Latest / Dr Justin Coulson's Happy Families / Talk So Your Kids Tune In, Not Out

Transcript

Talk So Your Kids Tune In, Not Out · Dr Justin Coulson's Happy Families

• 0:05
  Speaker 1: How many times do you find yourself saying? How many
• 0:08
  Speaker 1: times do I have to tell you? I'm on repeat?
• 0:10
  Speaker 1: I feel like I've just told you this. Why do
• 0:12
  Speaker 1: I have to keep on saying this? Get your shoes,
• 0:15
  Speaker 1: get your school back? How hard can it be? It's
• 0:17
  Speaker 1: one of those familiar scenes, repeated one way or another
• 0:21
  Speaker 1: across most days in most homes in Australia, that slow
• 0:25
  Speaker 1: semmer of frustration, where that simple request seems to vanish
• 0:28
  Speaker 1: into the ether and it's met with the selective deaftness
• 0:32
  Speaker 1: that only a child seems to be able to master.
• 0:35
  Speaker 1: Stay with us Kylie today on the podcast, we're talking
• 0:40
  Speaker 1: about why repeating yourself doesn't work and what to do instead,
• 0:43
  Speaker 1: because repeating yourself doesn't work. Repeating yourself doesn't work, doesn't
• 0:49
  Speaker 1: work work, if you know what I mean. It's trying
• 0:52
  Speaker 1: to be funny. That was a really subdued piece of laughter.
• 0:56
  Speaker 1: I'm trying. I'm trying. Is it because it's a Monday?
• 0:58
  Speaker 1: Is that the issue?
• 1:00
  Speaker 2: Maybe?
• 1:02
  Speaker 1: Yeah, maybe it just wasn't funny. I think that's what
• 1:04
  Speaker 1: you're saying. Hey, Kylie, let's talk about this because kids
• 1:08
  Speaker 1: right don't love doing what they're asked, and it's pretty
• 1:13
  Speaker 1: easy to call them to find or inattentive or I
• 1:17
  Speaker 1: don't know, see if we can find a diagnosis for them,
• 1:19
  Speaker 1: because they just don't ever seem to listen.
• 1:20
  Speaker 2: I remember one of our children, we actually took them
• 1:23
  Speaker 2: to have a hearing test because we were convinced that
• 1:26
  Speaker 2: there had to be something.
• 1:27
  Speaker 1: And this was back in the days. I don't know
• 1:28
  Speaker 1: what it's like in every other statement in Queensland. You
• 1:30
  Speaker 1: don't have to pay for it anymore, I don't believe,
• 1:31
  Speaker 1: but this back in the days when you did have
• 1:33
  Speaker 1: to pay for it, we paid hundreds of dollars to
• 1:34
  Speaker 1: test their hearing and they said, oh, she can hear,
• 1:37
  Speaker 1: she just doesn't like what she's been told. I think
• 1:40
  Speaker 1: that was the same day that I had my hearing
• 1:42
  Speaker 1: tested because you keep on saying that I am deaf.
• 1:44
  Speaker 1: And the hearing guy said, your hearing is fine, just
• 1:46
  Speaker 1: needs to talk louder. Yeah, And you were like, well
• 1:50
  Speaker 1: then your hearing isn't fine, and I'm like, no, no, no.
• 1:52
  Speaker 2: Bad boys band together.
• 1:53
  Speaker 1: Oh my goodness. So from a communication point of view,
• 1:56
  Speaker 1: we've got nine things to do to help the kids
• 1:59
  Speaker 1: to get it and to make mornings or day help
• 2:02
  Speaker 1: instructions to be heard and ideally, ideally, if the settlings
• 2:07
  Speaker 1: are appropriate, ideally to be followed.
• 2:10
  Speaker 2: So the challenge we've got here is that I would
• 2:13
  Speaker 2: suggest that most parents expect that if there is no
• 2:16
  Speaker 2: hearing challenge, I make a request, it's heard, and then
• 2:22
  Speaker 2: I want an instant action. I want an instant response.
• 2:26
  Speaker 2: I want an acknowledgment number one that they've heard it,
• 2:28
  Speaker 2: and number two that they will then go and do
• 2:30
  Speaker 2: what I've requested them.
