Latest / Dr Justin Coulson's Happy Families / #815 Boredom Bloggers Busted

Transcript

#815 Boredom Bloggers Busted · Dr Justin Coulson's Happy Families

• 0:03
  Speaker 1: It's the Happy Families podcast. It's the podcast for the
• 0:07
  Speaker 1: time poor parent who just wants answers. Now.
• 0:10
  Speaker 2: I struggle with the departure from a reality here, like,
• 0:13
  Speaker 2: have we forgotten what we were like when we were kids?
• 0:14
  Speaker 2: Were there times where you were a little bit less
• 0:16
  Speaker 2: than ideal when you were bored?
• 0:18
  Speaker 3: Yeah? I put my finger in my mom's jam seals.
• 0:22
  Speaker 1: And now here's the stars of our show, my mom
• 0:26
  Speaker 1: and dad.
• 0:26
  Speaker 2: I have no idea how this is going to go
• 0:28
  Speaker 2: because you won't tell me what you're going to talk
• 0:29
  Speaker 2: about in today's podcast.
• 0:31
  Speaker 4: Not a word. Still, not a word.
• 0:35
  Speaker 2: You're not going to say anything at all until the
• 0:37
  Speaker 2: podcast is really going.
• 0:38
  Speaker 4: Is that what you're saying?
• 0:39
  Speaker 3: What do you want me to say?
• 0:40
  Speaker 2: I want you Well, we're going now. So it's happening.
• 0:43
  Speaker 2: Hello this doctor Justin Collson. I'm here with Kylie, my
• 0:46
  Speaker 2: wife and mum to our six children, and today's topic.
• 0:49
  Speaker 2: It's coming off the back of a TV interview I
• 0:51
  Speaker 2: did just recently on Channel nine. There was an article
• 0:54
  Speaker 2: that appeared in the Sitny Morning Herald all about how
• 0:56
  Speaker 2: important it is that our kids are bored from time
• 0:59
  Speaker 2: to time. We've got to stop entertaining our children. They
• 1:01
  Speaker 2: need to be bored. That's what the article said. And
• 1:05
  Speaker 2: I don't know what your feeling is on this because
• 1:07
  Speaker 2: you literally won't tell me.
• 1:09
  Speaker 3: I think anybody who says that children should be bored
• 1:12
  Speaker 3: only had one child or none.
• 1:15
  Speaker 4: So you disagree as soon as.
• 1:18
  Speaker 3: You have siblings in the house and your children are
• 1:20
  Speaker 3: board what usually happens.
• 1:21
  Speaker 2: Yeah, okay, great, so this is going to be an
• 1:23
  Speaker 2: easier conversation than I thought. We're actually in furious agreement here.
• 1:27
  Speaker 2: I've just done a Google and I've just typed in
• 1:30
  Speaker 2: is it good for a child to be bored? Here's
• 1:32
  Speaker 2: what I've got from Melbourne Child's Psychology. It says boredom
• 1:35
  Speaker 2: gives children an inner quiet that helps with imagination and
• 1:40
  Speaker 2: self awareness. I don't know what planet they're living on,
• 1:43
  Speaker 2: Melbourne Child Psychology and School Psychology Services, but it's not
• 1:46
  Speaker 2: the same one that I live on. Boredom gives children
• 1:48
  Speaker 2: an inner quiet, now, it gives them an inner beast
• 1:51
  Speaker 2: that helps with what imagination.
• 1:53
  Speaker 3: I thought you were going to read some articles where
• 1:55
  Speaker 3: it said child robs a bank.
• 1:57
  Speaker 2: Because he was child jumps off building why I was bored?
• 2:03
  Speaker 2: So I want to read a couple of the headlines here.
• 2:05
  Speaker 2: So we've got the Childmind Institute saying the benefits of boredom.
• 2:08
  Speaker 2: We've got the Raising Children Network. This is the big
• 2:10
  Speaker 2: government sponsored website saying boredom is fantastic for children's play,
• 2:15
  Speaker 2: say parenting experts. They didn't talk to me about that one.
