

That curiosity that just that delight, that kind of reveling in them. That makes it so much more fun and that like that, learning to delight to savor. That's a skill you can learn, right? That's a cognitive perspective you can put on with effort, you know, it's not something that people are just naturally good at it. I mean, I think some people are more naturally inclined to that, but it's definitely a skill you can practice, right? Yeah. 

Sarah: I think yeah, if you’re naturally good at, if you, if you receive it like if you're an adult who received it as a child, like all the way through, right? But that's just not the case for all of us. But yes, I absolutely believe, Yes, we can learn to do that. Just I love delighting in them. Yes. What that feels like as an adult? I feel like someone who delights in you or that you just light up the room the whole time you're with them? Yes. 

Laura: Yeah. Yeah. Short first. Yes. So I feel like there's a few things I don't know about you, but there's a few things that when I'm struggling to kind of get into that mindset with my kids that I do, that allows me to kind of drop into that space. Is there anything that you do as a therapist that helps you like, you know, because we face that we have to kind of shift to a new client and are there things you do in your head to kind of get you there?

Sarah:  With my child, not with client?

Laura: With your child or with a client, whatever, you know? 

Sarah: Yes, clients thinking about them before leading up to it. So like, really, I think I heard speak about this on a podcast, like the brilliant about like just really spending time thinking about and picturing like how does it feel to be with this person? So you can, with your child.

Laura:  … with your child too. You can be thinking about, okay, so today we're gonna have, you know, my kids on their way home from school, the other parent is bringing them home there. And when they get home, we're gonna sit down and have our special playtime and just be thinking about them. What were they doing all day today when they get home? I'm gonna see their little smile, you know, really like kind of preparing yourself for their presence. 

Sarah: Yeah, I love the way you translated it to our kids. I'm gonna use that. Yes, I do it so often with work. Yeah. So just, yeah, exactly. Like kind of daydreaming, I think I have a couple of answers for this, but more is starting to notice what type of play helps you come alive a little more as like a parent and a caregiver because there's certain things that my daughter picks. I'm like, like puzzles just aren't my thing. I mean, I'll do, I'll do it because it's great for executive function, right? And I see all the benefits, but it doesn't, but like last night her grandparents brought her the old old muppet dolls.

I was like, oh, you couldn't, they couldn't see them anyway, but that they, that my husband had had from when he was a kid. I know there's like, right? Like it was like Kermit 40 years old, like amazing with all the clothes we could dress them up in and I as soon as I saw them was like, I just felt something like we're going to dive into that later. Yes, thank you. Right? So I I would say notice. not, not that your child only right needs to play what lights you up, but just start to be curious about it and be transparent with your child about it. Like, I mean, I think it's fun for them to see like, oh, I just love when we did our together that day. Something that just felt so good if you, you know, that's just like a lovely like loving comment to make and but your child is gonna like that seed is planted and they want to do things that you can both enjoy, right? Like co experiencing that joy and delight. 

So I think you have to kind of be in it. I think I say the same thing to play therapist, like if there's a toy that drives you bananas and you just like dread it when the kid picks it. Like get it out of your playroom like it's probably not gonna be, you know, great work is not going to come out of it. So start to, you know, like I know something different happens with my daughter and my husband are using like, mastery toys and they're building blocks, like something really beautiful is happening. So I would say pay attention and just be curious about that. And so if you feel like maybe it's a struggle because you just like, really don't enjoy art, like maybe make a suggestion. Like, hey, I've been really thinking, I want to try, you know, that new, then we just got Candy Land, let's give it a try. Like, I think, I also think it shows like a different level of investment that kids can get excited about and I think it's just easier for you to show up and be present when it's something that you are genuinely enjoying playing. 

Laura: Yeah, I like I really like that and appreciate that it's okay to, you know, you saying that it's okay for us to decline playing with certain things. Like it's okay for us to have boundaries. I think it's important for us to recognize like, who is this play for? What is the purpose of this play? Is it for my enjoyment? Is it for our, you know, our relationship. I know that this comes up a lot when when we're thinking about, so some folks in our community, a lot of their kids play happens on screens and parents aren't interested in Roblox or Minecraft. 

And there's a play, there is room of course for you having your own interest. There's also room for you setting aside kind of that what really, you know, and learning how to delight in something that delights your child, learning, learning, getting just really curious at what is, what is my kids so into this? Like what is lighting him up or her up about this? You know, just really just getting curious about, like, so even if it's not something that you that lights you up. 

Being really interested in what they're clearly doing, you know, if they want to play roblox, you know, five hours a day. There's something happening in there, but beyond just the psychological design of the game, you know what I mean? But there's something happening there, what is it? Get dig in there with them, get really curious, sit next to them and watch them. And still take on that marveling quality of like, wow! You know, when you, they first started playing roblox, they don't know how to do these things. I don't know how roblox is played because my kids don't play it. 

So I have, I have no idea how, what it is, but you know, but just I'm sure that there's improvement over time and you can marvel at those things with your kids, you know, when they can teach you how to do it. I think that it's really important to have a balance between those boundaries around like I have 20 minutes of roblox in me a day. You can't do it for an hour. You know, but for 20 you know, or for 10 minutes maybe it's 10 minutes I can really listen to you talk about roblox, you know? It's okay to have that balance of boundaries for yourself and just understanding that you don't have to be interested in the thing, you just need to be interested in the child.

Sarah: Oh, I love that's such an important point. My goodness. That is so beautifully said. Yeah. And I just like imagining now like if you're consulting with a parent about that, right? Like and who is this? This burst of play for and I love like having like a nice balance of that, like this is for us to co experience joy and delight and you know, we're gonna, let's have a list on the fridge. I think we both love playing and let's pick one and right, but then yes, here's this other window where hey, I recognize this is something that you really dig. This really, you know, fires you up and I want to be curious about it. Oh, I love that, I love that. It's just like clean and like discreet, like think of it in these two ways. Yes, parents, that is great.

Laura: Another thing that helps me kind of drop into that kind of, that marvel that delight with my kids is thinking about to, like two years ago, how would they have played with this object and how are they playing with it now. So like when my kids get out something like magnet tiles that they played with since they were 18 months old, you know, and now they're 10 and seven they played with them in such different ways. They use them in such and it really allows me to marvel like it's no, you know when they were three, it was when they got them out, it was near constant tears as they collapsed and when it stand up and they tried to build things that were physically impossible, you know, and now they don't do the physically impossible things. 

Or they, you know, they have creative ways of using other materials to get their creations to stay up. It's just it's beautiful. And so really like tuning into their growth helps me a lot because I find child development fascinating. You know, I have a friend and a client who's in my membership who feels that way about their art and so she's always able to find marvel and wonder and delight in kind of thinking about the progression of their art development. She's an artist, you know, I mean, so there's a I think that there's a way in for each of us, we just have to find it, you know? 

Sarah: Oh I love that and there's all these different suggestions now I'm picturing this all written on it like a nice list can help you when it's time. Yes. And as you were talking I just had this thought because my child, told my child just turned six yesterday, so I'm like flooded with nostalgia right? And like remembering like six years ago today and I kept thinking, oh my goodness, she couldn't hold her head up this human, right? They can't even hold their heads up and then they do. And then like yeah, really? It's such a beautiful suggestion. I'm going to use that as soon as my child returns for adventure today. And like, yes, and when you use the word marvel, it really does that like what their bodies and brains have been able to accomplish right in this short amount of time. Yeah. And to see how that plays out. That's lovely. I was thinking of the other one that I have to use, this is just not as beautiful as yours, but it's very concrete and it's what I use when I'm like last night I was gonzo. 

And I was like pretty, you know, pretty into what we were doing. But I felt a thought come up because it was we had had a birthday party that day, so it was like really messy, right? I'm like I'll just get up and clean this. And I have to say to myself, not now thoughts, not now thoughts and I just have to do it every time it comes in right? Like the spirit of mindfulness. But it helps me when I know this is a protected time. Right now I'm in the middle of a protected. I picture like unzipped, right, like another world and we've like been like for this long but not now thought? When you know that I'm committing, you know, to 15 minutes here, I'm committing to whatever it is. Just not now thoughts. Doesn't matter if the President of the United States calls like we're busy. 

Laura: Unavailable. I love that. I think being having really good internal boundaries, boundaries, good, healthy self talk, you know, with us, being able to be kind like it makes sense that you would want to be cleaning up because you know. I mean and there's some of us who can't get into deep play if the tidying, you know, things haven't been checked off the list and there's that's okay too. That's like that's you know, I feel like there's so much, you know, it feels sometimes as parents, there's like no matter what we do, someone's gonna be critical of it, you know? And so then there's this place of just kind of accepting yourself, you know, I'm just slowing down saying it's okay for me to like to have a tidy home before I play. I'm going to give myself five minutes of tidying and then 10 minutes of playing and then five minutes, you know, and just okay to have those boundaries and flexibility.

Sarah:  And I know you're learning the, you know key phrases that work for yourself about how. Because I think that guilt comes up again, right? Like I should be playing, I should be of like ways that you can help your child to like, oh I'm struggling. You know, I really want to get this done first. So I'm gonna, you know, set the timer and do this or you know that it's just I think if we're just, if we're, I find, you know when we're like transparent with our kids, right? And that like loving, you know, respectful, authentic way they're pretty awesome. Not I think they tried. They're almost yeah. So well,

Laura:  I mean especially if you are really honest and authentic and say, you know, look, sweetie, I really want to have that tea party with you. But if I do the tea party right now, I'm going to be thinking about that dish full of, you know, that sink full of dishes over there, and I want to enjoy the tea party. So let's get the dishes done, you can help me And then once it's done then I can be fully in the tea party and I think like that's beautiful modeling for our kids is really important to model that sort of thing for our children. 

Sarah: Yeah. And like some of that inner conflict, right? Like to name that like I feel so torn right now because I want to do this and I also feel like I need to do this and take a breath. We can work together. 

Lauren: Yeah, I love that. Well, thank you so much Sarah, I feel like we covered a huge range of topics here. If the listeners want to find you and learn more, where should they go? 

Sarah: Oh please do. I would love that. You can find me on Instagram @healwithplay. I would love to see you there. Yeah, that's the one stop. 

Luara: Okay, I'll make sure that that's linked in our show notes. I so appreciate this and I hope that we can have more conversations in the future. All about play. It's so fun to geek out.

Sarah:  Well, thank you. Same to you. 

Laura: Okay, so that was such a good interview and I so appreciate the opportunity to discuss how we can go about enjoying our kids play more. And if you were curious about those skills that you can bring to your children's play, that not only allow you to enjoy it more but allow them to get more out of the play so that it's more restorative and more connecting So that they can feel seen heard and valued in those kind of short snippets, I would really recommend you checking out Playful Healing. Playful Heaing is an eight-week course that teaches you how to hold 20 minutes healing play sessions with your children. 

And it's not even 20 minutes play sessions a day, it's just 20 minutes a week. I teach you all of the basic play therapy skills that we mentioned today in this episode and the episode last week. It's included in My Balancing New Membership. So the membership is available to you when you join, you get all of my courses, you can choose to work through them at the pace. That's right for you and you can ask questions in our weekly office hours. So if you are wanting to learn more about this, about Playful Healing, you can check that out at laurafroyen.com/playfulhealing. or you can just join the membership.com, membership and get started today. Right? Right.

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 149: How to Build Kid's Resilience with Structured Play w/ Dr. Deborah Gilboa

We are now halfway through our 30 Days of Play Challenge. For the past few weeks, we've talked about unstructured, independent play and its wonderful advantages it has for kids. Today, I want to give you a full well-rounded picture of how play can help support your kids, and how you can harness the power of a specific type of play, "structured play" (think games with rules someone else made up), to encourage 4 skills that are key to building resilience.

To help me in this conversation, I have brought in Dr. G (Deborah Gilboa, MD). She is a board certified family physician and Resilience Expert. She works with families and businesses to improve resilience and strengthen mental health. She's currently working with ThinkFun, a games company, and the larger toys and games industry to strengthen kids' mental, emotional and social health through play.

She will help us learn:

  • How toys and games can help build resilience

  • Four specific resilience skills that can be taught to children through play

  • Structured Play: Benefits, and how it can strengthens kid's mental health

  • Other resources available for adults at home and for educators to help protect and strengthen kids


To connect with Dr. G, follow her on Instagram @askdoctorg and visit her website www.meshhelps.org.

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 The Balanced Parent Podcast on this week's episode we're going to be talking with a doctor about the healing benefits of play. Now, this podcast is coming in as a part of my 30 days of play challenge and we've spent the past few weeks talking about unstructured independent play and the beautiful benefits that it has for children. I want to give you a full well rounded picture of how play can help support your kids. So I'm bringing in Dr. Deborah Gilboa, Dr. G, to talk with us a little bit about how we can use play in a very specific way to support our kids. Dr. G, welcome to the show. Why don't you tell us a little bit about who you are and what you do? 

Dr. G: Thank you very much for having me. I want to say right up front, if you are a parent, like I am and I have four kids who listen to that, you thought a very specific way. Are there rules? I don't have time for this. I'm stressed about this already and I just want to point out that what we're gonna talk about is specific meaning, the kind of way we tend not to think about how valuable play is. It isn't that you now have to take out a piece of paper and a pen amidst everything else you're doing and write down a series of rules. That's not what we mean by structured. 

So okay, who am I? I'm a family doctor, an MD. I see patients in the office. I'm also a mom of four boys, six years between the first and the last and I am a resilience expert. I've spent the last decade researching what it means for people to navigate change and come through it with their mental health intact. That's what resilience is, it's the ability to navigate change and come through it with intention and purpose toward your goal and how we teach that skill to children. Which is I think why I got a reach out almost a year ago, from the toys and games industry. And that's how I got into this area in particular. 

You know, I've played with or tried to avoid playing with my children over the last 20 years, maybe an equal measure depending on what else was on my to-do list. But in terms of my focus on it, the toys and games industry, one particular manufacturer in that industry came to me and said, hey, we think we're, we could do a better job meeting where parents are now. We are hearing that parents are much more concerned about their kids' mental health than they are in their stem skills, their ability to get into college by playing with our toys. So what is it that parents, what is it the kids are really going through, what do parents and educators and grownups at home need to be able to help them? And how could toys and games play a role? 

So we dove into the research and I helped them by first off creating a white paper and I won't go into it, I promise. But we can give the link if it's for people who like that kind of thing in your listenership. Totally. We created this white paper outlining where kids' mental health really is and you know, that kids' mental health was struggling and on the wane for a decade. But the pandemic really, well the way I think about it is turning on the lights in a kitchen that has cockroaches made it a lot more apparent what was going on and worsen things as well. So we're seeing more mental health struggles in kids, especially during the pandemic. And then we discovered through our research that in the toys and games industry, mostly toy manufacturers and retailers have been just trying to create comfort items for kids. 

More plush toys like squish mellows and more fidget toys. And those are really valuable for helping people recover in acute stress. But what they don't do is teach skills and a lot of games, especially about toys too, they’re really pride themselves on teaching skills and it's what they're really good for all kinds of different skills that might be math skills, but it's also cooperation skills and communication skills and perseverance skills. And so they wanted to know what do our games already teach and what could we design toys and games to do, that would not just help kids recover, but would strengthen them. 

Really give them the skills they need for whatever is coming next. I won't drag you through all of the research. But what it comes down to is kids can learn the skills that make them more resilient that help them to bolster their own mental health and they can do that through play some of that debt you've talked about in your series on unstructured play because they learn to fend off boredom. They become more creative. They have to communicate with others if they're playing with anyone else, they have to. But the skills that we really focused on work for. 

Laura: Okay, good. So these are the four skills that

Dr. G: Four skills that you mean, that we have research to show that you can use play to build these skills in your kid. 

Laura: That you need more resilience that helps you more resilience. 

Dr. G: Strengthen your mental health for future challenges. Okay, the first is storytelling. So every time, I find this really encouraging because the number of stories that my kids have told me about Pokemon characters and magic, the gathering and obscure Youtubers that I haven't totally followed. It turns out that just them telling those stories is valuable. So if your kid picks up official price and while you're trying to cook dinner and goes, (babbling)  they are building a skill because storytelling is the skill that kids turn into self-advocacy. The ability to go to an adult or appear and say this is what's happening for me. 

This is how I feel. This is what I experienced. This is what I think happened to them. This is why I need help or this is why I don't need help. Self-advocacy and storytelling strengthens kids and protect them. That's one. Beautiful. The next is problem-solving and I don't think it surprises anybody to know that it helps our kids learn problem-solving, but here's at its base how it really protects kids from future distress. When kids see themselves as good problem solvers, they are less overwhelmed by challenge. Not overwhelmed. I learned this, anecdotally I learned this lesson in a really funny way when my third son was in kindergarten. He came to me on a Saturday with this kitchen tool that's like it's a plastic handle with a wire mesh basket on the end. 

My people use it for getting matzo balls out of soup. Okay, so you can picture what I mean, I hope he brings this to me and he says mommy, how do you clean this? And it looked totally clean and I'm the mom of four sons. So I was instantly suspicious and I said why do you need to clean it? And he said, oh my favorite lego fell in the toilet. But Miss Dewitt says I'm a problem solver and I was like, okay let's solve this problem with bleach but way to go because this kid, a few months earlier, if his favorite lego fell in the toilet, he would have just dissolved in a puddle of tears and like gotten flushed down with the lego, he would have not handled that distress well at all. 

So a parent-teacher conferences a couple of weeks later I said to Ms Dewitt, his kindergarten teacher, I told her the story and I said how did you do that? And she said, oh that's no problem. She said I can tell you exactly what I do. I have 27 kids in my classroom, they bring me 482 problems every 12 seconds, I cannot solve them all. So I have a habit which is, I look around and if everyone's conscious and nobody's bleeding, I say well you're a good problem solver, what do you think? And then I go back to what I was doing and she said and by around October or November they're bringing me fewer problems. 

