Latest / Dr Justin Coulson's Happy Families / Helping Kids Manage Big Feelings [R]

Transcript

Helping Kids Manage Big Feelings [R] · Dr Justin Coulson's Happy Families

• 0:05
  Speaker 1: This is the Happy Families Podcast, the place you come
• 0:08
  Speaker 1: when the kids are having big feelings, because that is
• 0:12
  Speaker 1: what we do. We help you to navigate those. Picture
• 0:15
  Speaker 1: it your six year old having a meltdown because their
• 0:18
  Speaker 1: toast broken half, Your nine year old sobbing because their
• 0:21
  Speaker 1: friend didn't sit with them at lunch. Your teenager has
• 0:25
  Speaker 1: just slammed the door because you asked them to put
• 0:27
  Speaker 1: the phone down for dinner. How dare you? And somewhere
• 0:29
  Speaker 1: in the back of your mind, you're kind of thinking,
• 0:31
  Speaker 1: why can't they just manage their emotions like a normal person.
• 0:34
  Speaker 1: So here's the plot twist. They're not supposed to. In fact,
• 0:37
  Speaker 1: expecting your children to regulate their big feelings is kind
• 0:41
  Speaker 1: of like expecting them to drive a car before they've
• 0:44
  Speaker 1: learned to walk. Today, we're busting the biggest myth in
• 0:47
  Speaker 1: parenting that kids should be able to handle their emotions
• 0:51
  Speaker 1: on their own, and we're going to give you the
• 0:53
  Speaker 1: science backed strategies that actually work when your child's emotional
• 0:57
  Speaker 1: world explodes. Stay with us, could they Welcome to the
• 1:04
  Speaker 1: Happy Families Podcast, Real parenting Solutions every single day. My
• 1:07
  Speaker 1: name's Justin with Kylie, my wife and mum. Do our
• 1:10
  Speaker 1: six kids. The most popular topics in terms of downloads
• 1:13
  Speaker 1: on this podcast ADHD and emotion dysregulation. Today we tackle
• 1:19
  Speaker 1: the latter big emotions with some quick reminders and some
• 1:23
  Speaker 1: useful tips for your child's next temper, tantrum, or emotional moment. Kylie,
• 1:29
  Speaker 1: you're looking at me with a strange look on your face.
• 1:31
  Speaker 1: It looks like you're about to have a big emotion
• 1:32
  Speaker 1: because your microphone has been switched off. I just realized
• 1:35
  Speaker 1: you're not saying anything is because I haven't turned your
• 1:37
  Speaker 1: mic on. I'm so sorry.
• 1:40
  Speaker 2: I find it curious and I fall into the same
• 1:42
  Speaker 2: trap that we're asking our children, yes, with their lack
• 1:48
  Speaker 2: of experience, lack of developmental progress, and just a lack
• 1:53
  Speaker 2: of time in the world.
• 1:55
  Speaker 1: Yeah yeah, yeah, to be able.
• 1:56
  Speaker 2: To regulate their emotions when even us as the big people,
• 1:59
  Speaker 2: really struggle from time to time.
• 2:01
  Speaker 1: And when you say from time to time, you mean
• 2:03
  Speaker 1: most days.
• 2:03
  Speaker 2: Yeah, most days.
• 2:05
  Speaker 1: So let's start with the reality that's just this may
• 2:07
  Speaker 1: be a sanity saver. Kids aren't supposed to manage their
• 2:10
  Speaker 1: big feelings. I mean, we want them to, and eventually
• 2:13
  Speaker 1: they will, but their brains are their brains are wearing
• 2:16
  Speaker 1: l plates alplates, as in like a learner plate that
• 2:20
  Speaker 1: you put on the back of the car that says,
• 2:22
  Speaker 1: I still don't really know what I'm doing here. Even
• 2:25
  Speaker 1: more practically, kids start to develop some sort of emotion regulation.
• 2:31
  Speaker 1: Let's get clear on the definition of emotion regulation, the
• 2:35
  Speaker 1: ability to either turn your emotions up or down based
• 2:39
  Speaker 1: on the context and consistent with your long term goals.
• 2:44
  Speaker 1: Like three year olds don't have long term goals. They
• 2:46
  Speaker 1: have immediate goals. They want instant gratification. They don't understand
• 2:50
  Speaker 1: the idea of frustration tolerance, and it's inappropriate developmentally for
• 2:53
  Speaker 1: us to be trying to teach them that in any
• 2:56
  Speaker 1: meaningful way.