• 2:19
  Speaker 2: The New York Times says, let kids get bored, it's
• 2:22
  Speaker 2: good for them. The school run dot com says why
• 2:25
  Speaker 2: boredom is good for your child parent dot com five
• 2:27
  Speaker 2: ways boredom makes your kid more awesome. PBS boredom isn't
• 2:32
  Speaker 2: a bad thing for kids. The Resilience Project. Oh my goodness,
• 2:35
  Speaker 2: this guy's seriously, they should know better why it's good
• 2:38
  Speaker 2: for children to be bored Hugh Van kyleen Berg. I
• 2:41
  Speaker 2: would have thought that he would know better than that,
• 2:44
  Speaker 2: because there's all these people saying this, But I don't
• 2:46
  Speaker 2: think any of them are looking at what research shows.
• 2:49
  Speaker 2: There's just this conservative opinion that parents shouldn't have to
• 2:53
  Speaker 2: entertain their kids all day, so therefore the kids should
• 2:55
  Speaker 2: be bored and then they'll figure it out.
• 2:57
  Speaker 3: That's two totally different things. I'm not responsible for entertaining
• 3:01
  Speaker 3: my child all day, every day.
• 3:02
  Speaker 4: Correct.
• 3:03
  Speaker 3: That is one statement that's right. Children should be bored
• 3:06
  Speaker 3: and it's better for them. Totally totally different subject. It
• 3:10
  Speaker 3: might feel like semantics, but we're not actually talking about boredom. No,
• 3:15
  Speaker 3: if my job as a parent is not to entertain
• 3:18
  Speaker 3: my children, what is it.
• 3:21
  Speaker 4: Yeah?
• 3:21
  Speaker 2: My job is to provide an environment where there is
• 3:24
  Speaker 2: appropriate opportunity for enrichment so that my child can make wise, healthy,
• 3:30
  Speaker 2: useful decisions.
• 3:32
  Speaker 3: So I remember sitting in one of our children's teacher's
• 3:35
  Speaker 3: office one day because I was really concerned about my child.
• 3:40
  Speaker 3: She'd gone from being extremely curious.
• 3:42
  Speaker 2: When you say my child, do you mean one of
• 3:44
  Speaker 2: the ones that we should Okay, thank you, Okay.
• 3:46
  Speaker 3: I was really worried because she'd gone from being such
• 3:48
  Speaker 3: a curious learner to literally being apathetic about anything. She
• 3:54
  Speaker 3: didn't want to do her homework, as in assignments that
• 3:56
  Speaker 3: she was doing, she was quite happy to just copywr
• 4:00
  Speaker 3: he friends, which like she just literally had kind of
• 4:03
  Speaker 3: thrown the towel in when it came to curiosity and learning.
• 4:08
  Speaker 3: I sat down with the teacher and I explained the
• 4:10
  Speaker 3: situation and said that I was really concerned. She looked
• 4:13
  Speaker 3: at me and said, I'm just her teacher. If your
• 4:17
  Speaker 3: child doesn't want to learn, I can't make her.
• 4:20
  Speaker 4: I remember the conversation.
• 4:21
  Speaker 3: I was speechless because she can't make my child learn.
• 4:25
  Speaker 3: She does have that one right. Yeah, But as a
• 4:28
  Speaker 3: teacher or as a parent, my job is to provide
• 4:33
  Speaker 3: an environment that actually encourages learning. Yeah, supports that, that
• 4:39
  Speaker 3: facilitates it, that really encourages that inquiry of learning.
• 4:46
  Speaker 4: That's the job.
• 4:46
  Speaker 3: It's not about me entertaining them, but it's about providing
• 4:50
  Speaker 3: them with the things so that when they find themselves
• 4:53
  Speaker 3: in a position where they don't have anything to do,
• 4:56
  Speaker 3: there is something there that goes hello.
• 4:58
  Speaker 2: I struggle with the departure from a reality here, like,
• 5:01
  Speaker 2: have we forgotten what we were like when we were kids?
• 5:03
  Speaker 2: When you were bored as a child. I'm sure that
• 5:05
  Speaker 2: you were really wise and did some really nice things
• 5:08
  Speaker 2: from time to time, But were there times where you
• 5:10
  Speaker 2: were a little bit less than ideal when you were bored?
• 5:13
  Speaker 1: Yeah?
• 5:13
  Speaker 3: I put my finger in my mum's jam seals right,
• 5:18
  Speaker 3: What else did I do?
• 5:20
  Speaker 4: You know what I got in trouble when I was bored.
• 5:22
  Speaker 2: I went and got a can of red spray paint
• 5:27
  Speaker 2: and found buildings to deface with that red spray paint.
• 5:31
  Speaker 2: And once I'd done that, I came home and we had.
• 5:34
  Speaker 4: Like a log I don't know, a log wall.