She said as a matter of fact, just last week I was at the art center and there's a big crash across the room and I look up and everyone's conscious and nobody's bleeding. And I hear one kindergartner say to another, well what good problem solvers, what do you think? And like that was the moment where I, as a parent realized that my goal isn't to solve my kids’ problems, it's to teach them to be a good problem solver. The research shows that when kids know that they have some experience problem solving and they feel sort of competent at it in some situations when they face a problem they're less likely to totally melt down or they recover faster from that meltdown.

Laura: And okay, so let me just dive in right here because lots of the folks listening adore problem-solving with their kids and definitely want to raise problem-solvers. So how does that skill get taught through play? What, can you give me some examples? 

Dr. G: Yes. So, okay, I'm not going to be able to rattle all these off and now I'm embarrassed, I might have to pull up the website and read you some, but we made a grid. We said, okay, we're talking now about kids 3 to 13 in this research and in this initiative, and if I can just make a plug this, all this information is available on MESH, which stands for mental, emotional, and social health, meshhelps.org. So we made a grid and said developmentally 3 to 13 is big. So 3 to 6-year-olds, 7 to 10-year-olds, and 11 to 13-year-olds for neurotypical kids, those three age groups. 

And for each of these skills, the two we've talked about in the two I'm gonna mention, we have examples of toys and games from a variety of manufacturers that teach those skills either because they were designed to, or they happened to. This fisher price, they designed their toys to teach kids creativity and storytelling. That was their purpose for sure. But it turns out that that's not why Pokemon designed their cards, but it turns into there's a lot of storytelling that goes along with playing Pokemon. 

So it may have been intentional, it may have been accidental, but we identify lists of toys and games that teach these skills. The two others just really quickly. One is progressive challenge over the course of play. That teaches more than anything, perseverance and self-regulation. And so progress, any game, any experience that like learning to play the piano that has progressive challenge gets harder as you go. That is something that strengthens kids, mental health. And the last thing and this will go to everything you've talked about, I'm sure, and that is any experience of play that draws a kid closer to their adults. There in the playing of it or the telling about it afterwards. Even if you set your kids on a scavenger hunt for all the missing socks in your house while you vacuum. That is a game that will bring kids closer to their adults because they're, you're running the game. They're coming back to show you every disgusting crunchy balled-up dog harry socks. 

So those four skills, toys, and games, not to say you can't learn those skills through unstructured play, But I want parents to know two things. One, if I'm gonna sit down and play a game with my kid or I'm gonna purchase a game or a toy for a kid that I care about or I'm going to suggest that they go do this. Which one should I aim them towards? How do I talk to them about it during or afterwards to strengthen that skill and that some of the resources on this website is we created lists of questions parents can ask after a play, like you went to a play date and they say, you know, we played, I'm trying to think because some don't build these skills by the way. 

Like games that are super random like chutes and ladders where you're spinning a spinner and just moving your, they may be fun. I'm not saying chutes and ladders is a bad idea, but it doesn't really, it's not really progressively harder as you go. It doesn't teach a lot of problem-solving. You can only do the same thing. It may teach them self-regulation. It doesn't teach a lot of communication. You can play chutes and ladders and never speak a word to the person you're playing with, right? So, but if they come home and they tell me that they play at risk, which I don't know how that would happen because if you're playing risk, you're still playing risk. It's a 24-hour game, it never ended. 

But if they come home and they tell me they did this thing at school or they played this game with a friend or with this toy, if this gives me some ideas of developmentally appropriate questions, I can ask that will reinforce these skills, that will point out that they learned them. Because the second thing we really wanted parents to know is you don't have to be involved in every play, experience, your child has to be a good parent. And if you're not involved in that moment because you're doing something that pays the bills or organizes your household or gives you a moment of rest, it can still be valuable to them. 

Laura: Absolutely. Okay, so I just, I want to kind of back us up a little bit just so that our listeners are clear. So tell me the difference, just very quickly between structured and unstructured play. And then let's dig into the structured piece of it a little bit. 

Dr. G: Right. So at its most basic, the difference is rules. 

Laura:
Okay. 

Dr. G: Structure play has rules that somebody else set. A lot of time in unstructured play. You'll sit down to play with your kid and they have to explain to you the rules they've made up in their head. I know you have to always have your pinky touching the ground at all times or whatever it is. So you can get rules with unstructured play, but structured, place considered rules that were created by somebody else that you agree to for the purpose of this experience.

Laura:  Right. Or a toy that has some very specific purpose needs to be used in an unintended way. Yeah. 

Dr. G: Yeah. And for that, I'm picturing, you know, a toy where you have to fit where the goal with the toy is to fit the shapes into the correct holes or two, which isn't a game. It's a toy for sure. Blocks. You're either creating, you're creating a shape, whether it's mostly two-dimensional or mostly three-dimensional, there's some structure to it. There are opportunities. I have seen my kids turn blocks into all kinds of things and not just weapons to be involved in unstructured play, but structured play is when there's rules and a goal that's set by somebody else. 

Laura: Right, okay. Okay. And so then what are some examples of kind of maybe if we could do one example for each of those four areas of a toy or a game that parents would probably have easy access to, that they could invite their kids into. 

Dr. G: So I'd love to if you don't mind. We wanted parents who heard about this to be able to start on this tonight. Right. So we created resources in those three developmental groups that I talked about 3 to 67 to 10, 11, 13 for the types of products that build mesh skills. But we also created a list for each about building mesh skills at home. What do you have at home right now? That you could build mesh skills into play tonight?

Laura: Let's go to this. I'm on your website, let's go to the 3 to 6-year-olds. 

Dr. G: I would love for you to pick that age range because I think that's a lot of our listeners. So we said, okay with 3 to 6-year-olds, if you want to build problem-solving and perseverance, you could ask them to sort utensils into their correct spots in a drawer. You could bring pairs of shoes to place next to the beds or in the closet of their owners. You can match kitchen storage containers and lids and then organize it in the cabinet and you might be thinking can 3-6 year olds do that and I can say absolutely developmentally they can and there are games that mimic those things but aren't nearly as useful that exist on shelves right now. 

You could build storytelling by asking your child to make different mood faces. Like ask them to be emojis. That's something that brings even for kids this age often, although it's a little better with 7 to 10-year-olds, you then can take pictures with your phone and then let your child tell you which picture was which emotion. And this is something that can get more and more creative. You can have them make a face like they just tasted a terrible, terrible food or smell the terrible fart. You can make this as silly or funny or meaningful as you want it to be.

And this is, I think it's pretty easy to see how teaching kids to express and recognize nuanced emotion is really valuable to them. But there's some rock-solid research they did where they showed that. And so I'm gonna push on for parents of boys right here. They showed that for the most part, girls could name as many as 50 different colors by kindergarten and 50 different emotions. And interestingly boys could name up to 10 colors on average and only about eight emotions from facial expressions. The more nuanced and more names we give kids, the better job they will do in their interactions with others, but also in their ability to advocate for themselves to recognize what they're feeling and express. 

Laura: That's beautiful. Let me share a couple of storytelling things that we do at our house because the research on storytelling and its benefits for kids is phenomenal and long-lasting. It's so beautiful. So definitely encouraging your family to tell their family stories that helps children have a sense of place and a sense of belonging in a family. But one thing we do at dinner time is we go around our table and tell a story together where each person says one part of the story, one sentence or something and then we build on each other and it's so much fun. 

And it teaches a lot of these skills because sometimes you're thinking about where the story is going to go and someone takes it in a different direction. You have to self-regulate and manage that and come up with a different plan, solve problems. So I, we love doing that at dinner time. And another one that we do is my, one of my daughters, she is sometimes nervous about separating at night time when it's time to go to sleep. She would rather be with us, but she doesn't sleep well in the same bed because my husband snores…

Dr. G:  Nobody does. 

Laura: No one sleep. Yeah, so, so we always plan to meet in her dreams and so we use storytelling to plan out a dream together with kind of three things that we do. She kind of recites it to me and then she thinks about that as she goes to sleep and thinks about meeting me in her dream. So I love storytelling so much. 

Dr. G: That's maybe the sweetest thing I've ever heard. I'm gonna definitely suggest that with my 16-year-old son. I'm kidding. 

Laura: Well, he can meet a friend in his dreams. 

Dr. G: No, he would be like, uh, okay mom, bye. All right. 

Laura: I mean, that probably does have an age limit, but..

Dr. G: Not necessarily. I think especially if you started that as a tradition. My kids definitely let me get away with happy things that I've been doing their whole lives. But introducing them late in the game is sometimes a little here.

Laura:  All right. And so then we did storytelling. What about facing challenges? 

Dr. G: So you can do this in a couple of ways. One of the ones that I like if you don't mind a little chaos in your personal space is have the kids gather up every pillow in the house and then create pillow towers. Now you can do this competitively in my house, I don't seem to be able to do anything that isn't competitively, but you can do it collaboratively or you can do it just be your own personal best. You know, maybe your three-year-old can only stack up three or four pillows, and your six-year-old, that's not fair. They can easily figure out how to stack up more by leaning it against the couch or whatever. So it's not, can you beat your sibling? It's can you do better than you did last time? And the higher it goes, the harder it is to keep it stable, right? But it's a silly thing that hurts no one, it causes lots of giggles.

Laura:  That sounds like lots of fun. I can see that being something fun to, to build a little bit of sibling cohesion, getting it to be a grown-up against kids sort of thing. Getting the kids working together, could be fun too. 

Dr. G: Yeah, absolutely. And then, the last one I wanted to talk about is drawing adults and kids together. I'm just gonna fess up on your play podcast to say that I am not a hunker down on the floor and love playing with my kids.

Laura: None of us are. There are some parents, I'm sorry…

Dr. G: …people who convinced me that they are, but I've also met people who convinced me that they like eating vegan and also that they enjoy yoga and I don't like either of those things. So, you know, I have to believe there are people who feel differently about these things than I do, but there are a lot of ways to help kids feel played with and connect with them that aren't boring to you. The best way is to invite your kids into something you genuinely enjoy. I was most inspired I think actually by me myself, a guy who had taken an old t-shirt, white t-shirt and drawn a cool race track on the back of it and then put it on and laid on the floor and had his kids play cars on his back because then like rest, massage supervision and we're playing together kids, it's great. 

But you can have a dance party, you can play, I spy in a room where you're playing a game with your kids, but also you're straightening up if that makes you feel more calm and peaceful about your space because when they spy something, you play, I spy something out of place. And then you get a point for guessing what it is and the other person gets a point if they can put it away in lots of ways to take the things that make you feel better that you actually enjoy that feel, whether productivity feels good to you or rest feels good to you or whatever the thing is and invite your kids into it, in a way that's developmentally appropriate. 

Laura: Yeah, I love that, I love that spin on, I spy. I know lots of parents feel pressure from kind of, the kind of the way that we're, I don't know, advertised to his parents, we're told from the very beginning that, you know, good parents have messy floors and dirty counters because they're playing with their kids. And I know that that is really hard for a lot of people to hear because having clear counters and tidied floors is what they need in order to be able to relax and settle into play and feel peaceful. Yeah. 

And there's, I just, you know, I might not be someone who needs that, but there's certainly, there's a variety of ways and lots of good ways to be a good parent. So I love bringing that in. I also think it's important that you know, a lot of the way we think play has to happen is by us getting down on the floor and not all of us have the mobility to be able to do that. I spent three years of my parenthood journey, parenting journey disabled and so a lot of my play needed to happen while I was on the couch. And there's a, I made up tons of games where the kids felt super connected, had lots of fun, and didn't involve me moving at all because I couldn't. So I think there's…

Dr. G:  I remember, I remember getting a ride from somebody's parent home from something as a kid and they had a minivan and this was a new thing at the time and we're in the back of the minivan and then the mom, we must have been too rowdy, and the mom said okay girls, okay, okay, we get to do it, we get to play the game and the other girls, the girls, the daughters of this woman were like you get to play the game, and I was like, what's the game? And they're like, it's the quiet game, you have to be the last person to make a sound, and I was like okay, and mom's like and go it was totally quiet and at some point I remember thinking she has these children totally snookered, this is the most boring thing ever, but she did it man, her daughters, I got dropped off at home and I went inside and I was like, you will not believe this thing that this family does, but it totally works for them as an adult now, I'm incredibly impressed with that woman. 

Laura:  That's awesome, you know what my 10-year-old would have said if she had been in that situation, she would've been like, you know, she's just trying to make you be quiet right? My 10-year-old doesn't necessary have the filter.

Dr. G:  That is just the person behind the curtain behind, you know that right? 

Laura:  My seven-year-old still likes me to do playful things with her to help her do things like we, you know, we have this thing where when she doesn't want to brush her teeth, I pretend to be finding animals and her teeth as we're brushing, you know? And she, my older one will just look at her and be like, she's just trying to get you to brush her teeth. The young one, the younger one will be like, I know it's fun, so what, you know, it's so funny how one can feel kind of manipulated by that and the other one just feels like I'm doing something fun with her to make something boring, more fun.

Dr. G: Do you know how I got mommy to play with me?

Laura: Yeah, right? Like exactly, like yes, I got I got to feel connected while doing this boring thing that we have to do anyway. I love that. Okay, so I think that I love this conversation. I love this idea that there is a place and a lot of value for some structured games that we can be playing. Are there any like, toys that you love, toys or games that you just love that you in your research that you found that you're just like, oh man, I wish I had that when my boys were little or are there anything that really jumps out to you? 

Dr. G: Yeah, there are a couple that jump out to me. One is something and thank goodness for babysitters, right? Because babysitters are those near-peer mentors who are between your age and your kids age and they often really easily engage in fun and remind you of the value, although there are some older ones too. You know, I mean just like flat-out puppets and race cars and blocks and toys that our grandparents would recognize are really valuable in this space, but there's some really cool ones, I'm gonna shout out, think fun, which is the, the toy company that actually the games company that actually hired me to do this work because they have a couple that are so good at this gravity maze and laser maze. Are so good at the new and progressive challenges and rush hour for kids as far as problem-solving and of rush hour and Safari, which is a similar idea. 

Laura: Yeah, that game is a, it's like a little plastic cars in a grid and you're trying to get one car from one side to the other. My kids love it.

Dr. G:  And it's their single-player games. They can be collaborative as well, but they can be single-player games. So this is great for like you've got both your kids and only one of them has the doctor's appointment and the other one has to sit there. Those kind of moments where you don't have to play with them, you bring it, they play it, and then in the car ride home, you can use our list of questions you can ask about, you know, was there a moment when you were frustrated and how do you, how do you handle that? 

You didn't show me signs of frustration. What did you do to handle your frustration, your discomfort, and the next time your kid is uncomfortable because it turns out that they can't wear the outfit they wanted to wear or they're too sick to go to their friend's birthday party or their friend cancels their birthday party because they're sick. You can say, hey, what was that thing you did when you were playing that game to navigate your frustration? Would that be useful now? 

Laura: Yeah. Okay, great. Are there other like games that are, you know like that people can pick up? Like I like, I like Jenga, we have this, we have this set of agendas that are multicolored and we assign different kind of questions or categories to the colors so that when you pull out a color you have to, you know, say an animal that you like or you know, and that is a fun way to play this game or when I was a practicing therapist, we would do therapy Jenga where we had questions and you pulled it out and you had to answer the questions. So I mean I love, I love Jenga.

Dr. G:  Okay, so I will again shout out some old-school stuff like action figures, jump rope, those kind of things. But also there's, have you heard of mole rats in space? 

Laura: No. 

Dr. G: So that's what I really like for problem-solving and teaching perseverance. I really like story cubes. Have you seen those? 

Laura: Yeah, I think they're probably, I probably know what they are.

Dr. G:  Amazing for storytelling and so are the fresh dolls and for progressive challenges. There's Klutz has this game called Sew Mini Animals. It's, it feels like a craft, there's a game part of it. Minecraft has a magnetic travel puzzle. If you have any Minecraft people in your life that they love that. There's a rhino hero, rhino-like rhinoceros, rhino hero from Haba, that is really excellent for progressive challenges. But if you're wondering as, especially as kids get older, what do you do that bring kids adult interaction in ways that is not just like painful for the adult or games that are actually fun for the adults in the 7 to 10-year-old age range. I really like apples to apples and ticket to ride. 

Laura: Oh yeah, those are two fun ones. 

Dr. G: Yeah, really good. Jungle speed is really fun. And I just brought jungle speed. So my kids now are 14 through 20 and we brought jungle speed on an international trip we took because it is one physical wooden object that's maybe five inches long and about an inch in diameter and little cards that comes in a little sack and we brought it with us and we played it in the Airbnb and my 14 through 20-year-olds plus my nephew plus my niece plus my sister-in-law, like we had a blast. Fun. 

That's great. Yeah, that's an advantage. I would say by the way too structured play. As your kids age a lot of parents I know are like, okay, but will they still want to play with me when they're teenagers? They still will play still be a part of our lives because I see the advantages and it's a time where we're really enjoying each other as opposed to, you know, not every family dinner is puppies and rainbows. Not everybody every trip to see family or to go to your house of worship or whatever. It's not always awesome, but play is usually pretty awesome until it isn't, which is fine because that's an important part of it, of the learning too. And structured play is easier to track through the ages than unstructured play. 

You can't usually as easily at least I can't because there's so much bigger than me. Get down on the ground and wrestle and tickle with your 14 or your 17-year-old, but you can sit down and play jungle speed or you can sit down and play ticket to ride. So having a habit of games, especially toys too, but especially games having that habit. I actually just did an interview. I really appreciated from your teen magazine talking about how and why to engage teenagers in gameplay. And one of the things we found is teenagers want to keep playing with their family. They don't feel like their friends replace their family. They want both. 

Laura: Yeah, they do and they want that connection and we have to like, I mean, so yes, most of my listeners do have younger kids, but we have some folks who are moving into the tweens and so building those, those rhythms. Yeah, those rhythms and traditions, you know, so that, you know, having a weekly game night where you eat dinner while you're playing something.