• 2:58
  Speaker 2: But I also think that as a society we actually
• 3:00
  Speaker 2: looked down on big emotions. If someone's overly excited, it
• 3:05
  Speaker 2: makes a lot of people feel uncomfortable. Often, if somebody's
• 3:08
  Speaker 2: overly angry, that leaves everybody definitely feeling uncomfortable. So in
• 3:13
  Speaker 2: some ways it's a little bit counter to what we're
• 3:17
  Speaker 2: actually wanting our children to do. We're wanting them to
• 3:20
  Speaker 2: experience their emotions and understand them, but we're also going
• 3:24
  Speaker 2: just make sure it's not too much.
• 3:26
  Speaker 1: Yeah, and that's appropriate that we want to help them.
• 3:28
  Speaker 1: This is called socialization, right, That's what our job as
• 3:31
  Speaker 1: parents is to socialize our kids. But they don't start
• 3:34
  Speaker 1: to get this until the age of three in a
• 3:37
  Speaker 1: really rudimentary way. And on average, most kids will be
• 3:41
  Speaker 1: able to have their emotions reasonably well regulated most of
• 3:45
  Speaker 1: the time.
• 3:46
  Speaker 2: By I love how you're sliming down.
• 3:48
  Speaker 1: I would have put a thousand caveats in here, because
• 3:51
  Speaker 1: it depends on how hungry and how tired, and how
• 3:53
  Speaker 1: stressed and how worked up and all those things. They are, right,
• 3:56
  Speaker 1: I mean, I'm saying nine. But one of my favorite
• 3:58
  Speaker 1: things to do when I'm teaching this stuff in my
• 4:01
  Speaker 1: workshops and my presentations, I mean schools or corporations, and
• 4:04
  Speaker 1: I'll talk about emotional regulation. I'll say, put up your
• 4:07
  Speaker 1: hand and tell me how old do you think the
• 4:08
  Speaker 1: average child is when they can regulate most of their
• 4:10
  Speaker 1: emotions most of the time under fairly standard circumstances. And
• 4:14
  Speaker 1: usually the first response from somebody who thinks they're so
• 4:17
  Speaker 1: funny is they'll say forty three, and then everyone will
• 4:22
  Speaker 1: guffer because it is just naturally it's hard to do this.
• 4:28
  Speaker 1: We are, as Brene Brown says, emotional beings first and
• 4:32
  Speaker 1: when something happens, our rational brain has been bound and
• 4:36
  Speaker 1: gagged and stuck in the boot, and the emotions are
• 4:38
  Speaker 1: driving this down the highway. If that's the case for
• 4:41
  Speaker 1: us as adults, because we haven't understood principles of stolicism,
• 4:45
  Speaker 1: for example, we don't know how to regulate ourselves, well,
• 4:48
  Speaker 1: what chance do our children have at the age of three,
• 4:51
  Speaker 1: or four, or five, or at the age of sixteen
• 4:53
  Speaker 1: when their brain's going through that second brain explosion. So
• 4:59
  Speaker 1: I guess there's one more thing that I want to
• 5:01
  Speaker 1: pick up on now that you've pulled me up on that.
• 5:03
  Speaker 1: With all of my caveats, I did say most of
• 5:05
  Speaker 1: the time, and I did say on average, because even
• 5:07
  Speaker 1: while we're regulated, forty three year old still going to
• 5:09
  Speaker 1: have moments with their emotions overwhelming the capacity.
• 5:13
  Speaker 2: You know, you're not forty three anymore.
• 5:14
  Speaker 1: I'm not talking about me. If I was talking about me,
• 5:16
  Speaker 1: i'd say almost fifty year old. I had this happened
• 5:19
  Speaker 1: to me the other night. I'm going to share it
• 5:20
  Speaker 1: on the Oh. This is a hard thing for me
• 5:21
  Speaker 1: to say, but I walked into the house and the
• 5:24
  Speaker 1: house looks like a bomb's gone off, and they it's
• 5:28
  Speaker 1: like they're oblivious to the fact that there's work to
• 5:30
  Speaker 1: be done. And I feel like I work pretty hard,
• 5:32
  Speaker 1: and I feel like you work pretty hard. We don't stop.