• 5:37
  Speaker 2: A log retaining wall. And I used that red spray
• 5:40
  Speaker 2: paint on the retaining wall at home, like my kind
• 5:43
  Speaker 2: of dumb. Really, my parents found that but white because
• 5:46
  Speaker 2: I was bored. I think about the one of our kids.
• 5:49
  Speaker 3: She didn't she didn't do anything major. But I was
• 5:51
  Speaker 3: doing some spray painting for a craft project.
• 5:54
  Speaker 4: And she spray painted the car. No, she did. She
• 5:57
  Speaker 4: spray painted one of our cars.
• 5:58
  Speaker 3: Did she really?
• 5:59
  Speaker 4: Yeah, the gold spray paint.
• 6:01
  Speaker 3: Oh no, this was black?
• 6:02
  Speaker 4: Oh okay, different one. Yeah. So one of our kids
• 6:04
  Speaker 4: spray painted one of our cars because she was bored.
• 6:06
  Speaker 3: She spray painted the whole side of.
• 6:09
  Speaker 4: The wheely bin. No, that's right. Yeah.
• 6:12
  Speaker 2: As a teenager when I was bored with my mates
• 6:16
  Speaker 2: and we did how many.
• 6:17
  Speaker 3: Times did you set fire to your us?
• 6:21
  Speaker 2: I certainly had lit fires noodie runs. I'm so sorry.
• 6:28
  Speaker 2: We were in Yak Donalds and we used to do
• 6:30
  Speaker 2: this thing that we called issuing the girks, I mean,
• 6:34
  Speaker 2: delinquent behavior. This is horrendous. I was not a good teenager.
• 6:36
  Speaker 2: I've made no secret of that. But we would sit
• 6:39
  Speaker 2: in yack Donald's and we'd pull the gerkins out of
• 6:41
  Speaker 2: the burgers and fling them at the windows as high
• 6:43
  Speaker 2: as we could so they would the sauce. They would
• 6:45
  Speaker 2: slide all the way down. We thought it was hilarious
• 6:47
  Speaker 2: because we were sitting there and we were bored. We
• 6:48
  Speaker 2: had nothing else to do. And this brings me to
• 6:51
  Speaker 2: my key point. Everyone who has written any of these
• 6:55
  Speaker 2: articles about how it's good for kids to be bored
• 6:57
  Speaker 2: because it promotes creativity, creativity to do. What if there
• 7:01
  Speaker 2: are no parameters, if there are no boundaries, if we're
• 7:03
  Speaker 2: not in an environment that has an appropriate level of
• 7:07
  Speaker 2: control and enrichment opportunity, the creativity can become pretty destructive.
• 7:13
  Speaker 2: And research I really want to talk about the data.
• 7:17
  Speaker 2: The data shows really really clearly that boredom is it
• 7:22
  Speaker 2: has a real dark side. Easily bored people so this
• 7:27
  Speaker 2: is when you have trait boredom. So some people get
• 7:29
  Speaker 2: bored more easily than others. Easily bored people are at
• 7:33
  Speaker 2: higher risk for depression. I let you think about it.
• 7:37
  Speaker 2: If you're bored, you actually feel depressed, and you start
• 7:40
  Speaker 2: looking for stimulation, you're a greater risk of anxiety as
• 7:44
  Speaker 2: you get older. If you maintain an ongoing approach to
• 7:48
  Speaker 2: boredom that is not healthy, you can end up with
• 7:51
  Speaker 2: drug addiction, alcoholism, compulsive gambling, eating disorders, hostility, anger, poor
• 7:55
  Speaker 2: social skills, bad grades, lousy work performance. I could go
• 7:59
  Speaker 2: on and on and on. There's so much data out
• 8:03
  Speaker 2: there that says boredom is bad, just bad.
• 8:08
  Speaker 3: Oh you said it's bad.
• 8:10
  Speaker 2: Not all the time. I want to be clear, not
• 8:12
  Speaker 2: all the time. But this craze that we've got with
• 8:16
  Speaker 2: mummy bloggers and instagram and TikTokers who like these are
• 8:22
  Speaker 2: not people who are qualified to be saying the things
• 8:23
  Speaker 2: that they're saying. They're writing articles for the New York
• 8:25
  Speaker 2: Times and for major news outlets and for some of
• 8:28
  Speaker 2: Australia's biggest platforms as well. They're not qualified to say
• 8:31
  Speaker 2: what they're saying, and if they looked at the data,
• 8:33
  Speaker 2: they would find that the research doesn't support it.