Dr. G: Or if you're less aspirational a monthly game.

Laura: A monthly game or whenever the kids are, you know, reluctant to come to the table game night. You know?

Dr. G:  That's my brother and sister-in-law, they buy a new game every New Year's Eve and that's part of our New Year's Eve. Thing is to sit and play a game we've never played. 

Laura: Yeah, I love it. Okay, well, I really appreciated this conversation Dr. G. and you've given us some really great resources and I think it's so, it's so important. Especially that I just love that last piece that as kids get older and the imaginative play kind of maybe false the side or changes. Yeah. Being able to have some more structured play as an option, as an opportunity to connect. I love that. Thank you so much. 

Dr. G: Absolutely. Thank you so much for your time. 

Laura: Yeah, absolutely. 

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 148: Five Things You Can Do to Boost Your Child's Play

As you may have been aware, we are now in the midst of our annual 30 Days of Play Challenge. And when it comes to the play challenge, one of the main things everyone asks for is assistance in figuring out how to encourage your children to play independently more often. Last week we discussed the things your child needs in order to get into independent play, and this week we are going to discuss what YOU can do to really deepen their play skills and experience.

And so in this episode, I will be discussing the following five steps on how to boost your child's play. These things will increase the quality and depth of the play they engage in both with you and on their own. Here's what I cover!

  1. Set the stage for play

  2. Step back and let them be in charge of the play.

  3. Give yourself permission to be BORING.

  4. Narrate their play rather than ask questions.

  5. Let them boss you around.


Alright, if you are not in the play challenge yet, you can still sign up and join us here! Most days of the challenge I share a Reel on Instagram with the day's prompt, so if you want to participate that's a really great place to share your observations with me!


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!

Hello! This is Dr. Laura Froyen at The Balanced Parent Podcast. And as you know, we are in the midst of our annual play challenge. And one of the biggest things that you all ask for when it comes to the play challenge is support and figuring out how you can help your kids do more independent play. You know the benefits of play. Play is children's language. It's how they process their days. It's how they kind of work through big questions and emotions. It's how they can prepare for things that are coming up to and kind of work through stuff. Play is a really safe place for kids to do all of that. And oftentimes they want to do that with someone just like when you're going through something, you want to process it with a therapist or a really good friend, a good listener, they might want to do that with you too. 

But I also know that there are times when you want to be on your own and you have things to do, like making dinner or folding the laundry and you'd like them to play by themselves. Plus playing by themselves is a wonderful opportunity to build that skill of kind of enjoying your own company. When kids play by themselves, they have the opportunity to kind of dive into that flow state and that's really beautiful and good for the human nervous system and it's beneficial on its own for your child. And it's good for you too. So, I'm going to talk to you today about five things you can do while you're playing with your child that will increase the likelihood that they will play independently later. So the things that we're gonna be talking about today are gonna be very cup-filling things for your children. 

So I'm gonna teach you how to play in a way that helps them feel very satisfied by the interaction, as opposed to kind of that feeling of maybe they didn't get exactly what they were hoping for from play with you. And so then they keep asking and asking and asking, so if you have a kid who's kind of you know, always play with me, play with me, mommy play with me, daddy play with me and it feels like they're cup is never full, these tips are gonna be great for you. These are also just wonderful tips for ways to interact with your child during their play. Even if you, if they play beautifully on their own already. These five tips will kind of boost their play skills and do a variety of other things too. So I hope that this is helpful for you and let's dive right in. 

So the first one is to make sure that their toys are easily accessible. So a lot goes into making sure that toys are accessible. You have to figure out what your kid can do for their age. So are they on open shelves that they can easily access? Are they a little bit older? So they can use bins that are put away, if you're using bins that are close to your kids need to have pictures on the outside to show them what's in the bins so that they can get their own ideas. But making sure that the toys are easy to access and that they're developmentally appropriate too. So kids who have toys in their playrooms that are a little bit ahead of their developmental level will often ask for more help from their parents because they're not ready for those toys. 

And so it is important to be thinking about, is my child able to use this toy on its own. Making sure that toys are accessible. Another piece of that is also making sure that they're high-quality engaging toys that encourage their child's use of their imagination. So they should be simple open-ended toys that can be used in a variety of ways that don't necessarily have one specific function. It's also really helpful to make sure that your kids’ toys are not super flashy or loud. Of course some of those fun toys, you know, the electronic toys make their way into the playrooms all the time. But they do kind of encourage the child to expect to be entertained by their toys and we're gonna talk about that a little bit on item number three. 

This entertainment value during play. But thinking about this with their toys, are their toys something where they're putting the work and the effort into the toy and they're in charge and leading the imagination in the play? Or is it the toys that's doing kind of the heavy lifting for them? So that's a piece of making sure that the toys are accessible, that they make play accessible to the child. It's also important to remember not to have too many toys out there. I have a few episodes on decluttering and kind of simplifying the playroom that you can check out. But so I'm not gonna spend a lot of time on that right this moment. But a good rule of thumb for kids and their toys is that if they can't clean up their playroom. Kind of the room that they're in where they're playing with most of their toys in the number of minutes for years they are old. 

Then they probably have a little bit too much out and you can either declutter or do a toy rotation system. So a five-year-old should be able to pick up most of their toys in about five minutes with just a quick cleanup. That's a good rule of thumb with it. And then the other piece of making sure that their toys are accessible, especially for kids under six is that they be able to see you or their significant grown-up while they're playing. So I know lots of parents want to have their playroom kind of maybe in the basement or up in a loft where they're out of sight from their kids. And they find over time that the toys kind of drift into the main living area where the parents are spending time and that's because kids, especially kids six and under really want to be in community with their parents. 

They want to be able to see. I mean all kids want to be in a community with their family, but especially kids six and under want to be able to see their caregiver cognitively it's taxing to kind of derive a felt sense of security from the idea of a caregiver. And so being able to see you, maybe see you through a doorway in the kitchen while you're working and to make dinner or lunch, allows them to settle in more kind of deeply into play when they have to kind of keep thinking about you and running upstairs to check on you or leaning down to know where you are or listen for you. It takes them out of the play and it's harder for them to get into that flow state. 

So, having good eye lines to their sight lines, to your child's play area is really, can really, really help. Even if you are thinking about like, okay, so I have my kids’ playroom. They're, you know, they're dedicated play spaces are in their rooms for example, which I know works best for lots of families. You might consider having one little nook that is within your eye line that has some of their, you know, the toys that they really get into the deepest play in, right there for those times when you really need them to be playing independently what you focus on other tasks in the home or just focus on your own self-care. 

So thinking strategically about where you are going to be spending your time while you want them to be doing independent play is really important. And then once you have those places set up, spending a little time yourself in them with your child can be really important and very helpful so that they feel comfortable in those spaces. Okay, so that first one is kind of just like the setup piece of it and the next four are things that you can be doing in the midst of playing with them. 

So the first one, I don't think anybody will be surprised by, but and hopefully, in the challenge, you're learning to do this, but it is let them lead. So that is the most kind of the number one thing you can do when you're playing with your child is to set back, let them set the agenda, let them be the director of the play. Let them have the ideas. I know that for many of you who really enjoy playing with your kids, that is really hard. And at the same time if you're feeling like you're spending all your time playing with your kids and they can't play independently. And even though you love playing with them, you want some time where they are playing independently. 

You have to take a look at how you're doing the playing because if you are doing a lot of that heavy lifting. If you are directing the play, you're giving them the ideas for how to play, unintentionally, you communicate things to them about that, you might communicate things like that they are not capable of coming up with good ideas for play or that you have better ideas. They might think that your play is more sophisticated because you're more grown up and therefore yours is better and that in and of itself can kind of squash a little bit of play. Plus they just kind of get used to what they're used to and so if they're used to you doing kind of the directing of the play, then, of course, they'll expect you to keep doing that. 

The other way, the important thing about letting kids lead and this is for everybody, those of us who enjoy playing and those of us who don't necessarily love playing with our kids will talk to you in just a second. But for all of us, we let kids lead, they actually end up doing the play that they need to be doing. So play serves a lot of purposes in our kids’ lives. It's valuable in and of itself without thinking about the other purposes that it serves. But it does serve some purposes for processing their emotions, working through things, helping them learn and we can trust them to know what type of play they need at any given moment. So when we let them lead, they will naturally, and if they're out of practice, if we've been leading or they haven't had a lot of opportunity to practice leading their own play. 

It does take a little bit of time, they might not feel like they know what to do, but they can pretty quickly get back into this idea that they are in charge of the play. That they're competent players. That they can make up the right games to play and once they are, we can really, it's just really lovely and magical to see the themes that come out quite naturally when we're not getting in the way of their process. The play is this beautiful creative process that we can really interrupt if we do too much. And so that's the second one really is about stepping back and letting them be in charge, letting this play be for them, not for us. And I think that that's yeah, the last piece that I just on this that I wanted to mention to you if you are one of those parents who doesn't really love playing with their kids and you might be surprised to know that that's me too, I don't love playing, make believe with my kids. 

There's other ways that I enjoy interacting with them and you know, but make-believe like imaginary play with figurines, not my favorite at all. If I am being asked to do the heavy lifting and this is where the letting them lead piece actually can make it so much more enjoyable for you if you're one of those parents who doesn't really care for the imaginary play that kids can get into. So oftentimes the reason why parents don't like that type of play is because they feel some pressure to entertain their kids or to come up with the storylines or come up with what the characters are gonna say or they have ideas and they start talking and the kids say no, don't say that, don't do that and the kids start getting bossy with the play. And it becomes this thing where they feel like I can't do anything right, this isn't fun, I'm not good at playing. 

And we get kind of those thoughts in our heads and really what those thoughts, what it comes down to is that we are mistaking our role in the play. We are thinking that we have this role, this active role to play in the play and it's creating some conflict between parents and kids and we're kind of just getting in the way. So I hope the second thing, letting them lead gives you some permission to step back and to not put any pressure on yourself to show up in any way other than just kind of really step back, really relaxed, really at ease, and really letting their child be in charge of the play. The other… So this kind of leads naturally into the next one is to let yourself be boring during their play. 

So when you are playing with them, if you find yourself being asked to play a lot and you tend to be an entertaining playmate or feel the pressure to be entertaining, give yourself permission to be boring. So this is number three and I think it can be really helpful to shift your mindset from, you know that my job is to entertain my child while I'm playing with them to make sure they're having fun, to my job is actually to be in presence with my child while we're playing. My job is not to make sure we're having a fun, grand, exciting time and that they're entertained, that's actually their job and their role. My job is to sit back to be present, to be mindful, to kind of hold a space for the play that's gonna be happening. and so you can be really boring during their playtime. This also helps kids build that skill of doing the heavy lifting of play. 

So if we've been doing the heavy lifting, there can be a little bit of an adjustment period as you make this shift, you could try doing it a little bit more slowly or you can just kind of hold some space where it's uncomfortable by saying things like oh yeah, you're kind of used to me making all of the characters talk and now I'm just going to kind of sit here and see what you want to do. They might give you a little bit of pushback on that. And if you foresee that happening, I do want to tell you that my course Playful Healing actually digs into that really, really deeply. And so if you are wanting to learn some of these skills that we're talking about today on a deeper level, Playful Healing is a great option for you. It's available within my Balancing new membership. 

So you can sign up at the link that's in the show notes here and just dig into that content right away. But that course is designed to teach you alongside your child how to play together and these really deeply connecting healing play sessions. So that kind of not only are you supporting a close relationship with your child, you're also learning those really key play skills, so that end up supporting them and having more independent play on the outside. Okay, so permission to be boring during the play. So if you've been doing the having lifting, it's time to set that low down and just kind of not be so entertaining and let them kind of do that heavy lifting. 

Okay, so the next one, number four is to, instead of asking them questions and you know, kind of interrogating them about their play is to narrate their play. So sometimes we want to be involved in kids' play. When we're not actually playing with them, we're kind of just watching them. Like if they're playing legos, like building legos or magnet tiles or we're kind of observing their play and we wanna, we kind of want to be involved, we can tell they want us to be involved and but when we pepper them with questions, it takes them out of the play. They distract their focus and kind of interrupt their concentration. And one of the things that independent play, long stretches of independent play can do is build beautiful executive functioning skills.

And so if they're deep into play, we definitely don't want to interrupt them. Especially not with things that they have to respond back on. So narrating their play or actually in play therapy, it's called tracking their play is when you kind of verbally describe what they're doing with their play. So I see you're putting that magnet tile there. Oh yeah, the red one goes right next to the green one, is kind of what it would sound like or like oh the baby is crying and you're snuggling her close. Or the car went zoom around the track. So those are some, just some examples of what that can sound like, but really you are kind of just talking through what they're doing. You can also use that when they're having difficulty with something like, oh the magnet tiles keep falling! 

Or oh, that circle that you're trying to draw is giving you a little trouble. Yeah, you're switching to a different color, you know, you didn't like how that one turned out. So those types of things. When you're tracking like this, this lets your kids know that you are right there with them in the play. It's a form of empathy so they can feel really aligned and like my parent really understands what's going on for me. If you're wrong and you get it wrong, they might correct you, don't take that personally. That's actually a really good sign that they trust you, that they, that you getting it right is important to them, and that they're willing to correct you is a good thing. So don't be discouraged if they end up correcting you and that leads into the last one. 

Our fifth way that you can support your children's independent play skills while you're playing with them and it is, let them boss you around. So I hear from a lot of parents that when they play with their kids or kids are so bossy and they don't like that feeling of being bossed around. I'm gonna tell you that I completely understand. I don't like that feeling either. I'm kind of demand-avoidant and I'm really realizing more and more and you know, the other piece of it is that when kids boss, they're adults, they're grownups around, it challenges that kind of social hierarchy that we've been really inundated within a culture. It really challenges that social hierarchy that we've been, you know, socialized into and so it can feel really uncomfortable. And so it's just important to remember that, you know, when you're starting to have that feeling that my kids bossing me around asking yourself, okay, so who is this play actually for? 

Is it for me or is it for them and for our relationship, who is it serving? And if you're letting them boss you around, basically that's letting them lead. Even more than letting them lead, because letting them lead gives the sense of stepping back, letting them bossing, boss you around is really about letting them direct you. Understanding that your role in their play is as an assistant, not as the director. That they are the director of the play. They should be giving you directorial notes. They should be telling you where to stand. What to say, how to say it, what to do, who to hold, who to be, and that is all okay. So if you do feel kind of bossed around by your kids, just give it a try. Just go into one place setting where you're gonna be like, okay instead of me trying to kind of have my own ideas about how this play is gonna go, I'm going to have no ideas and I'm just going to let them make all of the decisions. 

And you can even take it one step further using kind of my favorite play therapy tool. I teach a few of these things that we've been talking, like tracking and playful, healing, but my favorite one that I teach is the stage whisper. So taking this kind of let them boss you around one step further is asking them to give you direction. So having a nice little whisper where you put up your hand to the side of your mouth and whisper to them, what should I do next? Or what should I have the doll say? We’ll prompt them and really tell them that you are expecting them to be the leader, that you're expecting them to give you direction and ideas. And once you do it a few times, most kids, if you've never done it before, they might get this like little kind of like confused but delighted look on their face and tell you what to do. 

But once you do it a few times you won't even have to do it necessarily anymore because they'll be expecting to be in charge of the play. And what that does for you kind of taken together what these things do for you is they make the play that you're doing with your child, that lovely one-on-one time, you know, that special playtime that you're having, it makes it more satisfying to them by engaging with them in these very different ways. You're being fully present with them. You're allowing them the opportunity to play out the themes and nuances of their days process through emotions and feelings that maybe they need to work through that they don't even necessarily know what they are, but they know they need to play it. 

And by communicating them to them so clearly that you trust them to know what play is best. to know what role is best for you to play. By stepping back by really giving them, empowering them to be fully in charge of their play. It is so satisfying and so connecting. If you can imagine a time where maybe you've come home from a hard day and you've talked to your partner or you've been able to call your best friend or your own mom and they've really listened to you. They've really heard what you had to say. They were good listeners, they didn't necessarily pepper you with questions, but everything they did and said their body language. Let you know that they cared about you. That they were really listening and we're right there with you that they heard and understood you. 

That feels I don't, if you've ever had an experience like that with a loved one or a trusted person, you know how good that feels. How satisfying that feels. How full your cup feels. Versus if you come home and you try to talk to your partner or you call a friend on the way home from work. Try to tell them something and it's clear that they're distracted. It's clear that they have other things that they're trying to do. It's clear that they're, you know, working on something else, how unsatisfying that is and how empty it can leave you feeling. So just thinking about that, how you like to be, have space held for you, and understanding that when you are, your kids say play with me, Mommy. They're, what they're really saying is hold space for me, Mommy. Be in connection with me, Mommy. 

Come here, be in the present moment while I tell you something really important Mommy and that is beautiful. That is a beautiful opportunity and I'm not saying you have to play with your kids all day every day. I think I've been pretty clear with this community that I rarely play with my kids at this stage. My kids are, you know, at the time of recording this, they are ten and seven and a half. And they play by themselves or together most of the time. They don't need me so much in to connect through play because they're getting older and when they connect they, well, gosh, I feel like I'm tearing up now when they really need to connect with me, it's either much more physical through like wrestling and some of our occupational therapy type stuff or it's through talking and snuggling and having conversations.

They're growing up and they don't ask me for that type, that kind of presence in play as much anymore. But even when they were little, I did not spend even close to the majority of my time with them playing. I spent a lot of time watching them play, sitting, you know, with a book of my own watching them or busy doing other things in the house while they played. So there certainly is no pressure to be playing all the time with your kids. I think 10-20 minutes a day is more than enough for most kids when you're playing this way. when you're playing in the way that we've discussed today, it's more than enough. 