• 5:35
  Speaker 1: And I didn't regulate particularly well. I'm just saying, I mean,
• 5:40
  Speaker 1: I didn't lose it, but I was not as regulated
• 5:43
  Speaker 1: as they're used to seeing me. I had some suggestions
• 5:46
  Speaker 1: for them as to what might happen and when it
• 5:48
  Speaker 1: might happen, and why it shouldn't be me or you
• 5:50
  Speaker 1: that was doing it. Anyway, let's move on with this.
• 5:52
  Speaker 1: What I want to emphasize here is it's normal and
• 5:55
  Speaker 1: natural to struggle to manage big feelings. And a lot
• 6:00
  Speaker 1: of the time what we're dealing with is a stage,
• 6:03
  Speaker 1: and a lot of the time we're dealing with humanity
• 6:06
  Speaker 1: and being a human And we just need to trust
• 6:09
  Speaker 1: our kids in eate development and trust that we are
• 6:12
  Speaker 1: setting a good example. And when you understand that, that's
• 6:17
  Speaker 1: when everything changes. Instead of thinking why can't you just
• 6:20
  Speaker 1: calm down or why can't you be like everybody else's children,
• 6:23
  Speaker 1: what you do is you start thinking, all right, how
• 6:25
  Speaker 1: can I help my child to get through this while
• 6:28
  Speaker 1: their brain is learning how to do it on their own.
• 6:31
  Speaker 2: I'm thinking back to my experience as a young mum,
• 6:34
  Speaker 2: young Kylie, dealing with young children, and specifically a few
• 6:40
  Speaker 2: children with really big emotions, and those emotions would often
• 6:44
  Speaker 2: present themselves at the most inconvenient time. They were, you know,
• 6:48
  Speaker 2: as we're walking into the school ground and parents were everywhere,
• 6:52
  Speaker 2: or we were in the grocery store buying groceries, and
• 6:55
  Speaker 2: there's people everywhere, and my initial thought is not for
• 7:00
  Speaker 2: the care of my child. My initial thought in those
• 7:04
  Speaker 2: moments was everybody's looking at me. They're wanting me to
• 7:09
  Speaker 2: do X, Y and Z, and if I don't do
• 7:10
  Speaker 2: the right thing, then I'm a bad parent.
• 7:13
  Speaker 1: Ego and pride and comparison.
• 7:16
  Speaker 2: And there's so much pressure around that and we're well meaning,
• 7:20
  Speaker 2: but so often the comments that we make to other
• 7:23
  Speaker 2: parents in those moments, or the looks that we give
• 7:27
  Speaker 2: them just feel judgmental. What they actually need is a
• 7:30
  Speaker 2: pad on the back and say it's okay, today's going
• 7:32
  Speaker 2: to be okay, or can I help, or any number
• 7:36
  Speaker 2: of things than what we often say. But if we
• 7:40
  Speaker 2: can turn our attention not to how we're feeling, but
• 7:45
  Speaker 2: to have compassion for our child with the big emotions
• 7:49
  Speaker 2: and recognize that this is part of the human experience.
• 7:53
  Speaker 2: We're going to present ourselves differently. We're going to show
• 7:56
  Speaker 2: up differently for our kids in that moment.
• 7:58
  Speaker 1: Yeah, I think we are. So after the break, we're
• 7:59
  Speaker 1: going to talk talk about a couple of things that
• 8:01
  Speaker 1: you can do when the kids are having really big emotions,
• 8:03
  Speaker 1: so that they can and you can navigate it in
• 8:05
  Speaker 1: a way that everybody can feel good about, and somehow
• 8:09
  Speaker 1: you can look beyond the upturned nerveses and what we
• 8:14
  Speaker 1: might perceive as judgment from other parents. I reckon most
• 8:16
  Speaker 1: parents are not actually judging you. They're quite compassionate because
• 8:19
  Speaker 1: they've been there. And the ones that are you don't
• 8:20
  Speaker 1: need to worry about anyway, because they're not the kind
• 8:23
  Speaker 1: of people that you want to hang around with. Let's
• 8:24
  Speaker 1: talk about solutions in just to say stay with us.
• 8:35
  Speaker 1: We're back with the Happy Families podcast, Real parenting solutions
• 8:39
  Speaker 1: every single day, all right, Kylie. We need to talk
• 8:42
  Speaker 1: about how we're supposed to guide our children through their
• 8:44
  Speaker 1: really big emotions. I want to go through a couple
• 8:46
  Speaker 1: fairly quickly. Feel free to chuck anything in that you've
• 8:49
  Speaker 1: got in your mind.