• 2:31
  Speaker 1: And that's kind of that's how psychologists would describe the
• 2:33
  Speaker 1: hearing process, right, It's a linear process. You work out
• 2:37
  Speaker 1: what you want to say, you say, it comes out
• 2:39
  Speaker 1: of your mouth, the other person's brain is here at
• 2:42
  Speaker 1: brain interprets it, and then you get the response. Ideally,
• 2:47
  Speaker 1: they act, they do the thing that you've asked them
• 2:49
  Speaker 1: to do. But communication with children is different to that.
• 2:52
  Speaker 1: I mean, it's far more nuanced. A I'm going to
• 2:55
  Speaker 1: sound all flower and poetic for a second. It's a
• 2:57
  Speaker 1: dynamic dance, Kylie. And it requires more than just the
• 3:01
  Speaker 1: sending and receiving and the encoding and the decoding, Like
• 3:05
  Speaker 1: I just want to go back to mornings for a sec.
• 3:07
  Speaker 1: You say to your child, I need you to put
• 3:08
  Speaker 1: on your shoes. Put in your shoes. Please go and
• 3:10
  Speaker 1: get your shoes, put them on. That's the opening move.
• 3:12
  Speaker 1: So your child then has to receive the message and
• 3:15
  Speaker 1: decode and understand what you're asking. And then they provide feedback,
• 3:18
  Speaker 1: ideally with a nod or an okay, mum, or they
• 3:21
  Speaker 1: just walk towards their shoes wherever the shoes might be,
• 3:24
  Speaker 1: because who knows where they could be, and they start
• 3:27
  Speaker 1: to put them on, and our job is to be
• 3:29
  Speaker 1: attuned to their feedback in case that's a problem. But no,
• 3:34
  Speaker 1: it gets confusing because timing matters, what they're doing, how
• 3:36
  Speaker 1: they're feeling, what their agenda is. They're all factors on
• 3:41
  Speaker 1: how they receive the message. What's going on for us,
• 3:44
  Speaker 1: The way we say it, the tone of voice. All
• 3:47
  Speaker 1: of these things interfere with how the message is both
• 3:51
  Speaker 1: sent and received, regardless of how clear the words actually are.
• 3:55
  Speaker 2: One of our children, specifically, she really struggles if we
• 4:00
  Speaker 2: sound hurried. Yes, she doesn't cope with the sense that
• 4:05
  Speaker 2: she's been moved on too quickly. She really likes things
• 4:08
  Speaker 2: to be calm, They need to be collected, and we
• 4:11
  Speaker 2: need to kind of do things in a really even tone.
• 4:14
  Speaker 2: For her to respond positively. Our kids have so many
• 4:18
  Speaker 2: different little nuances, so many different ways that they interpret
• 4:24
  Speaker 2: the communication that we give them, and it's important that
• 4:27
  Speaker 2: we are able to understand that so that we can
• 4:30
  Speaker 2: have better outcomes.
• 4:31
  Speaker 1: So today nine ways. We've got less than a minute
• 4:34
  Speaker 1: for each of these things, so we need to go fast.
• 4:36
  Speaker 1: Nine ways that you can help if your child is
• 4:37
  Speaker 1: quite unquote not listening, so that you can shift strategies
• 4:41
  Speaker 1: and engage in more mindful and collaborative communication practices.
• 4:46
  Speaker 2: Okay, so number one, Number one, you're going to make
• 4:48
  Speaker 2: sure you've got their attention to start with.
• 4:50
  Speaker 1: Before you start speaking. Literally, so often we just start
• 4:54
  Speaker 1: shouting things from one room to another room and expect
• 4:56
  Speaker 1: that that will be enough. And that's a major problem.
• 5:00
  Speaker 2: This is something that I learned way back when I
• 5:02
  Speaker 2: was doing my childcare diploma, the acknowledgment that if I
• 5:06
  Speaker 2: want a child's attention, I actually need to get down
• 5:09
  Speaker 2: to their level. I need to be in their space.
• 5:12
  Speaker 2: It's imperative for effective communication.
• 5:15
  Speaker 1: So I'm going to suggest four things to help to
• 5:17
  Speaker 1: get there. No, three things, just three things. Number one,
• 5:19
  Speaker 1: say their name, So if there's some sort of naming,
• 5:22
  Speaker 1: if there's a personalized invitation. If there's a clear signal
• 5:26
  Speaker 1: that you're about to say something and you want their
• 5:27
  Speaker 1: attention for it, the name is the best way to go.
• 5:30
  Speaker 1: I'll say Kylie, and then you look at me. Okay.