If you're finding that your kids are needing more than that or asking for more than that, then it's time to take a look at what, how am I interacting during the play. Taking a look at the toys that they have to, you know, just taking a kind of a curious, nonjudgmental, super kind and self gracious look at what can I be doing to allow this to be this type of play that I'm hoping for my kids to be easier for them and I hope that these five things help with that. 

Okay, if you have thoughts, let me know if you are participating in the 30 days of play challenge and found this helpful, I'd love for you to share it on social media and tag me in it. I would also, you know, as always really, really appreciate any reviews that you can leave on the podcast. It's one of the ways that you can help other people find a podcast that you love. And it definitely helps me make sure that folks are finding us and joining our community where you know, we're building something really special here and I love having you be a part of it. Thanks 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 147: Understanding Children's Needs for More Independent Play With Blanca of Whole Child Home

We are now back on The Balanced Parent podcast! As you all know, we focus on our children's play every January. And I would like to invite you to join me in my 30 Days of Play Challenge. As part of this challenge, the episodes on the podcast for this month will be all about PLAY! Yay!

To start the month off, I wanted to focus on one of the most common questions I get: How can I get my kids to play more independently? The secret to getting more of the coveted independent play is to first figure out what's getting in the way. The play challenge will help you carefully observe your child and get curious about the things that may be blocking independent play in your own family, and in this episode we will be digging into the underlying needs children have that need to be met in order for them to get into deeply immersive independent play. To help me in this conversation, I have brought in the genius behind one of my favorite Instagram accounts: Blanca of Whole Child Home.

​Blanca is a licensed professional counselor with graduate training in clinical psychology who specializes in supporting children’s mental and behavioral health. She is also a parent of a toddler and is now pouring all her professional training into something she has always been passionate about—empowering parents to nurture healthy emotional development at home with evidence-based strategies. She founded Whole Child Home to offer parents an online platform with workshops, social media bits, and personalized consults to guide parents and caregivers worldwide.

She will be helping us understand:

  • Why it's so hard for young kids to play on their own

  • Why do kids always want to be playing with us

  • How play environment impact and nurture our child's independence and concentration


If you want to get more support for independent play, visit www.wholechildhome.com and follow Blanca on Instagram @whole.child.home.


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 Dr. Laura Froyen, and on this week's episode of The Balanced Parent Podcast, we are diving into play as you know, we're in the midst of our 30 Days of Play Challenge and so all of the episodes during this time are focused on play. And today we're gonna be talking about why it's so hard for young kids to play on their own. Why they always kind of want to be around us to be playing with us, kind of why that's going on for kids developmentally, and then how we can support them. To help me with this conversation, I'm so excited for my guest to join us. 

But before we get there, I just want you to know that as I'm recording this, I've got a sick kiddo at home and I decided recently that I'm kind of done editing my life out of these podcasts. So if the doorbell rings or my kids come in where there is a dog barking in the background of my guest’s sound, I'm not going to cut that out. We're real people, we're real parents, most of us with real lives and I think it's okay for us to just be real here in this space. I hope that that's okay with you. Without any more ado, please welcome Blanca of Whole Child Home to the podcast. She's the creator behind one of my favorite Instagram accounts. We have this lovely little friendship online and we're getting to meet for the first time. So Blanca, welcome to the show. Thank you for being here.

Blanca: Laura, thank you so much for having me. I'm thrilled, like you said, it's like we touch face for a long time. Finally get to kind of connect through this, which is a true honor. I'm a longtime listener and also a longtime learner from your space and now with this new format for your podcast. I feel so honored because it feels like you're bringing into your home and like if your kid comes into right, so I'm gonna get to you know, so I'm just so honored to be here. Thank you. And thank you for everybody else joining and listening. It's for you to share your community with me. It's a big honor. Thank you. 

Laura: Blanca. That really feels good to hear and I feel the same. I love all of the content you put out, it's so helpful and I'm really excited to talk about play. But first, why don't you tell us a little bit about who you are and what you do? 

Blanca: So my name is Blanca Velazquez Martin. I'm a licensed professional counselor. I have a master's in clinical psychology and I am the founder of Whole Child Home. The Whole Child Home is an online platform that kind of came up and I created during pandemic where I like to share evidence-based strategies for parents to learn how to support emotional development at home. Emotion regulation, social emotional development because I believe that we could do that and parents deserve to feel empowered to support their children at home beyond just thinking of therapy, right, therapist by training. So, and I'm a parent too. Now, four-year-old, back in pandemic, I had a one-and-a-half-year-old. So you know, now that period of time was a huge awakening period for me to kind of bring together my expertise, my experience, my training, my love for research and have almost a decade of experience as a researcher as well in the clinical field. So I'm really lucky and privileged to have now, this platform to bring it all together to support parents at home. I do workshops, I do parenting counselors online, virtual. So it's really an honor to have that opportunity to connect with parents now this way. 

Laura: Yeah, our parents are wonderful. Like… 

Blanca: You guys are. Yeah, if you're listening, you're wonderful and I love, we love working with you.

Laura:  We do well, we love you and we see how hard you're working and we see how much you want good for your kids and for yourselves. I just, oh man, I just… Yeah, we so are.  Alright, so let's talk about play, Blanca. Um, how do you think young toddlers don't like to play alone? Why are they kind of, why do they get kind of wanting to always be close to us? What's going on? 

Blanca: Don't they always? And it's always perfectly timed. You know, again, not coming from this as a parent, I think it's, we are their source of safety. If your child is coming to you is, because they're coming to you with a need. And the tricky I think is figuring out what those needs are. So that we can meet them with the right tools and help them develop the right skills so that that need gets filled eventually from within and through the environment that you offer and that they can gradually get to a place where they play by themselves. But initially why they come to you because they have a need, either for safety for confirming that attachment. If they're having trouble if it's a season of trickiness or transition in their lives where it's just a bad day and they just want closeness. It happens to us as well. 

Laura: It's just a good day because we want closeness and …

Blanca:  It's a good day. We want to share it or like you know, I'm thinking of young toddlers but even older kids like, right now it's like come see this come I wanna show you something. So there's like so much joy that they want to share with us. It's the tricky days and also the joyful days, and you know play is a source of experimentation for them and of growth where they get to play out and test out a lot of what they're learning and a lot that comes with that is a wide range of emotions right? There's a lot of joy. 

We talked about the pride that they feel sometimes with what they do. But there's also a lot of frustration sometimes in trickiness about their play. And you know you are a safe place to bring all those emotions to you are their source of regulation. We want them to be regulated and we want them to be independent. But we have to remember that you are the hub. Independence comes from dependence, dependence of you continuing confirming that you are that source of attachment and safety and that that regulation for developing independence in their play comes from you. You are the source of regulation and that process of developing skills to do all these things independently is a gradual process of which you are a crucial component and partner. 

Laura: Let me just pull out something that I feel like you're saying and I want to confirm so … 

Blanca: Yeah, sorry that was a lot.

Laura: No no no, it's good. It's so good. So the piece of understanding that if our kids are, if we see play as Children's primary mode for learning and processing and we all know that learning new things can be a vulnerable and tricky process. It makes so much sense that if we are their source of safety of felt comfort and love and regulation right? Because co-regulation is so important. It makes sense that while they're doing this vulnerable work of play that they would want us nearby to help with that to be this kind of safe presence. The safe loving, warm regulating presence. Is that what you're saying?

Blanca: Yeah, thank you for you know capturing it so beautifully because it is that and we live in a shared environment like we are all part of it. I think it's really, if you think about you know your life if you have roommates in college like there was really rarely independent time, there's always that need to share and to blab and to like yell out to each other what you're doing or to share something that happened or someone to call you, somebody texted you and you want to share. So, you know, there's that community piece that I think we often as parents forget about and we want so much independence for ourselves as well because let's be honest, we have stuff to do. We have dinner to make. We have more kids. We have a lot of stressors and we also want our independence. So it's tricky to live in a community place at home with all of these people expressing their needs to us when we also have needs and if they're not met, if we're not meeting our needs as well, then we want that independence and we want them to be independent so that we can have independent. So that's also tricky. 

Laura: I really love that framing that community piece of it. You know, even like when I had roommates in college and you know, before I lived with my husband, I don't know that I ever lived alone, which probably was is an interesting thing and there was still that tension for me of like, I really want to be around my roommates and have that community and that fun and the shared experiences. And I also even then craved alone time. And I think for me, I never really knew how much alone time I needed until I became a parent because for me even when they're not in the house they're still with me in my heart and in my mind I'm still thinking about them and it feels as if I'm never alone. 

You know? And so, it's really interesting to think about that though that our kids have that same need for community for relationships. You know that wanting to kind of share space, share mental space and delight in each other's presence. And we also I think all humans have some need for solitude. Um kids to even the kids that really seem like very clingy and you know really like never want to be alone. I think that there's still a need for some solitude skill that needs to be built. Everybody needs to be comfortable being in their own company. What do you think about that? 

Blanca: Yes, thank you for bringing that up because I think as we talk about these needs that children have and how this is a gradual process and we're a community and where their source of dependence and safety so that everything else can develop. It's important to not go all the way that round. Like it's important to keep a balance and realize that yes it's a gradual process where a source of regulation were a source of attachment and safety but we are that source so that they from there, they can develop the skills to actually get to a place of regulation and independence because that is very much a need and it's a skill that they will need for they need for themselves and that we are responsible to help them develop, right? So it's a balance. It's a balance from understanding and welcoming the needs and helping to understand the meaning of this relationship and our role in supporting it. But also within that understanding, making space for them to develop this other skills for independence of regulation and self discipline and finding a balance within that. If that makes sense.

Laura:  Makes so much sense. And I think to the, like I think it can be hard for parents to hear. I know it has been for me to hear that things like where their source of regulation they need us. They have this need. I think that sometimes that can kind of go into our brains and be filtered through and the end result comes out that we don't get to have our own needs that we kind of have to just like lay ourselves on the altar of motherhood or parenthood and sacrifice so that what those needs can be met. And I really appreciate this attempt to bring some balance into it. Yes, of course they have these needs. They also have these other needs. Human need for solitude need for support and building important skills and we're humans too. We get to have needs, we get to have needs for self-care for respite for rest for, you know, for solitude for ourselves too. And that balance is really tricky. But it's so important.

Blanca:  It's important. And I think this is a part of kind of conscious parenting comes in, right? I like to think about conscious parents, not in terms of what we do with our kids or for our kids or what strategies we're using with our kids, but the conscious part about who we are as parents and what we bring to the relationship and fully conscious about the inner workings of our needs or lack of needs and how those play out into a relationship their children, right? And I think that needs peace and when it comes to developing independence, helping our child develop independence, that conscious part is key. If we are not taking care of our needs, if we're not tuning into our needs, the lack of needs met and really creating that balance for ourselves about self-care or, you know, acknowledging that there's needs that are in it. 

It's gonna be much harder to not get frustrated when they come to us to not get frustrated if they want needs met, and our needs are not met, but that comes from consciousness and proactive nous within us about our own needs. So that when our child comes requesting please can't do this. We have an empty cup, it's gonna be really easy to just like lose it. And I'm not saying that, you know, by meeting our need, it's gonna be perfect and we're gonna be suddenly joyfully joining every piece of, you know, you know, witnessing this new lego creation all the time like every two minutes. But you know, it's a balance and it's that conscious piece creating that consciousness about our needs. That also it's an important part of the more Montessori term of the prepared adult, right? Yes. So there's all these things that we need to support them in developing, but if we're not prepared ourselves to do that and in our own mindset and spirit is not prepared, it's really, really hard. 

Laura: Yeah, it's about the energy that we go into those interactions with. If we go in from an energy of resentment and energy of I never have time for myself and now you need something again? It's not gonna be satisfying to the child because the child is coming to you with a need that can't be met with resentment, it can't be filled with that energy and yeah, okay, so tell me more about this prepared adult piece of it.

Blanca:  So this prepared at all. And by the way, I think if you, one of the things I didn't mention about whole child home is that very heavily inspired by Montessori. I was a Montessori child and I'm Monterssori  parents, it's like I'm Montessori wanna be, but I love this philosophy in this method, not just for education, but because it really taps into the holistic view of the child. Maya Montessori did a lot of scientific observation of the growth of the young human and what they needed to simply be happy and joyful and to develop self-discipline and an intrinsic motivation to learn. Led by themselves. Led by independence. It's not just a goal of Montessori, but it is the framework. A framework  that is developed from what she observed children needed and wanted. So believe me, your child wants independence. 

Your child wants to do things by themselves. Your child wants that independent playtime. It is how we get there. That is the tricky part as you know, as adults and with the home. So, Montessori likes to look at things in kind of like a trifecta: the environment, the child, and the adult. And the most important piece for this method is really the adult, the prepared adult, how we show up, what mindset do we have? What kind of level of trust we have in our child's abilities. What kind of level of understanding and curiosity and presence we have for their needs as well. Right? And all of these things are also not just come from  Maria Montessori, but we have a lot of research now to kind of guide us into, its just I every time I again I am a research professional, right? 

And every time I read research related to child development and this needs, it's always like Maria Montessori…  This is exactly what she said, and independence was one of those things and they're prepared at all. Right? We have a lot of research now indicating the importance of autonomy, supportive parenting and what is impactful? But the prepared adult piece, I would say when it comes to play comes from, number one meeting or needs and making sure that we're showing up with at least a half empty cup that we have failed our own needs for independence. That we are aware of our child's developmental stage. I think a lot of the trickiness in us being annoyed, honestly annoyed with like our kid not being independent, comes often from unrealistic expectations about their developmental stage. 

There's a lot of misunderstanding and you know, and let's pause just to say, you know, when you have a two year old, a five year old and eight year old, if it's your first child or your only child, this is as old as you've ever seen them. that this is as capable as you've ever known them to be. So you want so much for them, right? But it's it's when we don't have that perspective of truly what's appropriate for their development that we start placing unrealistic expectations. And then that gets us into a tricky annoying annoyed mode. Right? So for play, thinking about, you know, or two year old having the already capable of playing alone for two hours or quiet time like that's just simply not realistic right now. It doesn't mean that you're going to be fully available for a full session of play just because they came to you. There's a balance right? But just being aware of your expectations and how they're impacting your interaction with your child. That's a big piece. 

Laura: Yeah, I love that. I think it's so important because I think kids can really feel us. They can really feel our energy and because toddlers, young kids, you know, in that like 2 to 5 range, I know five year olds aren't really toddlers but these young kids, they're in a place with attachment where if they feel us pulling away it raises a little bit of separation anxiety, even if we're still in the same home, it's like an energetic psychological pulling away. They get a little anxious and then they seek out…

Blanca:  Because you are the source of safety, right? Like this is an evolutionary thing like…

Laura:  Right. And so I mean in this like this pursue withdrawal cycle is prevalent in all significant relationships where there's one person who's kind of maybe pulling away emotionally or psychologically it makes the other person move towards them. That's just what happens. And so if you're coming from this energy of, kind of I don't want to be doing this. I have more important things to do. That raises some questions and kids, what could possibly be more important than me? Are the dishes more important than me? Is her phone more important than me? I better find out because if that's true, like we're in trouble because I know evolutionarily in the deep genetic code that I have, that I'm supposed to be the most important thing. You know? Like this is what kids, the perspective…

Blanca: Yeah,  maybe this calm behavior is not working, so maybe I need to yell louder. Or maybe I need to move faster, or maybe I need to jump on you. Kind of like… 

Laura:  Mommy, mommy, mommy, mommy.

Blanca:  Yeah. 

Laura: And so I really appreciate the acknowledgment that our mindset is so important. I think our mindset is everything. And then I also think that there's room for like a place of okay, so once we get the mindset on straight, right? we got that, that there are, I do think that children know, only know what they know, right? And so we interacted with them in a certain way. If we've kind of taught them that this is how play looks in our home, they come to rely on that same impact, you know, So, one of my favorite quotes from Magda Gerber who was the kind of the mother of the Rye parenting. Most people, I feel like if they know about Rye, they know about it from Janet Lansbury, she says begin as you mean to go on. And most of us, as when our children were little, began in a way that we didn't actually intend to go on for forever. We battle in front of their face, give them light-up toys, we do the hard work of play for them, right? And so then we come into toddlerhood and then all of a sudden like we know that they're supposed to be seeking more autonomy and independence and so we expect them to be able to do these things. 

Blanca: We expect them, that’s the operating word.

Laura: Right.  We expect them to be able to do these things that we've never really given them the opportunity to do, to build that skill. And that's one of the things that I think my play challenges so powerful in doing is it teaches the parent how to two, step back. And put space for the child to start building some of those independent play skills, while understanding that it's a process.

Blanca: Yeah, which is not just, you know, this is, we have a lot of research on this. Like those, those elements of autonomy, supportive parenting and like the ones that you talk about in your in your play guide and your play challenge are those elements of - Yes, we are there but we're also scaffolding difficulty that way. You know, they can tackle one challenge or what level of challenge at a time and we're there but it's that scaffolding that allows that independence and in our motivation to develop. That pause that important pause of like, we want to jump in, but let's not and just see what happens. You're not leaving, but you're there to let them feel the struggle, but also the joy and pride of accomplishments didn't play.

Laura:  When we pause, what do you think we're communicating to our kids? When we pause. 

Blanca: I trust you, I trust you. 

Laura:  I trust you. Like, and I, I need like t-shirts with that. Like I trust my child. But really how again, with that conscious pieces, like what does it mean for us when we say I trust my child? But do I? Like, okay, so let's actually ask ourselves, right? Like do I? What are the things that I trust my child with? But it is when we actually start asking ourselves that question that then we actually say, why don't I trust them for them to put their shoes on? Why don't I trust them for them, to climb that pickler triangle? And why don't I trust them to kind of like slide down the slide and see what happens? 