• 8:36
  Speaker 3: I'm thinking about how many times parents actually do a
• 8:39
  Speaker 3: high five after their kids have chosen an activity to
• 8:44
  Speaker 3: do because they were bored. Wonder how many parents and
• 8:48
  Speaker 3: how many homes are happier because their children were bored
• 8:52
  Speaker 3: and actually decided for themselves what they might do to
• 8:55
  Speaker 3: fill in that space. I actually think in those instances
• 9:00
  Speaker 3: not always. If we foster a sense of creativity, I
• 9:04
  Speaker 3: think that chances are our children might find some better ways,
• 9:09
  Speaker 3: better outlets to deal with that boredom. But if we
• 9:12
  Speaker 3: haven't fostered creativity, yes, then chances are our kids just
• 9:18
  Speaker 3: get in trouble for being naughty.
• 9:20
  Speaker 2: Right, that's pretty much it, not just that, but they will. Again,
• 9:24
  Speaker 2: the research is clear on this. They will make choices
• 9:26
  Speaker 2: that are not in there or other people's best interest.
• 9:32
  Speaker 2: Fascinating study published in twenty sixteen in Psychiatry Research in
• 9:37
  Speaker 2: this journal. They had sixty nine participants watch so we
• 9:41
  Speaker 2: call this mood induction. They had to watch a film fragment,
• 9:44
  Speaker 2: and they had three options. There was a really monotonous,
• 9:46
  Speaker 2: boring film to watch, like a documentary about Styx kind
• 9:50
  Speaker 2: of thing. Then there was a sad film fragment that
• 9:53
  Speaker 2: they could watch, and then there was just a neutral
• 9:56
  Speaker 2: film fragment. And if at any point, as they were
• 9:59
  Speaker 2: what this fragment of a movie or a documentary, if
• 10:04
  Speaker 2: they didn't like what was going on, or they wanted
• 10:06
  Speaker 2: some if it felt tedious to them, if they didn't
• 10:09
  Speaker 2: like what was happening. They could go on self administer
• 10:11
  Speaker 2: an electric shock, like there was a little electric shock.
• 10:14
  Speaker 4: Machine over in the corner. They can go and go this.
• 10:17
  Speaker 2: Yeah, totally, yeah, because it's self administered. Okay, So the
• 10:21
  Speaker 2: experimenter actually says, we just want you to watch this.
• 10:25
  Speaker 2: If at any point you are interested the little machine
• 10:27
  Speaker 2: over there, that's an electric shock machine, and you're welcome
• 10:30
  Speaker 2: to go on and give yourself an electric shock whenever
• 10:32
  Speaker 2: you want. Okay, Like it sounds it sounds ridiculous, It
• 10:36
  Speaker 2: sounds ridiculous to even consider it. But here's what the
• 10:39
  Speaker 2: research has found. Participants in the boredom condition self administered
• 10:44
  Speaker 2: more shocks and with higher intensity compared to both the
• 10:49
  Speaker 2: neutral and the sadness conditions. So if you're watching the
• 10:52
  Speaker 2: sad film Fragment Fragment, it had no effect at all
• 10:55
  Speaker 2: on the self administration of shocks. People who watch the
• 10:58
  Speaker 2: sad stuff just didn't shock themselves. But the effect of
• 11:02
  Speaker 2: boredom was such that people would say this is boring,
• 11:06
  Speaker 2: this is monotonous. I don't want to be here, and
• 11:09
  Speaker 2: they would go over and for the first fifteen minutes
• 11:11
  Speaker 2: they just give themselves electric shocks anything rather than watch
• 11:14
  Speaker 2: the boring documentary.
• 11:16
  Speaker 3: Yeah, or kids that pick their scabs or bite their fingernails.
• 11:19
  Speaker 4: Or pick on their siblings, or pull name.
• 11:22
  Speaker 3: Into furniture anything. We've got outdoor couch. It's got fabric
• 11:28
  Speaker 3: cushions and it's been sitting in the sun for a
• 11:31
  Speaker 3: couple of years now, and the fabric has started to
• 11:35
  Speaker 3: get a few little holes in it. And over the
• 11:38
  Speaker 3: last few weeks, I've noticed that the holes have gotten
• 11:41
  Speaker 3: bigger and we're losing pieces. It started off with just
• 11:46
  Speaker 3: a strip, and now there's another strip, and you ask everybody,
• 11:50
  Speaker 3: and nobody's done anything because they were just doing what
• 11:52
  Speaker 3: they're bored.