• 5:32
  Speaker 1: And that's the second thing. Once you've said the name
• 5:35
  Speaker 1: of the person that you want to talk to, press
• 5:37
  Speaker 1: the pause button, give them a minute or a moment,
• 5:40
  Speaker 1: give them a beat or a breath to disengage from
• 5:43
  Speaker 1: whatever is that they're currently doing and shift their focus
• 5:46
  Speaker 1: to you. Eye Contact is the signal that they're with you.
• 5:50
  Speaker 1: Once you've met eyes, that's when you know you can continue.
• 5:54
  Speaker 1: Sometimes as well, it's really helpful if you're not getting
• 5:56
  Speaker 1: the eye contact, or if they're not stopping what they're doing,
• 5:58
  Speaker 1: or they've ignored you calling their name, touch elbow, shoulder, leg, Hey, kiddo,
• 6:03
  Speaker 1: you mention their name. You're touching them now, and then
• 6:06
  Speaker 1: they look at you, because there's that added level of
• 6:10
  Speaker 1: making sure that you have their attention before you speak.
• 6:12
  Speaker 2: Number two, speak their language.
• 6:15
  Speaker 1: Yeah. Essentially, keep it simple, keep it clear, keep it direct,
• 6:21
  Speaker 1: keep it kind, and make it fun. And one thing
• 6:24
  Speaker 1: at a time, did you like to lie? I gave
• 6:26
  Speaker 1: five things so that I could say one thing at
• 6:27
  Speaker 1: a time right at the end, so much information. I'm
• 6:31
  Speaker 1: so sorry.
• 6:33
  Speaker 2: Number three, confirm understanding.
• 6:36
  Speaker 1: Hang on a second before we do that. This one
• 6:39
  Speaker 1: also goes with the previous one, but it kind of
• 6:41
  Speaker 1: segues into confirming understanding as well. If you're going to
• 6:45
  Speaker 1: speak their language, I think it's really important that we
• 6:47
  Speaker 1: engage their thinking. So rather than just saying here's what
• 6:51
  Speaker 1: I need you to do, say to them, what do
• 6:53
  Speaker 1: you think we need to do before we leave? What
• 6:56
  Speaker 1: needs to happen before we can eat? So when you
• 6:59
  Speaker 1: ask them that question, not only you're speaking their language,
• 7:01
  Speaker 1: but you're engaging them in thinking, and that confirms what
• 7:05
  Speaker 1: they understand. So you might say what do we need
• 7:08
  Speaker 1: to do? Or if you've told them, you can say
• 7:10
  Speaker 1: what did I just ask you? And I've done that
• 7:12
  Speaker 1: many times. I'll just stand in front of our daughter,
• 7:14
  Speaker 1: she's looking at one of our daughters. They're looking at
• 7:16
  Speaker 1: me blankly, and I say, what did I just ask
• 7:17
  Speaker 1: you to do? You're looking a bit lost, and I say,
• 7:20
  Speaker 1: I have no idea. And the last one that I'd
• 7:24
  Speaker 1: recommend here is just say to them, what are you
• 7:27
  Speaker 1: going to do first? Or when will you do? That
• 7:30
  Speaker 1: by for things that aren't time sensitive, like the dishes.
• 7:34
  Speaker 1: Every now and again, instead of doing all in one
• 7:37
  Speaker 1: of the kids will say, hey, I've got the dishes tonight.
• 7:39
  Speaker 1: I want to watch an episode, or I want to
• 7:41
  Speaker 1: listen to a podcast, or I want to talk with
• 7:43
  Speaker 1: a friend while I'm doing the kitchen tonight. So I'll
• 7:45
  Speaker 1: do it on my own. Love it when they do that.
• 7:48
  Speaker 1: I appreciate time together, and I don't love that they're
• 7:51
  Speaker 1: on a screen. But sometimes it's just really nice to
• 7:53
  Speaker 1: give everyone a break, and that child's happy to do
• 7:55
  Speaker 1: the kitchen, and so my conversation with them at that
• 7:58
  Speaker 1: point will be when do you plan on doing it?
• 8:01
  Speaker 1: Because I don't want to wake up tomorrow morning and
• 8:03
  Speaker 1: discover that you just decided not to.
• 8:12
  Speaker 2: Number four read the non verbal cues.