Like as long as safety, you know, safety first, right? But you know, do you trust your child? Do we trust them? And exactly when we pause, we are communicating, I'm here. You're safe because I'm giving you space. I wouldn't if you weren't safe and I trust you to figure this out. Let's see what happens. Yeah. Gosh, can you imagine being trusted in that way? Like just even now as an adult being trusted in that way. Like, I mean if you're parenting with a partner, like having them come in and instead of like, you know, maybe criticizing them when you've done something at the home in the home or reminding you to do something to have like your partner come in and just come, come in with an energy if I trust you to do this in the family. 

Blanca: Yeah. And here's yeah, I wanna, you know, this is something that I think I've talked about online before, but it's like if you go to the Gottman Institute, so this is like the institute and and this this amazing clinicians that have developed a lot of models and and skills and our entire training for marriage and and partnerships and relationship building for adults. If you look at all of their markers and strategies and model and training, we're looking at things that are foundational of all relationships, including relationships with their child. There's so much that if you go to their site and you're translated to children, you're like, am I actually doing that with my child? Am I pausing? Am I acknowledging Am I learning from what they bring to this relationship? Am I, do I know who they are? 

Laura: Yeah. 

Blanca: Because also that pause means many times is, I want to learn how you do it. I want to learn what you have in mind, let me see, let me learn. Like, you know, it's a relationship and pausing helps you develop that value. I don't … and learn about the other person too. 

Laura: I also think that play is a really great time to practice that pause. So I most of the time when parents talk about wanting to have the, like the pause and parenting, it's during high intense like emotionally intense moments where we’re triggered and overwhelmed and we want to be able to have that pause and respond consciously. You know, and respectfully to our kids, but that's a skill in and of itself, getting that pause, tuning into yourself, tuning into your child in the midst of that pause…

Blanca: That's chaos, right? That we're talking about…

Laura: Right. So play, what better way to practice that really important skill. And during a delightful play interaction with your child, you know? That often doesn't carry the same amount of heaviness. Okay. I have a question now, so we are talking about kind of why my child won't play alone? And I think we've covered pretty well kind of like developmental and attachment reasons why young children especially need some support during their play from time to time. Are there things though that parents kind of unwittingly and with the best of intentions, due to undermine their children's development of independent play skills? 

Blanca: So and again it's not, it's an inadvertent, right? And it's we do a lot of what target tells us to give, you know, we give a lot of what target suggests we give, and, you know? A lot of, there's a lot of content and you know? If you know me from Instagram and you know Laura or now you're gonna get, your feed is gonna get filled with a lot of different things you're supposed to be doing, right? 

Laura: So, just some context, this is all inadvertent listening, right? 

Blanca: Yes, and you're doing your best with what you know. We all are. And, but I think, you know, I'm gonna go back to the pause because that's one of the thing we tend to jump in a lot. We want to rescue, we want to be with the pause, the reason the pause works is because it keeps us from number one: interfering when our child, when the child has an ability to actually see a challenge through. So that we're keeping from them from that opportunity to develop resilience and intrinsic motivation to learn. Because when they feel a challenge and they get through it, that is how that intrinsic motivation to seek more challenges develops. When the brain is able to create a pathway of feeling, there is a challenge and I can't do it, and I did it by myself, that feels joyful, your body gets filled with dopamine. 

This is a physiological response that the brain learns, and once again, because the brain wants dopamine and it's gonna do anything to get it. And guess what, like seeking it like getting through a challenge yourself, it's so much joy, so much bright, so much physiological goodness that they're going to go for it again. But it requires you to step back and not jump in and again, trust. That's one of the things that other thing that I think we inadvertently do is we, when it comes to trust is that we take away things that could, that we are scared that could harm them or that they may not be ready for. That is why I I said, you know, one of the things that you have to do is really think about what you're offering. 

The toys, the task and really think about it in steps of difficulty and instead of being afraid of like, oh no, I don't think they can actually, you know, climb that pikler triangle. Okay, what is the first step to get there? How can we develop that skill? And what can we offer to help them develop that skill? Maybe a lower piece of furniture that they can start climbing up and then gradually present to that other pickler and bigger thing, right? And taking it slow, but it's that really having a perspective of the different steps that it takes to do something and offering trust to get through them and offering trust in advancing and giving them more and more challenges that gets you there. and if you're held by fear and lack of trust, it is really, really challenging for them to trust themselves and approaching those challenges.

Laura: I so agree. And I think like, I think that there's like a flip side to that, to that sometimes we, because we want our kids to advance, because that's what tells us to do right? And so we, because we're always supposed to be better, getting better and improving and I think that there's room for just questioning that a little bit and like, isn't it okay for our kids to just be kids and not always improving? Like it's okay for them just to be that I feel like we could do a whole podcast episode on that whole thing. Yeah, but because we have this kind of consumerist, capitalist-driven need to get our kids excelling, we put toys and play objects into their environment that they're actually not developmentally ready for. That are, where they, those toys outstripped their current skills. 

And so what you're talking about scaffolding is finding the leading edge from of what they can do on their own and what they can do with support. And oftentimes we put play objects in a playroom that are like three steps ahead of that. That only leads to frustration because they're not ready for it. And then they need a lot more support and parental presence. So just as an example, I have, I run a one of the very few things I get to do in person. That paused, you know, for two years for the pandemic. I run an infant play group at my local university. Oh my gosh! It's so much fun. It's so much fun. But this year we have babies that are mostly six months and under. And in my play bin, my toy bin. I have a little shapes order, a little wooden shape sorter that is not developmentally appropriate for the six month old and younger kids that are there. 

But it's like its current state. But many of those kids are, there's actually, there's one kid who is I think seven months and he is into like the putting in and taking outright. And so with the shapes order, I leave it open. So he's not using and have the blocks nearby so he can do that and put them in, the like the actual like hole that they go into. Not the like shaped holes. I feel like I'm having a hard time describing this and he can play with that independently in that way and it's just right on that leading edge. That's where it's in the schema that he is in, the perfect place. But if I had the kind of the whole, that you used to empty out the shapes covered, he wouldn't be able to use it at all. And it would only be a source of frustration because he's not ready to do the shape matching. 

Blanca: And what happens with frustration. We said we seek our regulating source, which is the adults. So then you have them unable to or you know at that point needing you. So then you're like why aren't they playing by themselves? So then you're curious, right? You look at the material and I love that because yeah.

Laura:  Yeah, I mean but that's what it is. So if you are seeing all of a sudden you know you've added a few new things to your child's play environment and they are suddenly needing you a lot more and being very frustrated, taking a look. Are they actually ready for these things? So we put, you know, they got magnet tiles for their second birthday, are they actually ready for … or do they need to be put away for six months and then brought back…

Blanca: … magnetize podcast because my gosh, there's so much frustration.

Laura:  I mean they are frustrating when they fall or do we need to put the magnet tiles in a different context. So like when my kids were at that age with magnet tiles where building things up was really frustrating because they kept falling and they didn't have the ability to really get the physics of it down because it's definitely physics, we just moved the magnet tile been to in front of our washer and dryer and they just did shapes on the washer and dryer and use them there instead of building up, you know? So I mean like those are small adjustments and the play environment that allow for independent use of really like attractive fun play objects. Gosh, I feel like I lost my thread. Sorry, oh, the other thing that I wanted to just highlight that you were saying before on this pause piece that I feel like you kind of alluded to, but we didn't just outright say it and I think it's really important to say, let's just gonna say it, oh sorry, I'm getting a phone call. Okay, declined it. 

So with, when we don't pause and I think, you know, because when we are driven by this need to kind of rescue or fix or solve problems for our children out of the goodness of our heart, out of our, out of our love for them. I mean, and just from the like, oh my gosh, my child is struggling and I can help them. Of course, we want to help of course. But when we do, we rob them of opportunities to learn. We rob them of that feeling of success, of personal accomplishment that natural into forensic joy of having had a goal and reached it. And we robbed them of the opportunity to develop problem-solving skills. Because I love examples. And I just got my daughter's permission to share this example with parents. 

I'm going to share a beautiful illustration of this if that's okay, I think examples are helpful. Yes. So yes, so when my 10-year-old daughter, Ellie was, she's just turned 10 yesterday when I'm recording this when she was a baby, probably about four months old. She wasn't rolling over yet. She had this favorite little toy giraffe that she loved and I would periodically set up a little place. I mean not periodically, every day, she would spend time on a play mat with a few simple objects placed around her in the kind of the RYE method. And that day Gerry, the giraffe happened to just be out of reach. And that child, this four-month-old child spent 40 uninterrupted minutes trying to get to that giraffe and it would have been so easy and so tempting to just hand it to her or to just nudge it closer? I did not, I video-recorded snippets of this time. 

Blanca: I can remember showing us that snippet of that at some point. 

Laura: That was with a different child, Gerry was the main motivation for both of my kids. And rolling over, Gerry is like a delightfully attractive toy apparently. But yeah, that was, I do have that video of my younger daughter, Evie on my Instagram page in the midst of struggling and me not intervening and.. 

Blanca:  Which is so hard, right? Like that conscious piece. What does it feel right? What does it feel like for us?

Laura: I get messages still about that highlight on a regular basis about like that was so hard to watch and I'm like, yes, it was hard in the midst of it too. But it was important. Anyway, so back to my four-month-old oldest daughter. She finally got Gerry and I have these pictures of her right? When she got Gerry into her hands and into her mouth, which was what she wanted to do. And she just had this like delight in her eyes. And I was telling my daughter the story yesterday on her birthday about that and she goes, Mom, this is my 10-year-old. She goes, mom, if you had just handed that draft to me, it would have ruined everything. 

I wouldn't have gotten the chance to feel so happy that he had done it. I wouldn't have been able to believe in myself that I could do something hard and it would have taken that away from me. You would have taken that away from me and mom. You would have taken that away from you because you got to be happy seeing me do something that was so hard. And I was like, yes, child was the wisdom of children, you know? 

Blanca: My God, so true. Thank you for sharing that. And I honestly this is. And some Children are so eloquent to kind of bring this up. But believe me, even if your child doesn't have the words yet, that is exactly what they're feeling. 

Laura: Yes, exactly. And think about this 10-year-old child reflecting back to me the gratitude that I trusted her as an infant. She can't remember. You know, But I mean, it was a very beautiful conversation that I have my permission to share. And I think it's just so important to remember that when we don't pause, we rob, we have the opportunity to rob, you know, we're choosing our own kind of instant reduction of stress for this over this more long-term process that we are engaged in with our children. And I just want to say like, it's okay to do that from time to time. 

Blanca: We're in a state of balance, right? And we're not perfect, we're not robots. 

Laura: I mean, there's no guilt at all, but, and there can be a conscious choice of, like, I know I shouldn't solve this problem for her, but I'm overwhelmed and I'm trying to cook dinner right now. And so I'm just gonna hand her the damn giraffe because I don't have time to sit close with her right now and be fully present with her. So I'm just gonna hand her the giraffe and I'm aware that that's what I'm doing, you know because right now the frustrated tones, the struggle is triggering me and I need to stop right now so that I can be the calm parent that I need to be to other family members and that's okay. 

It's okay too, it's the awareness, I think that's so important. You know, like the aware intentional choice of what we're doing. I'm acknowledging, I'm pausing right now. I'm acknowledging it all. And I understand that I have to, you know, a multitude of very good options. Balancing my needs and the needs of the rest of the family and the needs of this child. And I'm gonna intentionally choose what I'm going to do with full awareness of the possible the variety of outcomes, some positive and some negative. There's always positives, the negatives, you know, like that's conscious parenting, right? 

Blanca: Yeah. And it's simply not realistic to give our 100% attention even if it's consciously possible. It's just not realistic. We are also modeling realistic parenting that is what you're doing. Like sometimes cooking your dinner is takes precedence because that's kind of what we're doing after that I can feed you and you know later today or already earlier today we had our moment of really conscious connection or you know. 

Laura: Yeah, exactly. And that's like that's the balance, right? So, you know, when I talk about Balance Parenting and there's so many things that we're balancing all the time and it's never like we're never balanced on the perfect tipping point, right? We're always like making all of these adjustments and figures.

Blanca: It’s a missing middle. Like you’d say. Yeah.

Laura: Yeah, Exactly, yeah. Okay. So I mean, we talked about those kind of those two ways that we can kind of get in the way of our kids independent play. I feel like we've been talking for a long time. I could talk to you forever. 

Blanca: I know, I’m sorry. I…

Laura:  No, no, no, it's so good, I just want to summarize so kind of not pausing jumping into rescue. Having play objects that are either you know too far like that either outstripped their skills or too easy that are kind of in that like like that’s Vygotsky who developed scaffolding, he calls it the zone of proximal development, not zone of kind of what they can do on their own and what they can do with support that aren't in that kind of that…

Blanca: And we like your role in those moments, I'm sorry, it's to protect concentrations. So when you see that you're not only helping the brain develop those pathways for intrinsic motivation and problem solving and efficacy and resilience is you're protecting concentration. And that concentration is going to expand and expand and expand the more you offer respect and…

Laura:  Yeah, I think that that leads perfectly into another thing that parents with the best of intentions and totally inadvertently do to undermine their children's independent play. I think we interrupt their play a lot. And we interrupt their play, I feel like mostly with either like our own agenda, like because it's time to go to school or it's time, you know to eat dinner and of course, we've got to go to school and eat dinner, but we could observe for a little while and wait for the moment when their attention lifts from their activity to our face and then insert our kind of our agenda. And the other one that we interrupt with praise. I think we interrupt with feedback and judgment because praise is a form of judgment. Anytime we label anything, we're judging it. 

Blanca: And then what happens is we were like the example of like do you see this? Did you see, did you like it? Did you, mom did you come see this? Why? Why? Because and I'm not saying this is the only reason right? Because right now I have a four-year-old that just does that with everything right? And I have a lot of, you know we have the years of practice of me not offering so much praise, right? But it does happen sometimes that when we layer this interactions with praise, that becomes the expectation from them. So if we're far away from them and they're accomplishing all this stuff and they're not receiving that interruption with praise, they're going to interrupt themselves to go seek that. 

Laura: Yeah. Right. And that all interrupts the process of building consultation, building their focus and attention skills, those executive functioning skills that they need to do well in school later in life, you know? Absolutely. Okay. So I feel like those are three big things that if we can spend a little bit of focused time, focusing in on that we might see some more independent play emerging. Yeah, I think I… go ahead. 

Blanca: Go ahead. 

Laura: I was just gonna say, I think one other thing that we can do when it comes to, if we want to see a little bit more independent play happening in our homes is meeting that like that need for attachment, that attachment need for togetherness for closeness, proactively filling that child's cup. Their connection cup proactively will allow them to be, you know, to seek a little bit more independence and as opposed to kind of filling it on an as needed basis when they come to you. I'm kind of getting ahead and filling that cup. I think another thing that can happen. What were you gonna say? 

Blanca: No, but about that, I think it's so crucial, right? Because we're talking about cups filled and needs met and when they're all met, they're going to be seeking those and we can be proactive about thinking about who has what needs and how we can work as in within the relationship to meet them so that then we can move on with our own, you know, interactions. But I think, and it's not a magic, the thing with filling their cup with connection outside of the goals for independent place. It's also not a magic bullet, right? Like it's not, it's not, it's not a magic wand that you're gonna move. Like I offered connections and now like they can play independently. 

Laura:  No, it's not a means to an end. 

Blanca: It's not a means to an end right? Like you're not. Yeah, but it does. I think you're talking about how important it is because, it's when we do that we are feeling that cup and when that moment of connection, if you make it into a consistent, predictable time of undivided attention when you are interacting with intention then that moment is like, okay well right now I'm being told that mama is not available because she's doing other work, and right now it's quiet time, she's not available. But I know that after quiet time we have something planned or I know that when she picks me up from school we always go to the park. Or I know I know she can't but in the morning I already have my cup kind of semi sort of full and I remember that we read a book this morning and that every morning she gives you that time so that I have that, that's ours. So it's not magic and it doesn't solve all of those independent needs. But to have that predictable consistent time, it's so important just for that relationship. 

Laura: Human beings are creatures of habit and rhythms feel really soothing and so having those cup filling moments built into the fabric of your day. I mean rhythms and rituals. I know you're a Montessori person. My girls are in Waldorf school and I think that there, I think that their use of rhythms and rituals has really been transformative when I've taken that focus and applied it to my own home. Having that built just into the fabric of their days really helps them be more independent. So like we've been talking for an hour now and my seven year old's been who was sick, has been playing with legos at that whole time. I think she's listening to an audiobook too, but she might have paused that I think she got herself a snack. But before this, I spent uninterrupted time about half an hour just with her listening to her, narrate her lego play. You know, and I will go do so again afterward and we have a plan, you know? For what we're gonna do after. And I think that that's I mean, that's what it looks like in practice, you know, so we can get this time for ourselves.

Blanca:  And we didn't talk about it's tricky because we kind of brushed on it and people have questions, but it's like an entire other episode, right? Like the boundaries because we are not always available. We cannot always jump in. We cannot always be like a welcoming blanket of safety in the way they would like all the time, right? There are boundaries and there are times when you're gonna say, I'm doing a podcast, I'm not available. I'm gonna get there whatever. But even those boundaries have to work within the context of having filled or at least having a conscious awareness of what everybody's needs are so that you can either work on meeting them after or have a rhythm of meeting those connection needs in service of keeping those boundaries that goes hand in hand.

Laura:  It totally does and collaboration is a key aspect of that. So when I let my daughter know that we were, I needed to have this podcast interview, we made a plan. We worked together. What would it be helpful, you know, what would help you, you know, feel comfortable while you know, while I'm on this podcast? What do you need? You know, so that you are taken care of while I'm on this podcast? You know, we collaborated and problem-solved together in order to have everybody's needs being met. I mean, and that's you know, once you're out of the like three-year-old stage, problem-solving really is all that respectful parenting. It's that really. Yeah, Oh my gosh, we could have a whole another podcast. I hope … 

Blanca: Well, thank you. You made me all the way here. 