• 11:54
  Speaker 2: I want to read one more of these two because
• 11:56
  Speaker 2: it just emphasizes this so much. The experiment was simple.
• 12:00
  Speaker 2: All these participants had to do was enter an empty
• 12:03
  Speaker 2: room and sit down and think for between six and
• 12:07
  Speaker 2: fifteen minutes. But they didn't have their phone with them,
• 12:10
  Speaker 2: they didn't have a book, there was no screen, there
• 12:11
  Speaker 2: was nothing. They were literally just there on their own.
• 12:15
  Speaker 2: In fact, even when participants were told, hey, we want
• 12:18
  Speaker 2: to give you some preparation times so you know what's coming,
• 12:21
  Speaker 2: so you know what the solitude is going to be, like,
• 12:25
  Speaker 2: we just want you to know what's going to happen.
• 12:28
  Speaker 2: So the research is. What they also did was they
• 12:30
  Speaker 2: hooked up a little electric shock machine. It was a
• 12:33
  Speaker 2: little device containing a nine vault battery, you know the
• 12:36
  Speaker 2: little rectangular ones, and if you lick it, you get
• 12:37
  Speaker 2: that charge through your tongue. And once again, the researchers
• 12:41
  Speaker 2: found that most of the people who were in the
• 12:45
  Speaker 2: room got so bored sitting on their own for between
• 12:48
  Speaker 2: six and fifteen minutes, that they went over and gave
• 12:51
  Speaker 2: themselves electric shocks on average seven times. One person gave
• 12:57
  Speaker 2: himself one hundred and ninety electric shoit.
• 13:00
  Speaker 4: Over a fifteen minute period.
• 13:02
  Speaker 2: Now that's obviously a particularly unusual data point, but I
• 13:06
  Speaker 2: just I want to highlight it's not good for a
• 13:08
  Speaker 2: kids to be board. So what are we supposed to do.
• 13:09
  Speaker 2: We need to give some answers, and we've got about
• 13:11
  Speaker 2: two minutes to do it, maybe three minutes to do it.
• 13:13
  Speaker 2: Now that I think that I've clearly made my point,
• 13:15
  Speaker 2: stop saying make the kids bored.
• 13:18
  Speaker 4: What do kids need? Instead?
• 13:20
  Speaker 3: I read an article recently that said, if your backyard
• 13:23
  Speaker 3: looks like a junk yard, you're doing great. And it's
• 13:27
  Speaker 3: just a backyard full of loose parts. You know, you've
• 13:31
  Speaker 3: got bits of PVC piping and tires and planks of wood,
• 13:37
  Speaker 3: things that the kids can actually move around the yard
• 13:39
  Speaker 3: and have fun with. They're actually creating, they're doing things,
• 13:43
  Speaker 3: you know, making little shoots put in there. Just there's
• 13:47
  Speaker 3: so many different things you can do. But it's about
• 13:50
  Speaker 3: providing an environment and a structure that allows them to
• 13:55
  Speaker 3: utilize their curiosity great.
• 13:57
  Speaker 4: Absolutely.
• 13:58
  Speaker 2: The other thing that we want to do is we
• 14:00
  Speaker 2: want to encourage the development of competence. So give them
• 14:03
  Speaker 2: things that help them to grow. Something that you've been
• 14:05
  Speaker 2: doing a lot lately with the kids is drawing, and
• 14:07
  Speaker 2: their artwork is just it's coming along beautifully. When they're bored,
• 14:12
  Speaker 2: you'll sit down and draw with them. And here's the thing.
• 14:15
  Speaker 2: Being in relationship is so important. And if you can't
• 14:18
  Speaker 2: be in the relationship with the kids because you've got
• 14:20
  Speaker 2: work or you've got other the commitments so you've just
• 14:21
  Speaker 2: got to get the dinner cooked or get the house
• 14:23
  Speaker 2: tidy or whatever. Giving them some opportunity to be in
• 14:26
  Speaker 2: relationship with someone else, whether it's a neighbor down the road,
• 14:29
  Speaker 2: and they get to play in the backyard or on
• 14:30
  Speaker 2: the balcony or in the park, or whether they're going
• 14:34
  Speaker 2: to jump onto FaceTime and talk to one of their
• 14:36
  Speaker 2: cousins overseas or in a state or in a different suburb,
• 14:39
  Speaker 2: giving them an opportunity to be in a relationship with
• 14:41
  Speaker 2: others so important for helping to overcome boredom.