• 8:51
  Speaker 2: Here.
• 8:51
  Speaker 1: The first one I want to talk about as the
• 8:53
  Speaker 1: solution to big emotions. This distraction. Distraction works. It gets
• 8:57
  Speaker 1: a bad rap because we think it's avoiding the problem,
• 9:00
  Speaker 1: and if we use distraction consistently, then that's what it
• 9:03
  Speaker 1: might be doing. But here's the neuroscience. Child's emotional brain
• 9:08
  Speaker 1: gets activated, thinking brain goes offline. You can't reason with
• 9:12
  Speaker 1: a disregulated nervous system high emotions, low intelligence, can't think
• 9:15
  Speaker 1: straight in a high emotion state, all those things that
• 9:17
  Speaker 1: we talk about on the pod all the time. Distraction
• 9:20
  Speaker 1: works because it gives the emotional storm time to pass
• 9:24
  Speaker 1: and it engages a different part of the brain. So
• 9:27
  Speaker 1: when your toddler is having that melt down over the
• 9:29
  Speaker 1: broken toast, pointing out the bird outside the window, is
• 9:32
  Speaker 1: not a dismissal of their feelings. It's just giving their
• 9:36
  Speaker 1: nervous system a chance to reset. Some people will think, oh,
• 9:40
  Speaker 1: you're rewarding bad behavior. I don't think so. I think
• 9:43
  Speaker 1: what you're doing is you're giving a child the best
• 9:44
  Speaker 1: chance possible to pull it together. Distraction buys you time
• 9:51
  Speaker 1: for their system to calm down enough that their thinking
• 9:53
  Speaker 1: brain can come back online.
• 9:55
  Speaker 2: What I love about this particular strategy is the fact
• 9:58
  Speaker 2: that it doesn't leave my child wild in distress for
• 10:01
  Speaker 2: long periods of time. When our granddaughter shows up and
• 10:05
  Speaker 2: she spends some time with us and she might hurt herself,
• 10:09
  Speaker 2: she will get really upset, and especially because Mum's not here,
• 10:11
  Speaker 2: and she, you know, kind of naturally is drawn to
• 10:14
  Speaker 2: go to Mum. And I'll just start singing with her,
• 10:17
  Speaker 2: and it's amazing how quickly she kind of shuffles away
• 10:21
  Speaker 2: from that massive emotion to a joyful moment.
• 10:26
  Speaker 1: Even with our bigger kids, like in their teens, having
• 10:28
  Speaker 1: a bad moment, Let's go for a walk like nature
• 10:31
  Speaker 1: is great, by the way, as a way to regulate
• 10:32
  Speaker 1: your emotions. Being in nature really really helps a lot.
• 10:35
  Speaker 1: But just going and doing something different, shifting your brain
• 10:38
  Speaker 1: into a different space, playing a game. I'm not big
• 10:42
  Speaker 1: on this, but even watching TV for half an hour
• 10:44
  Speaker 1: just to bring it all back down, you still will
• 10:47
  Speaker 1: usually need more than that. If you're going to use
• 10:50
  Speaker 1: a screen as a distraction, it's not particularly effective and
• 10:52
  Speaker 1: it gets used as an escape too much. But anyway,
• 10:54
  Speaker 1: that's my first one. Let's talk about the second one, coregulation.
• 10:58
  Speaker 1: If your child will allow it, be high emotions, low intelligence,
• 11:01
  Speaker 1: you might try to be close to your child with
• 11:02
  Speaker 1: their emotional and they're kicking and punching and screaming and
• 11:04
  Speaker 1: saying leave me alone, leave me like really losing it
• 11:07
  Speaker 1: when they're doing that. Give them the space that they want.
• 11:11
  Speaker 1: One of my favorite lines has always been, do you
• 11:13
  Speaker 1: want me to be with you and give you a
• 11:14
  Speaker 1: heart good and just want some space?
• 11:16
  Speaker 2: Yeah?
• 11:16
  Speaker 1: I love that one, and I know I use it
• 11:18
  Speaker 1: with you all the time because it doesn't just work
• 11:20
  Speaker 1: with kids. I think corregulation is an incredible web, it's
• 11:23
  Speaker 1: a secret weapon, but that crucial caveat is really at
• 11:28
  Speaker 1: the heart of it. Some kids don't want to allow it,
• 11:31
  Speaker 1: and that's okay. You've got to respect their need for space.