Laura: Yeah, I hope you'll come back and maybe we can talk about some of those things like how to set boundaries with our kids when we have our own needs, our own needs for space and time. I think it would be a good conversation. Okay, Blanca, thank you, thank you for sharing your wisdom about play with us. I want to make sure everybody can go and find you and follow your beautiful account. Do you wanna kind of tell us where you are and I'll make sure to put it in the show notes? 

Blanca: Oh, thank you so much. It's been such a pleasure and thank you to all of you who made it all the way here and listen to us and yes, there's so much more that we can talk about. So do touch base, DM me. DM Laura and tell us kind of what you thought, you can find me on Instagram at Whole Child Home. So it's whole dot child dot home and whole child home dot com online. You can also send me an email and check out kind of what I have to offer, but dm me.  Let me know kind of what you thought, what questions you have, and then I would love to touch base with Laura again so that we can help answer them. So thank you. 

Laura: Yeah, thank you so much Blanca. I hope that you go off and have a beautiful rest of your day. 

Blanca: Thank you. 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!

Bonus: A Little Bit of Break and Taking a Pause

As we enter into a season meant to be filled with light, love, & joy, I wanted to just acknowledge that this can also be a time filled with pressure, stress, and overwhelm. We take on a lot as parents during this time, and just in case no one has said this to you yet, it's ok, more than ok, it's GOOD, to say "no" to some things. To release traditions that feel confining, to embrace slowing down, doing less, and savoring more, and to pause what needs to so that you can be fully present with yourself and your family.​

That's exactly why, for the first time since starting The Balanced Parent Podcast, I'm taking a few weeks off from publishing new episodes. After this week, for the rest of December, I'm going to be slowing down, spending a bit more time with my family. Before the break however I did want to leave you with one last episode. This episode contains a short, guided visualization and meditation that I hope will support you in slowing down and coming back to yourself over the next few weeks. I'm including it here simply because I know that the upcoming weeks may be stressful and overwhelming for some families, and it may be difficult to find a moment to pause and gain some perspective, peace, and compassion for yourself. I hope that you find it helpful and come back to it whenever you need it. If you like this sort of thing, let me know and we can do more of this!

We will return with new episodes in January when we turn our attention back to my annual Play Challenge. I'll be sharing details about that soon. If you have any specific hopes or requests for the play challenge, I would LOVE to hear them. I'm hoping to do some revamping, so your feedback would be super helpful! Just hit a comment if you have thoughts or send me a message at laura@laurafroyen.com!


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!

Hello! This is Dr. Laura Froyen and for the next couple of weeks, during the month of December. we're going to be taking a little bit of a break from The Balanced Parent podcast. I've never taken a break before on this podcast. I've made put out an episode at least one if not more a week for over a year and a half now, and it's been so much fun but I am finding that at this point in time, during this month December, when my kids are busy with things at school and I'm finding the need to pause and be a little bit more present in my own life, that it's time for me to take a little break. So that's what we're doing. I want to leave you just before the break with a very brief meditation that will happen here in this episode. 

I'm putting it here just because I know that the next couple of weeks can be a lot for some families. They can be overwhelming and they can be stressful and it can be really hard to find a way to pause in the midst of that and get a little bit of objectivity and a little bit of peace and compassion for yourself. So, I want to offer this meditation as a tool that you can use any time you need it, especially over these next few weeks and then we will be back with new episodes in the month of January. As we once again direct our focus to play. If you're looking for an opportunity to engage in the 30 days of play challenge, I'll be putting out information about that soon. So please stay tuned. Alright, I'll see you after a break in the new year and I'll be ready to, renewed and ready to focus on play with you until then. I hope that this meditation serves you well and I'm sending you lots of love and compassion and light during this season. Be well. 

Okay, find a comfortable position now and we are going to be exploring how we can slow down our thoughts in the midst of a difficult or challenging moment and step into a more nonjudgmental and compassionate presence with ourselves. I want you to start by finding a comfortable position and letting your eyes softly come to close if that feels safe for your body, and finding a gentle breath. And we're going to start focusing on making our out breath a little bit longer than our in breath. So breathing in for 4, 2, 3, 4, and out for 6,2,3,4, 5, 6. In 2, 3, 4. Out 2, 3, 4, 5, 6. In 2, 3, 4. Out 2, 3, 4, 5, 6. Introducing a small pause in between your in breath and your out breath, breathing in for four, holding for four and then out for six. In 2, 3, 4. Hold 2, 3, 4. Out 2, 3, 4, 5, 6. In 2, 3, 4. Out hold 2, 3, 4. Out 2, 3, 4, 5, 6. 

Releasing that now and allowing your breath to return to a more natural state, no longer exhale, is soothing to the nervous system and can bring us quickly from a kind of an activated state into a more relaxed state, which is where we wanna be right now. We can be very emotionally reactive at times as human beings, especially when we're hurting. The practice of mindfulness is about observing the present moment and our awareness of that present moment without judging without labeling without giving a sense that something is good or bad or right or wrong. And just noticing what is the practice of being non judgmentally aware also can help us know that our thoughts are not us and that our thoughts about something are simply judgments and not actual truth. 

And over time if we practice becoming aware of our judgments and when we are engaging in the act of judging, we can become more compassionate towards ourselves. We can become kinder to towards ourselves. And we can become less reactive because most of the time it's actually the judgments that we are reacting to the interpretations of the situations we're in, rather than the actual thing that we're going through. So to practice this, I'm going to have you do a visualization with me. This is something that you can practice regularly as a preventative measure to build your muscles. You're kind of, to condition yourself to be less judgmental and more present moment, aware and more compassionate in the moment. But it's also something that you can practice in the moment when you are feeling overwhelmed or stressed or feeling any strong emotion that you are identifying quite a lot with and that is causing a great deal of discomfort. 

So as you're sitting here with a closed eyes and open heart and mind I want you to visualize yourself floating gently down a river. You're safe. You're well cared for, nothing can harm you here. You're floating in this river. And as you're floating, I want you to think about a time maybe recently. Maybe not the biggest time in the recent past. But a time where you were experiencing some heightened emotions, particularly heightened negative emotions, stress or overwhelm conflict with a loved one. And again, don't pick the biggest one, we're going to start small and we'll bring that to mind. And as you bring it to mind, notice how the pace of the flow of the river that you're in goes faster. Maybe start swirling a little bit, reminding yourself that you're still safe, but the water is picking up. Perhaps there are some rapids coming. 

You might notice in the waves and water that is flowing by you. Words and thoughts that you say to yourself that you might have in the midst of these hard or stressful moments. Notice them floating by. And notice the quality that they have. Are they facts? Are they interpretations? Are you labeling what's happening as good or bad? Are there fears within them? Are you judging yourself the situation? How you're handling the situation? Other people involved? Just noticing this and noticing as you contemplate this difficult situation, how fast the water starts to move? how quickly the thoughts can swirl? And in this moment as you're floating down this river as it's speeding up. You see ahead, a gentle shore. But you can quite easily catch and climb out of to york landing on a gentle shore to the river, a nice soft sandy patch that allows you to crawl out of the river and sit safely and calmly on the bank. 

There's a warm blanket or towel there to wrap up in. And you're able to just see the thoughts floating by the swirl of stress or anxiety or overwhelmed. The raging waters that you just crawled out of and you're knowing that you are safe on the side of the river with this little bit of distance, you're able to see more clearly. But the thoughts that were floating by you that were swirling might be interpretations, might be judgments, might represent a tendency to interpret things in a certain way, might be reactions that aren't grounded in truth or fact. And from the bank, you're able to notice them. And notice that they're floating away, on down the river. There they go. 

You can notice them without feeling attached to them. You can notice them without feeling caught up in them. You can notice them without feeling as if you are them or they are you. There's some separation as you expand your awareness. You look around and you notice too. You're not the only one sitting out on the bank looking at the swirling river in front of you. All along the side of the river. There are people who are pulling themselves out and taking a look at the swirling waters just like you. They've been caught up in the river of their thoughts from time to time. Just like you, they face stressful moments and hard times. None of us are alone in this. 

Just like you, they have a tendency to be harsh with themselves or critical or judge themselves and just like you, they're trying to be kind and just like you. The deserving of self kindness. From your place on the bank of the river, notice now some golden light starting to shine upon the river and as this light travels down the river. You're noticing that the water is calming down, starting to slow. And instead of the swirls of words and judgments, there are simply words for what is. To recall the situation that left you feeling overwhelmed and notice the words that would simply describe it. I had a disagreement. I had a hard time without judgments or labels. We were late for school. I didn't know what to make for dinner. I lost my temper. I spoke in a voice. I didn't want to use, without harshness without labels, just what is. 

My golden light of truth and reality is allowing the water to slow and allowing you to see the situation more clearly. Now placing a hand over your heart, allowing yourself a little bit of comfort and ease and grace to feel your way into your heart. I know that this place on the bank of the river, your beautiful river of life is available to you. Just around the bend in any hard situation. There is a place for you to crawl out of the river, a warm blanket of love and compassion waiting for you and the ability to see any situation clearly through the eyes and the glow of this loving compassion. None of us are alone. Our experiences are not just ours, but humanity's and when we get a little bit of space, we're able to release that judgment and see ourselves in the situation more clearly. And that place is available to you. 

Taking a few nice breaths, we're going to be coming back to ourselves, back out into the room. And I'd like you for a moment to just take a few minutes right now. Take out a piece of paper or a journal and write down what that experience was like for you. Take a few minutes just to write down what you noticed, what some of the thoughts were that were swirling in your river. What some of the thoughts or observations were when you were releasing judgment and labeling and just being present with what is and write down any words of comfort you might offer yourself in a similar situation in the future. So take a few minutes now to do that. 

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 146: Aligning Your Parenting with Your Long Term Goals (Live Couples Coaching)

This week's episode is going to be a little different. If you have been following me and The Balanced Parent Podcast, you know that there are times where members of my BalancingU membership community so generously allow us to "listen in" to their coaching sessions. It can be so helpful to hear others' experiences and I know that you may have similar struggles and questions. This way, you would know that you are not alone and just like you, the couple that I coached in this episode wants to figure out how to

  • communicate expectations and boundaries in a way that is meaningful and respectful

  • align their "in the moment" parenting with their long-term goals


If you've ever wondered if respectful parenting is too permissive, or if you can set healthy boundaries without trying to "control" your kids (while helping them learn self control too) this one is for you!

BalancingU members have the opportunity to be coached on the podcast for free as a perk of being the membership. If you're interested in learning more, check it out here!


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!

Jennifer: If Mommy and Daddy don't have their time, then Daddy can get really grouchy and you don't want to have a grouchy dad. And so let's figure out a way that Mommy and Daddy can talk and connect. So we're both not as grouchy and that you can do what you want to do. And so we problem solved and figured out if he watched a show in the dining room while we were in the kitchen getting dinner ready, then he's kind of near us still, and then Michael and I could talk and so we were able to do that, and that worked out. Yeah. So it worked out for like 30 minutes or so we were able to maybe 20 minutes. We were able to talk about how things went that day and Luke got to watch his ninja show. And so… 

Laura: Oh, I'm so proud of you. That’s awesome! That’s so great!

Jennifer: Yeah. So what you had told us about the like triangle was like really helpful. And so we tried to implement and I told Michael my goal is really to do how you had said like it's like the integrated system where just like flows and it's not like pulling one way. So yeah, I'd like to work towards that. yeah. 

Laura: Yeah, you know, lots of people when they learn about triangles, they start seeing them everywhere. I don't know if you've noticed that, but like have you like noticed triangles more and like even like in the office for example,

Jennifer: Yeah, in the office. Yeah, definitely, definitely. Like a little bit more. Like I had a big meeting with my boss yesterday and so that's kind of what we spent a lot of time talking about. But even with him, you know, I had told him, you know, I noticed he's getting tired, you know, he owns the practice. I don't know if I had mentioned like I was thinking of opening my own practice, my own pediatric practice and then I, we've been in the works on doing it just because I feel healthcare so different for children now. You know, it's all this like you know, it's quick and it's fast and it's not really care like it's not really like whole care for these kids and for the parents, you know, who need that support and kids have a diagnosis that's even more, you know? 

And my community here in Southern California, everyone calls us kind of like the like scavengers of California or the like armpit of California because we're the in law empire and like everything is in L. A. County, you know with like Hollywood and West Hollywood and the big stars are, everyone's in Orange County and the OC. Or San Diego is so beautiful with the beaches. And then we are the only two counties in southern California. Inland Empire is riverside and San Bernardino which are the two largest counties in the whole United States. But had the least resources for many of these kiddos, you know? And so if kids need pediatric something, we are like advocating so much for them. 

And so I just knew that I had to do stuff on my own to really get kids what they needed. And so Michael and I were kind of on this path, he was helping me to open my practice and then one of the local pediatricians who's like 10 years older than me had reached out to me because he's starting to do a succession plan of what he's gonna do with his practice? It was a huge blessing and I decided to take him on and kind of be mentored by him and see. And he says, if it works out, I can just buy his practice and if not, I'll learn about private practice and open my own. And so it was a big meeting. Michael will hear me do all my brainstorming ideas and stuff. But I had with my boss. So my point is I could feel the triangle with like him and me and staff as I'm trying to talk to him. This is Michael. 

Laura: Hi. 

Micheal: Hello. Hello. 

Jennifer: So I do see the triangle. My point is because I'm constantly working enough, but mainly with him who's kind of like the leader and CEO and how I'm trying to help him or work with him and he's pulled a million different directions and I'm trying to… 

Laura: Yeah. Okay, good, Michael. It's so nice to meet you. 

Micheal: Nice to meet you too… A lot about this session and so I thought it'd be good to be here. 

Laura: I'm so glad that you were and I really appreciate that too. It's not easy to like to bring someone else into your world and that way. And so I think you guys are incredibly brave to be doing that to show up for each other for your family. It's awesome. Yeah. So what would be helpful right now, to like, where like what do you have some goals and ideas for what you'd like to spend your time on?

Michael: Me personally, I'm just here for moral support and be a participant.

Jennifer: Alright. So I think one of the big things Michael and I have really talked about is that, the thing that sets him off a lot of times is if I'm talking about like when we have our, when he's trying to get a point across with Luke and I might not agree with it, I'm really trying to be quiet about it. But Michael, he'll give Luke one chance and done. And I probably give Luke too many chances. And then that's what Michael says, like you waffle all the time and, and I just, so it's, I feel like maybe we need a balance between, like if Michael says no, look like you just, you have to do this and then I can tell like Luke is having a hard time. So I'll work with like, no, like you have to do this. And then Michael and I were trying to be better at not doing things in front of Luke, but I'll try to like, explain to him what's going on or explain like that Luke is having a hard time and Those are 10 miles. Like, you know, you just need to read my cues and know that, you know, he's just wanting..

Michael: My cue is simple. I say that it needs to happen, therefore it needs to happen. And I'll give Luke one or two chances and I'll speak very calmly and nicely. Luke, please do this. Luke, please do that. But at the third time I'm like Luke now, it's time for me to get his attention because he's not listening, he's not paying attention. And then I say, Okay, please do that thing. 

Jennifer: But he gets like, don't, don't you agree, you get like in a little deeper voice that starts scaring, you go like Luke. 

Michael: Okay. There's a progressive process, okay. I don't go to any kind of a threatening voice or sound like I'm really angry initially and even when I progress, I give him a few chances. I'll give him one or two chances to kind of come around and if he doesn't, then I have to get his attention, because he's usually not, he's pretending like he doesn't hear you or he's just not responding. And so then I'll get his attention and I will say it again. Luke, this is what I want you to do. I'm very clear. I feel that it's really hard to hold people accountable when you don't convey your expectations and you think you do, but you don't really. 

So you really have to make sure they understand what your expectations are. And so I try to do that. I do the same thing with Jennifer.Is I try to make my expectations clear and I expect, you know, I, I asked for her to do the same thing with me. Don't just expect I'm going to do it. That's right. And so I don't, I don't sound like I just throw off cues to, to do different things like Luke, do what you're supposed to do, you know what that is? I tell him exactly what I want to see happen. And Luke will get dressed, perfect example this morning. Luke will get dressed and I come in his room and he's playing with legos. Okay, Luke, guess what time it is? It's time to get dressed. I'm gonna set the timer for you and I will come back and check when you're done. 

And so there is a process that I have. Now, sometimes the process is a little shorter and sometimes it's a little longer. It really depends on timelines. And I'm sure it has a little bit to do with my patients, but I do try to give those chances and then I will get to the end of my rope. Everybody has a rope and then you get to the end of it. Yes, Jennifer has a rope. I hear an elevated voice. I hear luke. No, I, I will, she does get to the end of her rope eventually. And again, it depends on her mood, depends on how tired she is. So later at night, the rope is shorter, such as life with everybody, but when I get to the end of my rope? I, in my mind, I thought, okay, did he give them opportunities? Yes. Did I make myself clear and convey that to him? Does he understand what I want? Yes. Okay. 

So we've covered those things now. It's time where the rubber meets the road and that's it. You know, my patient. Yeah. It's not, not so much about my patients. It's almost about principle for me. I've asked your father to do what you're supposed to do and now it's time to do it. And Luke and I had a conversation on the way to school, about, you know, I was in some respects, Luke and I are similar on our personalities and how I grew up and in some ways were different. He's very independent. He has his own thought process, he does, he knows what he wants to do. And he knows he may not want to do what you want to do. 

I was the same way I was very independent. I had my own mind, I didn't feel like, you know, I had to, whatever. My father was very, very controlling, different than Jennifer's father, but also, you know, you don't want to cross my father. It's not because he, he felt he was going to throw you through the wall, but it was because my father, he was intimidating. He was quite intimidating. He was a tall figure, big figure and he was intimidating. So you know, you learned early on that you may not, it may not be done out of fear, but you do it because if not then you don't like the response, you know, but it was a little intimidating growing up, but..