• 8:15
  Speaker 1: This simply means paying attention to them, like their body
• 8:17
  Speaker 1: will tell you how they're feeling. Sometimes they don't need
• 8:19
  Speaker 1: to communicate out loud. Their face, their shoulders, their movements
• 8:24
  Speaker 1: will tell you if they're feeling confused or overwhelmed, or
• 8:26
  Speaker 1: if they're resistant, and you can adjust Listen, yeah, and
• 8:30
  Speaker 1: you can adjust your approach accordingly by going back to
• 8:33
  Speaker 1: number one and making sure you have their attention before
• 8:36
  Speaker 1: you speak.
• 8:37
  Speaker 2: Validate their feelings.
• 8:39
  Speaker 1: If they're struggling to comply. We talked about this last
• 8:43
  Speaker 1: a week and a bit ago on Friday's Older Better Tomorrow,
• 8:46
  Speaker 1: when we're talking about our daughter wanting roadblocks and we're
• 8:48
  Speaker 1: not okay with that, and there was so much validation
• 8:50
  Speaker 1: of her feelings that went into that. We talked all
• 8:52
  Speaker 1: about how much she missed a friends and how fun
• 8:54
  Speaker 1: it is to be on those devices and on those
• 8:55
  Speaker 1: screens and on those games. There's a lot of validation
• 8:58
  Speaker 1: going on. Don't you just wish that we could be
• 9:01
  Speaker 1: like all the other parents. Don't you wish that there
• 9:03
  Speaker 1: was a way that you could have more time with
• 9:04
  Speaker 1: your friends. I know, it's really hard to be in
• 9:07
  Speaker 1: this situation right now. It feels like it's just not
• 9:10
  Speaker 1: fair that validation does. Wonders when you've got a child
• 9:15
  Speaker 1: who doesn't appear to be listening or who is resistant
• 9:17
  Speaker 1: to what you're saying. You're not agreeing with them, you're
• 9:20
  Speaker 1: not acquiescing. You're not telling them that they can have
• 9:22
  Speaker 1: whatever they want or that they're even right. You're just
• 9:25
  Speaker 1: saying I get it.
• 9:26
  Speaker 2: Yeah, that idea that you've talked about plenty of times
• 9:29
  Speaker 2: about giving our children in fantasy what they can't have
• 9:32
  Speaker 2: in reality. In doing that, what you're actually saying is
• 9:35
  Speaker 2: I get it. I get that you want this, and
• 9:38
  Speaker 2: wouldn't it be amazing if you could. Just having someone
• 9:42
  Speaker 2: validate you in that way is so comforting.
• 9:45
  Speaker 1: Yeah, it feels good. Now you wanted to do the
• 9:47
  Speaker 1: next couple, so let me go through the ones that
• 9:49
  Speaker 1: you've jotted down. I don't know if this one's a
• 9:51
  Speaker 1: bit targeting towards me or not, but you said practice patience.
• 9:57
  Speaker 1: Thank you.
• 10:00
  Speaker 2: I think it's just really important for us to remember
• 10:02
  Speaker 2: our kids are just kids. Yeah, they're learning, they're just
• 10:05
  Speaker 2: they're starting out in life, and they're going to work
• 10:09
  Speaker 2: it out. But it's going to require a bit of
• 10:10
  Speaker 2: patience on our part. It's not going to happen as
• 10:12
  Speaker 2: quickly as you want. It's not going to happen even
• 10:14
  Speaker 2: as streamlined as you'd like it too. But with time, patience,
• 10:19
  Speaker 2: and a holy beloved, these kids are going to work
• 10:22
  Speaker 2: it out.
• 10:23
  Speaker 1: You saying that has actually reminded me of something that
• 10:25
  Speaker 1: I've been doing a bit lately. I don't know if
• 10:27
  Speaker 1: you've noticed. I'd love to get some kudos here. If
• 10:29
  Speaker 1: you've seen it happening in my parenting workshops. I'll say
• 10:33
  Speaker 1: to parents, when you ask your kids to do something,
• 10:35
  Speaker 1: how long do you wait before you ask them to
• 10:37
  Speaker 1: do it again if they haven't done it? And most
• 10:40
  Speaker 1: parents will laugh and they'll be like, oh, like four seconds,
• 10:43
  Speaker 1: six seconds, something like that. I've been really practicing lately,
• 10:46
  Speaker 1: asking and then just waiting. Sometimes I stand and wait.
• 10:50
  Speaker 1: Other times I ask and then I say, I'll leave
• 10:53
  Speaker 1: it to you to get this done, and I'll walk away.
• 10:54
  Speaker 1: Have you noticed that I've been much more patient? You're laughing.