• 14:45
  Speaker 3: One of the things recently that has become a really
• 14:48
  Speaker 3: big part of miss nine year old's life is a
• 14:51
  Speaker 3: big whiteboard.
• 14:52
  Speaker 4: Yes, as a white markers. I couldn't believe you. You've
• 14:54
  Speaker 4: shown up.
• 14:55
  Speaker 2: We don't have anywhere to hang a whiteboard, but you've
• 14:56
  Speaker 2: shown up with these whiteboards that are like i'd know, well,
• 14:59
  Speaker 2: I've had them.
• 15:00
  Speaker 3: You've just been hiding behind the couch, right, I haven't
• 15:02
  Speaker 3: had a need for them for a while. Yes, but
• 15:05
  Speaker 3: they found them the other day and she has pulled
• 15:08
  Speaker 3: out all of the whiteboard markers, and literally at night time,
• 15:11
  Speaker 3: she's refusing to go to bed, which is not fun,
• 15:14
  Speaker 3: but she's refusing to go to bed because she just
• 15:15
  Speaker 3: wants to draw. She'll write stories on there, she'll draw
• 15:18
  Speaker 3: pictures on there. She's just having so much fun being
• 15:21
  Speaker 3: creative in a totally different way.
• 15:24
  Speaker 2: These aren't necessarily the answers for your child. I guess
• 15:28
  Speaker 2: the main point that I wanted to make was if
• 15:30
  Speaker 2: you read an article where somebody says it's good for
• 15:32
  Speaker 2: your kids to be bored, I think that it's worth
• 15:34
  Speaker 2: questioning who are they, why are they writing at, what
• 15:37
  Speaker 2: evidence they're using to support it, Even if it comes
• 15:40
  Speaker 2: from a well established, typically well resourced website, Just have
• 15:45
  Speaker 2: a look to see what data they've got to support it,
• 15:48
  Speaker 2: because the research just is not there to support the
• 15:52
  Speaker 2: idea that our kids need to be bored.
• 15:54
  Speaker 3: It's not healthy as a parent for us to have
• 15:55
  Speaker 3: to step our children through step by step of every day.
• 16:00
  Speaker 3: They need to have space, sure, but what is our
• 16:03
  Speaker 3: responsibility is to provide them with different things. One of
• 16:08
  Speaker 3: the best things that we've done over the years is
• 16:10
  Speaker 3: to not have all of the toys out at one time.
• 16:13
  Speaker 3: They don't have access to everything that's on offer, so
• 16:17
  Speaker 3: switching things out regularly will really help so that things
• 16:20
  Speaker 3: are fresh and they're exciting. You might even, you know,
• 16:24
  Speaker 3: to kind of spur excitement, place the blocks out in
• 16:28
  Speaker 3: a different part of the house and have extra bits
• 16:32
  Speaker 3: and pieces that would go with that that you wouldn't normally.
• 16:35
  Speaker 3: Maybe you add straws, so.
• 16:36
  Speaker 4: What you're saying is a bit of a variety.
• 16:38
  Speaker 3: Just change things up, put the blocks out on the lawn,
• 16:41
  Speaker 3: give them a holy for sheets to throw over the trees,
• 16:43
  Speaker 3: and who knows what they'll come up with.
• 16:45
  Speaker 2: I think we've slain that sacred cow of boredom the
• 16:50
  Speaker 2: mummy blog world, and that is that it's good for
• 16:53
  Speaker 2: you kids to be bored. It's not job done.
• 16:55
  Speaker 3: I think it's really good for parents to be bored,
• 16:57
  Speaker 3: though you do.
• 16:58
  Speaker 4: Yeah, we don't have time for this.
• 17:01
  Speaker 3: Can I be bored?
• 17:03
  Speaker 2: You just don't have time. You just want to sit
• 17:06
  Speaker 2: there and have the opportunity, just have the feeling.
• 17:09
  Speaker 4: No, I getcha. The Happy Family podcasts.
• 17:12
  Speaker 2: Produced by Justin Roland from Bridge Media. Craig Bruce is
• 17:15
  Speaker 2: our executive producer and if you want more information about
• 17:17
  Speaker 2: how to make your family happier and less bored, you
• 17:21
  Speaker 2: can find it all at happy families dot com.
• 17:23
  Speaker 4: Today you