Laura: Michael, hold on because I want to ask you something, how… like did you like that as a kid? Like looking back now, maybe you… 

Michael: No, no, no. The intimidation… No, no, I, I didn't. I don't think anyone really likes that. My father was a pretty imposing figure, but I can only think of one time in my life that he ever spanked me, you know? It's like he laid hands on me as a child even though my parents did believe in an old school way of raising kids in the sense that you know, what's the stick? The stick, little, what's the stick saying? You know? Anyway, in the bible… 

Laura: Yeah, there we are, spare the rod, spoil the child.

Micheal: Yeah, Spare the rods, spoil the child, my parents did adopt that way of raising children. My mother hit me far more than my father, even though my mother is a gentle soul. She's still, you know, when she would, I was a strong headed kid, okay, and so she would grab a spatula or something or a fly swatter and you know how else you get a kid that's really strong to do what you want to do back in 1975 or 1980 and that's what you did. So I didn't get spanked a lot, but I definitely got smacked around a lot more about my mother then by my father, my father was like a last resort and your daddy gets home. That was more like my mom's like I'm done, I can't do this anymore. When your daddy gets home, go to your room and that was that. But anyway, so I haven't done that with Luke. But I do try to make boundaries. I do try to, I'm very firm with my boundaries and that I, once I set them, they're set.

Now there's always a new day, right? It's kind of like when you go shopping and the kid wants a cookie that he sees and he's got his heart set on that cooking like, nope, we're not having that cookie by the time we get to the checkout counter, the cookie would be in Jennifer's basket. The cookie would not be in my basket because I said no cookie. Right? And so that's my philosophy on boundaries with Luke. If I've said it now, I may say, let me think about it and you know, Luke, you'll hear him in the background cake, cake, cake cake, he just wants that cake and he wants, you say we'll take one more time and there will certainly be no cake today. And if I hear him say cake one more time, that's what I said, that's what happens. Then Luke is really upset and it's a, it's a process, but I feel if I'm consistent with that now, the problem that I think we have is the consistency doesn't transcend Jennifer and I. When I'm alone with Luke when it's just Luke and I he will not say cake again, he knows better, he will not say cake. 

But when Jennifer and I are together, I can almost guarantee I will hear a trailing off of cake cake, you know, he will say it again or more times and so course then for me, I'm consistent whether we're alone or together, the same thing applies, but it's just, it's something I've I realized with us, we realized that there when we're together Luke will not respond the same way to me as he will say he and I are alone. And it's not that he doesn't throw a tantrum with me, he doesn't cry. He just knows that if he says cake one more time, there is literally nobody in the audience that can save him, it's over. And he says cake. And so then he holds his tongue and doesn't say cake, I feel because he's acknowledged that I have boundaries and if nobody is around to save him that those boundaries will be very solid and I don't think he's figured out yet that even if mommy's here and I set a boundary, he will still lose. If he says the thing, he kind of hopes that mommy will save him, which usually doesn't occur and then there's the tantrum.

Jennifer: I do the nurturing stuff with a nice, I know daddy just said no, so we can't, 

Micheal: But I try to be respectful, I try to enter it calmly. But by the end it's like today right over here at the dining room table. What was the scenario? What was… Why did he he…

Jennifer: He wanted the cake and you wanted to give him this brownie and you said look, do you want a brownie? And he's like, no, I want Michael makes healthy. It was the cake? 

Micheal: It wasn't, it was at the end where Luke was, I was telling him I wanted him to eat his eggs or so. Yeah. Anyway, I told him please do this. I, I told him like 2, 3 times and finally I came over to him because he would, I told him comes sit down at the meal. One of the hardest things we have is getting this guy to sit down through a meal, finish a meal. It's like Jennifer will sit down with him to have a meal, Jennifer eats her meals, he runs around and then she will enter into yet a second meal period to get him to eat. Last night they didn't get to bed till almost midnight because Luke would not eat his dinner and it's hard on her.

Jennifer: I got home at seven and that's when our night started. So I got home at seven and then Michael and had us time, and then we made dinner and then by the time we sat down and so yeah, last night and then he wants, he always wants to read a book and connect. So when I get home that late, everything gets pushed. 

Micheal: So I, I eventually ended in a, in a lower voice, you know, I was like, this is serious time, this is it Luke because I've asked you four times to do this, this is and of course the tone of voice I was using, it was maybe it was a little threatening for him. It wasn't meant to be or it wasn't, it wasn't a prelude to something physical, but it was like, it was my very serious voice like this is, this is it, I do not want to see this anymore, you're gonna go sit in your seat and I could see on his face that that tone was like, oh I need to scroll this away for the future because that definitely worked. 

Laura: Michael wait, you could practically teach a parenting class. Like right now so much of what you're saying about consistency and  like think, like making conscious decisions about like am I gonna hold this limit? Am I gonna like ask like you're doing so like so much, but at the same time you like the way your dad parented you and that low voice, that kind of threatening voice, like that is in your… It's like, like it was hardwired into you. That when I like there's like when I'm not like when the limits aren't being upheld when I don't have… like, when it's not happening, then it comes out almost naturally and it works absolutely.

Michael:  But 1 thing, one thing okay, so my, to finish that thought off was I acknowledge that it really was effective, but at the same time, I know you're laughing… At the same time. I noticed there was a byproduct of that, that I wasn't, I didn't like, which was that, you know, he flipped to a cry, you know, instantly he was sad and he was scared. I know that deep down he knew I wasn't gonna thrash him because I've never thrashed him. But he, it was, it was scary for him because I think his, his imagination go like, what would daddy do? And, and so I realized in that moment that even though that was effective, it was not what I, it was, it was, it didn't have the perfect results that I wanted and I didn't like the byproduct of that result, even though it was effective. That's what I kind of wanted to tie that off, 

Luara: Michael, like your reflection and your thoughtfulness, like you're like doing my job for me, you for being so easy. I like, this is so, like, it's so good, you're so right, looking at that, like what's the difference between effective and it works in the short term versus that kind of long term goal. And then I think it seems to me and correct me if I'm wrong, but what I'm hearing too is that you want your kid to be able to trust you that you want to be a man of your word and you you want to like have those firm principles that when… I like, I want my kids, like if I say something to my kid, he can trust me, he can count on me even if that means like he doesn't like the outcome. That's… Is that right? Like you want him to be able to trust you and be confident in in like what like the consequences of actions in your family. You want him to know that, what, that he can count on his dad. I mean and that's really what it is. That's what holding firm boundaries is about right? It's about having the like the safety net, the like the, on a roller coaster and the like bar comes down, having that bar. Like they need those boundaries they need to be able to trust so that they can relax and do their work as children. 

Michael: Yeah, I think it’s foundational.

Laura: Yeah. Yeah, absolutely. But a key piece of that is that just like when you get on a roller coaster? I don't know. Have you been on one that goes upside down? So it has the things that go like what it like when it came down, what did you like, what do you do right away ,when it comes down? 

Micheal: You grab it. 

Laura: You grab it and do you pull up on it?

Michael: Yeah, you make sure, you make sure it really is not gonna… there’s so much play there is. 

Laura: Yeah, right? Or, and like squeeze yourself down so that it's a little tighter, right? But you pull up on it. You test it to make sure it's locked, right? Yes. That's what kids do too. That's why kids push boundaries, that's why they test limits. And it's not because they don't respect you or you know, it's so that they know that the safety rail is there for them, right? And that's why it's important to be firm. I think like you and I, Michael, I think we're totally on the same page with this, right? And so then the question is like, how do we know when to hold a limit and how do we know when to be flexible? How do we build trust?

And without rigidity in our relationships with our kids, right? Like how, like how do we do that? You know, it's a good question. I have this story from my own childhood. We were going, we were driving into the store to pick out movies and my sister and I, like, we would do this on friday night for the weekend, we would always get to pick out one movie. And I, like, was sitting in the front seat and I was playing with the radio, switching the radio station and my mom said to me, if you do that one more time, you don't get to pick out a movie, okay. And like, I wasn't thinking about it as a kid. I was I think I was like six or seven. Like I really remember this. I did it one more time. Not necessarily on purpose, but like, you know, I just did it. It was there was low impulse control or whatever. 

Michael: That was a kid in you. Why not?

Laura: Yeah. Yeah. Yeah. I mean like I didn't like, I forgot. Like I knew my mom had said not to do it, but like in the moment as I went to push the button, like I didn't like it wasn't a conscious decision to push the button and disobey my mom. It wasn't like looking at her and like push kids do that too, but it was just like, you know, 

Michael: See? Kids, do do that… It was like, yes.

Laura: Oh yeah. Oh yeah, so much. But like my mom didn't want to lie to me and so she held firm on that and you know what she still talks about that as one of her like regrets as a parent. 

Michael: Oh, really?

Laura: Yeah. She was like, I wish I hadn't done that. Like it stole so much joy from that weekend. Like we like you would have been able to watch this movie, we would have been able to snuggle on like how much we would like, we would have had so much fun and instead it tainted the whole weekend, you know, because you were unhappy the whole time, you know? And it was just a button. And so that was like and it was one of those times where like she bumped up against two core principles of what she wanted for her family. Like warm connected loving memories and kids who could trust her, you know? And so like we have these principles, these guiding principles that drive our parenting decisions and sometimes they do bump up against each other. 

Like right now, like one of my like big values in our house is that we have a neat house, not my office where all the mess collects, but we have any house so that kids can play in everything. But my five year old is in the midst of this really deep immersive, like imaginative play and our playroom has been set up in this game for like two days and I have been for going the limit of cleaning up in service of this deep play that she's really like needing, it's like, she's like, it's really like this kind of like really deep expressive play that I know is important to her. And this these are two values of mine that are in conflict right now, and I'm having to figure out like, okay, so I have this value of having a tidy home things going back to their space so that the kids can really be comfortable and start fresh and they learn these values of picking up after themselves all of those things. Plus I have this value on play. 

And you don't have to have the same values as me, it's okay, but like this is, they’re in conflict right now for me. And I'm having to decide with my partner too, who gets really annoyed. Like he, he gets really annoyed with clutter and mess is, and so we're working together right now to figure out like, how long do we let this game stay up? Like, you know, that's taking over the whole playroom and it's, there's not one right answer. It's a process. And like that's what the partners in parenting teaches you to do is how to have that conversation together to figure out like what are the competing priorities and core values right now because that's what's happening within this situation between you, you two, when it comes to, he's testing a boundary, he's wanting something. It's Michael's inclination to hold that boundary firmly. And it's Jennifer's inclination to be more flexible and preserve the, like the relationship overall. So you are having these two important core values that are competing with each other, right? Is that right? 

Jennifer: Yeah, that sounds good. 

Laura: Yeah. So then like then what do we do? And is there a balance? And is there a way to preserve the relationship and hold boundaries that our kids can trust us? Because both of those things are incredibly important and what a lucky boy Lucas to have two parents who have such like really good healthy values for him, right? Who have parents who believe like it's so important that he can trust us, that he feels safe and he can relax into his childhood because he knows his parents are in charge. He knows he doesn't have to be the adult. He knows he doesn't have to be in control, right? He can give up control because he trusts us like that, Michael, that's a huge thing. That's really healthy for kids. And then Jennifer, it's also really healthy for kids to know that no matter what I feel, I'm loved. 

No matter what I do, I’m loved. That my actions have nothing to do with my worthiness. They have nothing to do with how my parents feel about me. Like that's hugely important too, right?. And so then like what do we do? How do we marry those together? Right?  And I don't think that those two values are in conflict with each other most of the time at all. I think that those are two values that can be supported, and it can drive parenting. Like that's what respectful parenting is. Those two values that you're talking about. Like those are the two like really core values that you need in order to put respectful parenting into practice. You've got them like now we just need to figure out like what does that look like?

Jennifer: Yeah, because I had told you when we started our sessions, I am not good with sound like I'm trying to be better. Michael said like, and then I try to work with him. I know he's not like men just in general aren't the nurturing type and that's fine because that's how God created each of us, you know, man and woman different. But I want him to think more of the relationship a little bit more than the principal and I need to think more of the principle more than the relationships. 

Laura: There is fear on both of your parts and again, correct me if I'm wrong. But you're both in like you both have these really important core values, but you're letting a certain fear that's different for each of you, enact those values in a way that isn't supportive of your long term goals. Okay? And the fear for you, Jennifer, is that if I hold this boundary firm, I'm gonna hurt somebody I love and I might lose their love like, right? That's your fear and for Michael…

Michael: And she grew up that way. That was, what she under receiving and… 

Laura: Right. So of course it makes complete sense… 

Jennifer: And I don't want him to be sad because I don't like conflict either. So I like I try to just make him… my mom is really like that. Like I don't want to hear him cry, just give him whatever he wants, you know? And I try to hold that better now…

Micheal: And I don't like conflict either. Don't, you know, that's that, that's not it. However I feel sometimes it's necessary, you know, for the boundaries sometimes conflict has to be, that's the way it is. And so if we can avoid it, great. If we can't then apparently, we have to go through this. 

Laura: Yeah. So I agree with you wholeheartedly. I actually think conflict is really healthy and good for relationships. If you learn how to have a conflict in the right way, it will deepen your relationship and you'll come out feeling more committed and more connected than you ever have before. Like out of a conflict. So again, like that's what you're going to learn how to do and partners and parenting. Those are communication skills that you can practice. They feel awkward at first, like so annoying and so awkward and unnatural, but you practice on them and they get better. Just like if you, I don't know you guys right handed or left handed? 

Micheal: Right. 

Laura: So like if you tried to write your name with your left hand, like the first like 1000 times it would be super awkward, but by the time you got to like 2000, like you'd be good to go. Like it would be, you know, cause you build the muscles, right?

Jennifer: You were saying about the fear. 

Laura: So I don't know what exactly do Michael's… 

Jennifer: Yeah, what did you say? 

Laura: I don't know exactly, because I don't, I don't know Michael as well and I don't share that. Like, you know, like, I don't know your fear better, Jennifer because we've had more conversations, I don't know, Michael's as well. But oftentimes folks who have, they fear like that they will lose respect, that they will lose control, that they won't be the authority figure that their kid needs. 

Micheal: My fear, my fear I think there's probably an element of some of those things, but my fear is that if, if I don't, if I don't enforce boundaries, Luke will not grow up understanding what boundaries are. Because I feel that my job is to make sure not only that he's safe, not only that he's loved and all these things. My goal is to make sure that when he gets out, he understands how things are gonna roll. How the world works and he has built enough skills so that he can understand what it's like to be to work late, and get in trouble to go to class, and then be sent home or sent sent out of there because the teacher doesn't want you to be late, you know, like that's my rule. 

I want him to understand how to process boundaries, how to deal with expectations, when you have people that are not your parents and that don't have any kind of love or connection to you. And so I want to make sure he knows that when there's a boundary, he better respect that boundary and not just take it for granted that someone's gonna forgive that boundary because I feel that that's an elemental fundamental life skill once he leaves the house. And I didn't always have that in college because I was, I grew up with excuses, I'd make excuses herself. My mother was fairly easy. My father wasn't, but he wasn't around as much. My mother was really the one around, she was a homemaker. Like Jennifer's mother was, it was a different time. And my father, he was gone a lot. He was the CEO of a company. And he traveled a lot and he was busy a lot. He didn't always work eight hours a day. He'd work 10 or 12. 

Ultimately, you know, he wasn't totally faithful to my mother and it was later in life, like when I was closer to 20, but they divorced, but he was always really engaged with work. He was in the natural foods business and the cutting edge of natural foods industry in the late seventies in the eighties and down here in Los Angeles and it was a whole lifestyle. He ultimately was hired on at whole foods as the president for California region when they sold the company of whole foods. And he was just, he was a big wig guy. He traveled a lot. He would go fishing in our shooting, hunting in Argentina, fishing in Alaska. He was kind of a…  anyway, he wasn't around as much, you know, my dad would go golfing on, sat on Saturdays when my mom and my sister would have to go to, we'd go to church. He'd go golfing. 

On Sundays, he would go shooting or do you know, he would, I could go sometimes if I wanted to, like when I was in my early teens, he said, hey, you wanna come golfing knowing fully well that I'm supposed to go to church with my mom. But he would just ask, you know, like you're welcome if you want to go, I'm not gonna make you. But I, I just, one of the things, I'm not sure how I got off on that tangent, but my, I want to make sure that Luke understands that, that the boundaries are really important and they're gonna be useful in life, that he understands how they work and he's not uncomfortable with them and that's just really important. Me, and a lot of times I feel that if I don't hold the boundaries, if I don't make the boundaries and hold the boundaries, he's not gonna get that from Jennifer. 

About the boundaries, he'll get the love, he'll get the nurturing and all that's to feel acceptance. But when it comes down to real life skills that he's gonna need to, you know, be successful in his own professional life, he's gonna lack some things. It's like time management. It's a big thing for me and it's not because I'm always on time to everything in my entire life. I've had problems and I, like, like I said early on, you know, I was not always good at school beyond time and with everything, but I learned a lesson when I did my first management job. My boss, he was very like rigid and either learned the right way to do things or don't let the door hit you on the way out. And so I learned as a manager in training when I was 22 years old and the people I was managing were 40 and 50 years old in a restaurant setting, that you don't be late. You'd be early. That's on time if something goes wrong and he asks what, you know, this needs to be fixed. I don't say, oh well, you know, Jason was walking through and he dumped some trays and so I'm cleaning it up, I want to hear yes. 

Yes, lets me know I understand what you need and you're gonna take care of it. That's what I want to hear is yes. One word, I don't want to hear a long explanation. And so I try to soften all those things, but life lessons are, is that to me, is that life is, it can be unforgiving and you can expect that if someone says you need to do this, you need to do this. Or you will be unsuccessful in that. And so I try to instill an element of that into boundaries and expectations. And also, when with Jennifer, when I see her not holding to boundaries, to not either being clear with expectations or being extra flexible with expectations. That's a hot button for me because I look at that and say you're not teaching him basic principles that he's gonna need in life to succeed. And that's one of my main goals is making sure that Luke can handle himself period. 