• 10:57
  Speaker 1: I'm going to say that that is a no. I'll
• 10:59
  Speaker 1: keep I'm working on it.
• 11:00
  Speaker 2: No no, no, that's not what else?
• 11:02
  Speaker 1: But that was three noos? That no no no, Oh
• 11:05
  Speaker 1: my goodness. I'll practice give them a chance, is what
• 11:10
  Speaker 1: I'm is how I would add to your suggestion number seven.
• 11:14
  Speaker 1: You said the culture of respectful communication matters, and I
• 11:18
  Speaker 1: loved this. I could have talked about this one for ages,
• 11:21
  Speaker 1: but I love that you said this.
• 11:23
  Speaker 2: It's so important to foster open and honest communication in
• 11:26
  Speaker 2: your family, to create a safe space for everyone to
• 11:29
  Speaker 2: be able to express their thoughts and feelings, regardless of
• 11:32
  Speaker 2: the fact that it may go against everything that you've
• 11:34
  Speaker 2: asked them to do. It's important that they know that
• 11:37
  Speaker 2: they can say the things that they need to say
• 11:39
  Speaker 2: to work through whatever it is they're feeling.
• 11:41
  Speaker 1: So the gen Xa in me, when I hear the
• 11:44
  Speaker 1: term safe spaces, I kind of chafe and bristle, because
• 11:47
  Speaker 1: there was interesting safe spaces when I was come on.
• 11:51
  Speaker 1: And yet when I think about how there are, unfortunately
• 11:56
  Speaker 1: in all of our lives, and in mine and yours
• 11:59
  Speaker 1: as well, there are some people who when we're around them,
• 12:01
  Speaker 1: we feel like we have to hold back, we can't
• 12:03
  Speaker 1: be our authentic selves. We certainly don't have open and
• 12:07
  Speaker 1: broad ranging conversations with them because we don't have the trust.
• 12:10
  Speaker 1: We don't feel safe disclosing around them. And when you
• 12:15
  Speaker 1: said that idea of creating that culture of respectful communication
• 12:18
  Speaker 1: and the safe spaces, as much as part of me goes,
• 12:20
  Speaker 1: oh gosh, I get it and I agree with it
• 12:23
  Speaker 1: because while we spend time with people sometimes that we
• 12:27
  Speaker 1: don't know that well or we don't want to disclose
• 12:29
  Speaker 1: that much too, they're still in our lives and you
• 12:33
  Speaker 1: can really tell the difference when you're with somebody who
• 12:35
  Speaker 1: you feel safe with versus someone that you don't and
• 12:38
  Speaker 1: in our homes, our children have got to have that,
• 12:41
  Speaker 1: and when we do that, we're much more likely to
• 12:43
  Speaker 1: have an appropriate give and take in terms of when
• 12:46
  Speaker 1: you ask the kids to do something and you don't
• 12:47
  Speaker 1: get a response, here's how we're going to deal with it.
• 12:50
  Speaker 2: When I think back to the conversation we had with
• 12:53
  Speaker 2: our daughter who wanted to have roadblocks, there was this absolute,
• 12:58
  Speaker 2: a surety in her mind she could share with us
• 13:02
  Speaker 2: everything that she was feeling and all the reasons why
• 13:06
  Speaker 2: she should be able to have it. But there was
• 13:09
  Speaker 2: equal acknowledgment that while she had come up with an
• 13:13
  Speaker 2: impressive list, a brilliant list, that at the end of
• 13:18
  Speaker 2: the day, where her parents and we feel like this
• 13:21
  Speaker 2: is not the right decision for our family.
• 13:22
  Speaker 1: It's that culture, that safe space we can talk about
• 13:26
  Speaker 1: stuff and figure stuff out together here. Yeah, all right,
• 13:28
  Speaker 1: two more, KYLEI you said, remember the power of connection.
• 13:31
  Speaker 1: This is the heart of relationships, especially when things aren't
• 13:34
  Speaker 1: going quite right and the kids aren't listening.
• 13:36
  Speaker 2: Connecting with our kids on an emotional level, If they
• 13:39
  Speaker 2: know that they are seen, heard and valued, that they're
• 13:43
  Speaker 2: absolutely loved, they're more likely to respond to our requests positively?
• 13:49
  Speaker 2: Is that simple?