• 11:33
  Speaker 1: For the kids who will let your help, the magic
• 11:35
  Speaker 1: formula is really simple. You say what you see and
• 11:38
  Speaker 1: then you listen. So it might be I can see
• 11:41
  Speaker 1: really frustrated right now, and then just stop talking. Or
• 11:44
  Speaker 1: sometimes your sister really bugs you, doesn't she, and then
• 11:48
  Speaker 1: stop talking. You want to jump in with solutions, you
• 11:50
  Speaker 1: want to jump in with explanations, you want to jump
• 11:52
  Speaker 1: in with life lessons. But instead I heard somebody use
• 11:55
  Speaker 1: this phrase, just bear witness, Just bear witness to their
• 12:00
  Speaker 1: experience and their challenge and let them know that you
• 12:02
  Speaker 1: can see it, because when you are calm, you will
• 12:06
  Speaker 1: help regulate their nervous system, but only if they're not
• 12:10
  Speaker 1: feeling crowded or controlled. And if they say leave me alone,
• 12:13
  Speaker 1: then honor that some kids need to process things internally
• 12:17
  Speaker 1: before they can connect with others. You can say, hey,
• 12:20
  Speaker 1: I'm here when you're ready. I've often said to our kids,
• 12:23
  Speaker 1: you can come and get a hug from me in
• 12:25
  Speaker 1: the next five minutes, or I'm going to check in
• 12:27
  Speaker 1: with you in two minutes to see how you're going,
• 12:29
  Speaker 1: and then you just give them the gift of space.
• 12:31
  Speaker 1: Cod regulation is not forced connection, it's offered connection.
• 12:36
  Speaker 2: The acknowledgement that our whole experience is not supposed to
• 12:40
  Speaker 2: be done alone in this world, We're actually supposed to
• 12:44
  Speaker 2: do it together. And the idea that we can utilize
• 12:50
  Speaker 2: someone else's calm, we can catch someone else's calm when
• 12:53
  Speaker 2: we're having these really big emotions is so powerful. I
• 12:57
  Speaker 2: love that there are a couple of safe places that
• 13:00
  Speaker 2: I can go to when I'm feeling really really stuck
• 13:05
  Speaker 2: in big emotions.
• 13:06
  Speaker 1: So this's the critical thing. You're talking about what you
• 13:07
  Speaker 1: want as an adult when you're feeling emotional and the
• 13:10
  Speaker 1: kids are the same. It's just that we don't give
• 13:11
  Speaker 1: it to them.
• 13:12
  Speaker 2: We as because we find their emotions they're inconvenient. They
• 13:16
  Speaker 2: never happen when we've got the time and the energy
• 13:18
  Speaker 2: and the space.
• 13:19
  Speaker 1: You know, it happened when we're not in the middle
• 13:21
  Speaker 1: of a really important email or a really important game,
• 13:23
  Speaker 1: or stirring the sauce bed on the stove, or trying
• 13:26
  Speaker 1: to get somewhere and do something. That's that's that's reality.
• 13:29
  Speaker 1: It's just a pain.
• 13:30
  Speaker 2: But isn't that parenting? There's nothing convenient about it, really.
• 13:34
  Speaker 1: Yeah, that's right. If I was going to say, if
• 13:36
  Speaker 1: you wanted to be convenient, get a dog, but even
• 13:37
  Speaker 1: dogs and no, no, just don't do it. And I
• 13:40
  Speaker 1: don't have a pet either. No, but you don't have
• 13:42
  Speaker 1: kids because you want a convenient life. They give you
• 13:45
  Speaker 1: that meaning, that purpose. All right, our time is all
• 13:47
  Speaker 1: but up. We need to wrap this up.
• 13:48
  Speaker 2: Well what's the last one.
• 13:50
  Speaker 1: Well, there's a million more that we could talk about.
• 13:51
  Speaker 1: But the last one that I wanted to talk about
• 13:53
  Speaker 1: today was just the natural inclination that we had to
• 13:56
  Speaker 1: try to fix things like when the kids are having
• 13:57
  Speaker 1: big emotions, we want to fix it. We want to
• 13:59
  Speaker 1: calm them down, we want to get everything sorted out,
• 14:01
  Speaker 1: and I think the ability to stop and not try
• 14:07
  Speaker 1: to fix things immediately might be the hardest, but probably
• 14:10
  Speaker 1: the most important when it comes to kids. In emotional regulation,
• 14:14
  Speaker 1: the rules as follows, no problem solving until emotions are stable.