Laura: Okay. So it sounds to me like your fear is that if you don't hold firm on these things that you'll be setting him up for failure.

Michael:  And my fear is that nobody will. 

Laura: Yeah, but that feels heavy too. I can imagine it probably feels heavy to be the bad guy. To be the bad cop. 

Jennifer: He calls himself the heavy.

Micheal: Yeah,The heavy to come in. I'm gonna be the heavy again.

Laura: Yeah. I mean that's a lot. Michael, that's a lot to take on, like responsibility for. Like I am the one who is going to teach my son how to be a man, how to be successful as he grows and ages. That's a lot. That's a lot to take on it. Absolutely is. I can see too that these are things that you're trying to do with him that maybe you didn't get right, that you didn't get support and how to take accountability and responsibility for yourself and for your time and that those are important values to you. So my question is for you then how do kids learn those things? You know how you learned it as an adult, as a young adult. But how do kids learn those things?

Micheal:  I think there's a couple of kids learn I think and I am the first one to tell you and I've like, I've told Jennifer, I'm not a child expert, I don't want to be a child expert, I want to raise one child and when I'm done with that, I want to do a lot of other things in life. So I want to learn the tools I need to know for this one child and if I get it 90% perfect or 85% perfect, that's a winner. I'll take a B. No problem. 

Laura: I love it. I love this, I love it. Oh my gosh, Michael, like I'm like your biggest fan right now. 

Michael: Well that's good, but I think, I think that there's two things, one is probably the biggest way children learn is modeling. So if you model something, I feel kids learn through modeling really well and we look at our child, he likes working with older boys. Not 20 year old boys, but you know, eight year old boys or six year old boy or seven or 10, you know, he likes just a little older boy with a little more experience. But I think that he learns best by watching them and that modeling and so I think that is the best way to learn is just by watching by someone modeling it for you. I learn best that way, I always have. Never been a bookworm. You show… 

Don't don't tell me how to do it, don't write me a diagram on how to do it, I want to get out there and do it with you and then we'll figure out and I will, that's how I learn best is my hands on it, so experience. And so that I think is the number one, number two I feel that sometimes people need guidance and they need to be told and explained and shown and if they are reticent to do it or don't want to do it because sometimes it's uncomfortable for them or ultimately it's not, they'd rather play with their legos, then get dressed, then that's where you have to say, okay, I understand that's what you wanted to do, but this is what you're gonna do because this is why we have to be somewhere at a certain time and so, hop hop chop chop like an onion, you know, that's it. And so anyway, that's kind of my philosophy and kids learning, I think the modeling is number one and number two is you've got to reinforce that with all the boundaries, all that stuff. 

Laura: Okay. So can I share just a couple of things just from like the child development piece and the learning piece because I think, you know a lot more than like people with like psychology degrees and child development degrees, like already like you're already like you there's just a couple little tweaks that like I think will be really helpful. So one is just understanding that there is no emergency to this learning of responsibility and accountability and time management skills. That like this is not something that is urgent that he has to learn right now as a five year old to be Uber responsible for his time. There's he's got lots of time to still learn that. 

And so like sometimes when we have a really strong value that we're really committed to, it can create urgency in our minds and the way we think about things that isn't really there, right? So like when in that moment when he like we've asked him three times, it's clear he's ignoring us and like we start talking to ourselves in a way that creates more urgency, he needs to learn that he's got to listen, if he doesn't learn this now, he'll probably get fired when he has his first job because he will never show up on time and have what he needs, he's probably gonna fail school. Like we go down this path of worries and fears that take us out of the moment and out of reality, like really in that moment, like when he's playing with legos and not getting dressed, like he's probably not learning like learning exactly what we think, he's learning. 

He's probably learning lots of different things, but he's probably like when you make him or for or make it painful if he doesn't do it right then he's learning something else and kind of what we think we're learning. We think we're teaching responsibility and accountability but in reality we're thinking like he's learning other things in addition to those things things like when I have a problem, you know or when something is hard for me like I'm gonna get in trouble for it. Or you know when I really, really want something, people are just going to say no to me and so I either have to be really, really loud or just push down my want. He's getting other messages too. But we have to be aware of like all the messages that he's getting and like what he's go, what's going on developmental too. 

So one thing about like listening and like focus for kids who are five, so their prefrontal cortex is still developing and will be developing. Men finishes up around 26. Women, it's about 24. So the brain development that's happening for him is really cool right now. As a five year old he is gaining the new ability to filter and maintain focus and attention and so like when he's playing with legos and it's something that is like that he's getting a lot out of, we know like to us it looks like just playing but we know like a lot of good stuff is happening when you're working with legos, like spatial recognition like I mean there's so much good stuff happening with lego building but in order to do that he has to have laser like focus on it. 

Micheal: That’s good. Because Legos are expensive. Bought lot of Legos.

Laura:  So good for, I mean legos too. When he's working with legos, he's building the fine motor skills that he'll need to be able to write too. Like, so like those are really good for like, like early learning skills to like really critical parts. Like legos are good, very good. Yeah, but the like the focus that he has to have to do it well. And the, like the new skill that he has to filter to like filter out distractions, he's not good at like those filters aren't selective yet. So when he's focused in on something like building legos as he gets older, he will have the ability to filter and allow certain things in like dad's voice in or certain cute keywords that cue him, he has something else to do, like get dressed or bathroom or car. Like he'll be able to let those words in, but at five he can't do that yet. His filter is not selective. 

His filter is completely like, it's like a concrete wall that he puts up while he's working on it and so he literally can't hear you. So one of the things is you have noticed Michael that if you really want him to do something, you've got to go over to him, you've got to get his attention, you gotta get on the same page with him and tell him like, this is what we're doing and we're doing it now, right? I would highly recommend that you start doing that from the very beginning the very first time you ask him to do something. That you let him know like this is what we're doing and we're doing like we're doing it now or we're doing it like do you want to build one more tower or you know or crash one more tower or like drive one more car up your ramp whatever it is. Like give him some like some indication and then stay with him. Five year olds need a lot of presents from us. We can't parent from the kitchen with them because they're…

Micheal: That’s my favorite place to parent from…

Jennifer: I'm like please go see him. 

Micheal: I know you heard me.

Laura: So he like that this is the thing, like he maybe did hear you but his filters so yeah he didn't process it. It didn't go in, it went in one ear and out the other because he's filtering everything so that he can maintain focus on what he's doing. And so if you come and join him in his world, validate how important what he's doing is like who tell me about the towers you're building, you build a castle, who's gonna come in the castle? Okay. Like you know whatever it is that is whatever he it is he's doing. 

Micheal: Mommy does that very well.

Laura: Yeah so and then you stick by him until it's time to do it or you'll say like okay so in a couple of minutes it's going to be time to put your shoes on, and then we're gonna go to school. So what is gonna happen in a couple minutes, I'm gonna come back, I'm gonna rub your shoulders. I'm gonna say it's time to put on shoes, are you ready? Okay, so I'm gonna go grab your lunch box, I'm gonna put it in your car and then I'm coming back and we're gonna put on shoes. So like a few times like Michael you already have are so good at setting very clear expectations you are. I know you're like this, this is gonna just take it to the next level. You're already really good at this. 

Just a little bit of connection beforehand and like doing it the first time. I don't want you getting to the point where you're like feeling like my kid doesn't listen to me, I have no authority. He's never gonna learn to like, be responsible. Like and all of that takes you down that path and start parenting from a place of fear. And I don't want you parenting from a place of fear. It's much better to be to do the like before you get to those thoughts to just be like present with him in it. You know, I know you don't want like it would be so nice if we could just say, hey, it's time to brush your teeth, go brush your teeth and off they skip to go brush their teeth right away with…

Micheal: That  would be so nice.

Laura: Would be so nice.  But it's not developmentally realistic. Like that's just not where they are, even like and like, and that's, there's individual differences with that too. Just like there's a huge range for when kids learn to walk, you know, like some kids are walking at like eight or nine or 10 months, right? And other kids are walking, like at 15, 16 months and that's still the range of normal, right? So there's a range for when kids will become capable of doing that without more support. And Michael, you have very long-term goals for your son. You do. The beautiful long term goals. 

And what's important for you to remember is that, with long term goals they take more time to build, they take more effort usually. So parenting this way does take more effort when they're little. It's more active, it's way less from the kitchen, like, you know, and calling in. But the payoff is huge because you've laid this foundation, this groundwork and by the time they get to 10 or 11 they trust you. They know what you say, you mean. They know that the boundaries are there to help them to guide them. They know that they've got a partner on their side who when they have a problem is going to help them not hurt them. I know nobody's hurting like physically but hurting emotionally, you know, like…

Micheal: Yeah, we’re scaring. Yeah. 

Laura: Yeah. like when I have a problem, I can go to my dad and he'll help me solve it. Like isn't like that's probably a long term goal of yours too. 

Micheal: Oh yeah, I want him to see, I don't have that with my father so much. I mean he will, he will help me with a problem, but he's not, he's not very available period. Even though he's retired even though he spends half his day golfing or getting ready for a dinner party or whatever the heck it is. He doesn't, he's not available for me very much. I have family, friends like my mother's boyfriend from high school who's retired now and we connect on, I'm a big car guy, historical cars especially. And I can call him and he'll answer the phone, he'll be available to chat. My dad, I could call him six times in a week and you know after the sixth time I'll say forget about it. And then he'll call me and say, hey, just wanted to connect. Haven't heard from you for a while or something. And it's like, dude, I'm calling your cell phone. I know you see miss calls, left your voicemail, it's like I know you don't read your text but he's just that way and then when we do connect we do talk it's a three minute phone call. 

He just, he doesn't have, he can't, he can't focus and stay involved for very long. And when we do, it's rare. You know, it'll be, you know politics or something then he can get, you know charged up or something. But I do want Luke to be able to call me with issues or to talk through an issue and to be accessible for him and I think as he's more because he's older, more developed, you know, in his head, we'll be able to connect that way because I connect way better with adults than I do with children. So I think my dad's the same way in that respect. He is horrible with children, but when it comes to adults, he's able to have these conversations, but he is not a kid person and I feel I'm a little that way, but my dad is so much more, you know? He's, he really cannot like he cannot understand children, period. Patients that he had for me was tiny. 

Jennifer: Michael has much more patience than his dad does.

Laura: Absolutely. So in just like you are feeling like by, you know, holding him accountable, holding limits firmly, you're building a strong foundation to set Luke up for success. This idea that you want him to be able to come to you, you want to have an authentic relationship, a real relationship with him. All of those things are foundational for him right now too. He's learning in all of your interactions about, like what it's gonna be like to be in a relationship with another man, what it's gonna be like to be in a father son relationship? He's learned the patterns that you're using with, like the techniques and skills and tools that you're using with him right now are building his concept of like what is a father? What does it mean to be in a family? Like how, like is the world a place where I can screw up up and people will have my back. 

Is the world a place where I can be imperfect and people will still love me, like it is the world safe for me, it is the world, a place where I can be successful as the world, a place where people will believe in me. He's building all of those thoughts, those scripts that it's called an enter internal working model. The scientific, like child development phrase, Like he's building that right now in every single one of your interactions and so like part of intentional parenting than two is being clear, like what is the message I want to communicate to him right now? And what is more important that he know right now in this moment? Like, so kids have time to learn responsibility, they don't have well developed brains right now. So they have very low impulse control. 

So learning something like sticking to a task or taking responsibility, or focusing on someone else's needs or you know, balancing like someone else's perspective and yours. like those are skills that like literally like a five year old brain can't do. And so there's time for them as his brain grows and develops that capability to shape that and scaffold that for him to do it through modeling to help him learn those things. And right now the, like what his brain is open to, is able to do, is learning like when I have big feelings or when I have a problem, I have people to go to who will help me with them. When I don't want to do something, I have someone who will help me figure out like what we need to do to get it done. Like, like that's what he's learning now at five. I don't know if that's helpful, but like…

Michael:  It is. Yeah, I know that is helpful and I know he needs a lot of that connection right now and that I understand that the long term goals and how there's time to, to get him where he needs to be with all those values which are really important. So yeah, so I guess part of it I think is maybe not setting so many or maybe being a little more, once I said it, it's done period. So I have to be careful, have to be careful in setting it because once I said it, that's it and I won't go back on that, it will be done. So I need to maybe, you know, be a little more, maybe just not set them. I need to be a little more thoughtful about when I set those and when I don't because…

Jennifer: It's kind of like you tell me. Cause I'm really, I give in really easily right like he said, but he says, you need to say like, let me think about it. He said, just give yourself that pause and think about are you going to follow through on what you just told him or not? 

Micheal: So, well that was one of the, actually Jennifer's mother, that was one of the tools she used to use. She would say: “Let me to think about it” because her English wasn't great. And so Jennifer knew that oftentimes that would come back as a no, it wouldn't come to fruition, whatever it is, but at the same time I thought that that was smart of her mother of giving herself a little space to contemplate it and also to buy a little time to let, you know, Jennifer get out of that moment and let let's, you know, maybe it won't be quite as a shiny object in 10 minutes when she has come to her conclusion and maybe it will be a smaller splash. 

Laura: Absolutely. 

Jennifer: Maybe both of us can think about it. Like I need to think about my boundary and he has to think about the principle versus the connection.

Laura: I'm willing to die on like…

Micheal: Yeah, there’s so many, there’s some few tools that I respected her mother used, but that is one of them that I liked that tool.

Laura:  I love that and like that pause is everything like getting that pause and like it gives you the opportunity to reflect, okay. So what, like what is the value that I want to convey in this moment to my child, you know like what, what is like am I being driven by fear? Like are like is my brain go way down the road to like, if I like, set this limit and he pushes against it, like am I gonna be afraid of holding it and taking his big feelings and holding them? Like am I gonna be afraid like that he won't love me anymore if he pushes against it and I hold firm like okay, so let's think about that and like do what I really need to be afraid of that?

Micheal: I think I have a little less fear of that than say Jennifer does. But the other thing I fear is will I have enough energy because you know, Jennifer when it comes to how much time and effort we want to put into childhood rearing and parenting and all that, she has a higher, she has a higher allotment of that than I do because I, I, when I work, I tend to, I feel like I worked pretty, pretty solid amount to contribute to what we do, even though Jennifer's contribution is here and because of salary mine is here. It's much smaller but I feel like I do contribute a fair amount of hours working outside the household and I come home and I do like myself time. Jennifer likes herself time. It's good, she uses it a lot of times for development. I just want personal time because that's, that's my happy time and that's the way I do. If I want to go smoke some meats in the back yard. If I want to bake a cake. If I want to watch a movie. There's the time I went to work and now there's my time. 

And I, some of it, I want to be family time if it's happy time. But other times I'm like, okay, you know, Luke screeching, this is my cue. Later dudes because the interaction isn't, it's training. It's difficult. I've worked, worked today. I get up at the butt crack of dawn is would not even describe it because hasn't even been a thought yet. Get up, I get up sometimes 11:30 12 at night, you know, midnight one in the morning. It's super early. And so by the time I pick Luke up at two o'clock, I'm having trouble staying awake because I may have only gotten three or four hours to sleep the night before, which happened, happens multiple times. And so I worry about my energy level and my commitment to holding firm what, you know, I want to happen and stuff. I, I don't want to just like I'm just I have no energy for this. Forget about it. 

Laura: You guys did too. It was my like I had a connection unstable thing so we were at our time but I just want to offer you one re frame to think about like as you move in there because I know how draining and effortful, more emotionally connected parenting can be. Absolutely, it can be draining. But just one reframe so oftentimes we are coming from, like to that, like we are bringing like an energy of scarcity like there's only so much of my like emotion reservoir to, you know that like, there's only so much of me you know, and so we can shift into like an abundance where I'm, I'm filling my reservoir and so I have it to give. But also we are coming from a place where we view big emotions that are typically thought of as negative like crying, sadness, anger, temper tantrum meltdowns that we view them negatively and so they are draining for us. 

A big shift that you can make is that if you view those as opportunities for intimacy with your partner, if they're having the big feelings or with your child an opportunity for connection, it doesn't feel draining anymore. But in order to do that you have to restructure the way you think about negative feelings and emotions. Like you, I mean and that like that like you have to get not even as a parent, but like your core thoughts about like sadness and like pain and despair and anger. Because human emotions is a spectrum, it's a range. And when we limit our, our feel, our ability to feel and experience pain on one end, like we limited the positive end. We just are shortening the whole spectrum, right? Yeah. And so like see like when he has a meltdown, like when my kids have meltdowns, the first thought in my head is oh good, we're gonna get to connect. Oh good. This is an opportunity. 

Micheal: That be first thing in my head. Here we go again.

Laura: It was not always that way. This was effortful and intentional because the feelings are gonna happen anyway. And we can choose like, are these feelings gonna burn me out? Are they gonna disconnect me? Are they gonna take me off my path? Or are these feelings gonna be my chance? My chance to put on my supermom cape, my chance to show up for my kids, my chance to teach them what it means to be in a connected supportive relationship and to get to know them like on this like deep level to really like get to know like what they think about an issue? What they feel what's important to them because even at five they have lots of thoughts, lots of ideas. You said it yourself, Michael, they had that he has this agenda. He has this whole thing of like importance and priorities that are all his that are just him. 

And so when he's pushing back against a boundary, like that's your chance to find out what makes him tick. Let's find out what's important to him, to help him feel seen and heard and valued in a way Michael that your dad never, like even now doesn't make you feel? Like this is your chance and so like that's just a reframe. I have to go to the school pickup run because it's early out day for us here. But like I just that reframe, I just come back to it, keep thinking about like, how can I see these big feelings differently? How can I step into them instead of avoiding them? How can they fulfill me instead of draining me? I don't know, just something to think about. I love meeting you. It was so nice to see you. 

Jennifer: Bye.

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. 

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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!