• 13:50
  Speaker 1: And my final one, which is just my favorite, is
• 13:53
  Speaker 1: when you ask the kids to do something and they
• 13:55
  Speaker 1: don't listen, or they resist or they react. Number nine. Last,
• 13:59
  Speaker 1: but definitely not least, just do it with them. Yeah,
• 14:02
  Speaker 1: bedroom's too messy, Go and do it with them. Can't
• 14:05
  Speaker 1: find their shoes, Go and help them put them on.
• 14:07
  Speaker 1: What are you laughing at?
• 14:08
  Speaker 2: I'm laughing because I showed you a reel the other day.
• 14:11
  Speaker 2: A little maybe three or four year old had been
• 14:13
  Speaker 2: asked to clean her room.
• 14:16
  Speaker 1: I remember, yeah, I was thinking, where are you going
• 14:18
  Speaker 1: with this?
• 14:18
  Speaker 2: I remember she was so excited to show her parents
• 14:21
  Speaker 2: and she's raced down the hallway and her parents have
• 14:24
  Speaker 2: got the camera on her, and she says, come, come
• 14:26
  Speaker 2: with me, and they've turned the corner and in the
• 14:29
  Speaker 2: hallway you cannot see the floor. All of her toys
• 14:33
  Speaker 2: are now in the clothes.
• 14:35
  Speaker 1: I'm sure everything from her room was in the hallway.
• 14:37
  Speaker 2: Come and she walks into her room and it is sparkling,
• 14:41
  Speaker 2: and her mum says, nothing done. Is such an amazing job.
• 14:45
  Speaker 2: And she said, but guess what now you have to
• 14:47
  Speaker 2: clean the hallway up and she says, no, I don't
• 14:49
  Speaker 2: want to mess.
• 14:50
  Speaker 1: Up my room diving in and doing it with the kids.
• 14:54
  Speaker 1: We've done this so many times with our children when
• 14:56
  Speaker 1: we asked them to do something and it's just too
• 14:57
  Speaker 1: big for them right there in the moment, even if
• 14:59
  Speaker 1: they've done it before, even if they've got the capacity
• 15:01
  Speaker 1: to do it. Sometimes they're too tired, they're too overwhelmed,
• 15:03
  Speaker 1: there's too much other stuff going on, And you get
• 15:06
  Speaker 1: in there and do it with them, and you enjoyed
• 15:07
  Speaker 1: the time together and they're happy.
• 15:09
  Speaker 2: To do it if there was just feel so overwhelming
• 15:12
  Speaker 2: in that space. I can think about one hundred different
• 15:15
  Speaker 2: jobs that I have done multiple times in my daily
• 15:19
  Speaker 2: life as a parent, and some days it just feels
• 15:22
  Speaker 2: all too much.
• 15:24
  Speaker 1: Yeah, but when I get in there and help make
• 15:25
  Speaker 1: the bed, yes, it's amazing. There we go. Nine ways.
• 15:30
  Speaker 1: Nine ways to deal with challenging moments when the kids
• 15:33
  Speaker 1: aren't listening, or when you're repeating yourself over and over
• 15:35
  Speaker 1: and over and over and over and over again. I'm
• 15:38
  Speaker 1: not going to repeat them all. There were too many,
• 15:39
  Speaker 1: but hopefully this was helpful and it's given you some
• 15:42
  Speaker 1: inspo for when you get home this afternoon and things
• 15:44
  Speaker 1: aren't quite right, or maybe this morning when you finish
• 15:47
  Speaker 1: whatever it is that you're doing this morning, you run
• 15:48
  Speaker 1: or whatever, Hopefully things will be better so that you
• 15:51
  Speaker 1: can have growth and understanding and deeper connection with your
• 15:53
  Speaker 1: kids and transform those challenging moments into something a whole
• 15:56
  Speaker 1: lot nicer. The Happy Family's podcast is produced by Justin
• 15:59
  Speaker 1: Rule from Bridge Media. Tomorrow on the pod Answering Your Questions.
• 16:03
  Speaker 1: If you'd like to submit a question, just go to
• 16:05
  Speaker 1: happy families dot com dot you. We've got this super
• 16:07
  Speaker 1: simple system to use. You scroll down to where it
• 16:09
  Speaker 1: says podcasts, You press the button and you start talking
• 16:12
  Speaker 1: love answering your questions. You can send them through any time.
• 16:16
  Speaker 1: For more info about making your family happy and check
• 16:18
  Speaker 1: out our social pages on Facebook and Instagram, or visit
• 16:21
  Speaker 1: us at happy families dot com dot au