• 14:19
  Speaker 2: If we go back to your original conversation around distraction
• 14:24
  Speaker 2: actually works, especially when we're dealing with older children. We
• 14:29
  Speaker 2: don't just because you've distracted them in the moment doesn't
• 14:32
  Speaker 2: mean that you can't revisit it. But once their emotions
• 14:35
  Speaker 2: are calm, that's when you're actually able to do the
• 14:39
  Speaker 2: heavy lifting when it comes to processing emotion.
• 14:42
  Speaker 1: If you're trying to problem solve during emotional dysregulation, as like.
• 14:46
  Speaker 2: Or even speak logic to an illogic.
• 14:49
  Speaker 1: No, it's like trying to have a board meeting during
• 14:51
  Speaker 1: a fire drill. Like the alarms are sounding and everyone's
• 14:54
  Speaker 1: running out of the building. You're saying, no, no, no, But
• 14:55
  Speaker 1: we need to sit down and have this conversation about
• 14:58
  Speaker 1: these finances and the rest of the boards going not now,
• 15:01
  Speaker 1: this is not the time for it. No one can
• 15:03
  Speaker 1: think clearly, everyone's in survival mode. We just need to
• 15:07
  Speaker 1: wait until emotions to return to baseline, because then we
• 15:09
  Speaker 1: can have a conversation without the emotional charge, and that's
• 15:12
  Speaker 1: when you get to move into problem solving.
• 15:14
  Speaker 2: And I love the way that Disney movie Inside Out
• 15:18
  Speaker 2: depicts what's going on up inside a brain when these
• 15:22
  Speaker 2: big emotions are being felt. And the thing that stands
• 15:26
  Speaker 2: out to me is that often there's not just one
• 15:28
  Speaker 2: emotion that's trying to take control of the situation. There's
• 15:32
  Speaker 2: multiple emotions, and so that's where these big feelings come
• 15:36
  Speaker 2: from because you're trying to understand what it is you're feeling,
• 15:40
  Speaker 2: but there's too many emotions to kind of work it
• 15:42
  Speaker 2: all out in that moment.
• 15:43
  Speaker 1: So there's some idea is that should be helpful. I mean,
• 15:45
  Speaker 1: we could talk about this for hours. There's so much
• 15:47
  Speaker 1: more that we could have discussed. I do want to
• 15:49
  Speaker 1: highlight this though. Sometimes sometimes you just need to let
• 15:51
  Speaker 1: them have their tantrum. Sometimes nothing you can do is
• 15:54
  Speaker 1: going to make any different. Sometimes they're just upset and
• 15:56
  Speaker 1: they're going to blow their top. And the interesting thing
• 16:00
  Speaker 1: emotions is they're just like waves on the beach. They
• 16:02
  Speaker 1: come in and then they go out. Some ways is
• 16:05
  Speaker 1: bigger than others, and some ways kind of knock you down,
• 16:07
  Speaker 1: but they always go back out and you can get
• 16:10
  Speaker 1: back up and dry off and work things out. You're
• 16:13
  Speaker 1: the parent, make the call if they need to have
• 16:15
  Speaker 1: that moment, let them scream, just give them the space
• 16:18
  Speaker 1: and go back to them when things are level and balanced.
• 16:22
  Speaker 1: Really hope that some ideas here have helped with your
• 16:24
  Speaker 1: children and their big emotions and the stages they go through.
• 16:27
  Speaker 1: If you know somebody who would benefit from this podcast,
• 16:29
  Speaker 1: please share it. The more we share the pot, the
• 16:31
  Speaker 1: more you share the pod, the more families we get
• 16:33
  Speaker 1: to help in the bigger influence we get to have
• 16:35
  Speaker 1: on the world, which is what we're looking for. The
• 16:37
  Speaker 1: Happy Families podcast is produced by Justin Ruland from Bridge Media.
• 16:40
  Speaker 1: Mimhammon's assists with research, admin and other support, and there's
• 16:44
  Speaker 1: a whole lot of resources to help you with all
• 16:46
  Speaker 1: of these challenges and more at happy families dot com
• 16:48
  Speaker 1: dot au