Latest / Dr Justin Coulson's Happy Families / #1055 - Why the Kids Don't Listen

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#1055 - Why the Kids Don't Listen · Dr Justin Coulson's Happy Families

0:02
Speaker 1: It's the Happy Famili's podcast.
0:05
Speaker 2: It's the podcast for the time poor parent. They just
0:08
Speaker 2: want answers mew.
0:13
Speaker 1: I kind of feel like I need to begin today's
0:15
Speaker 1: podcast with a sigh, just a big ah, and I'll
0:19
Speaker 1: tell you why, because kids and listening kids, and so
0:23
Speaker 1: many times it's got to be one of the most
0:25
Speaker 1: commonly asked questions that I get. And yet just recently
0:28
Speaker 1: we had a situation at home where the kids weren't
0:30
Speaker 1: listening to me. I thought, what's the advice did I
0:32
Speaker 1: give to everybody else? Because I need it right now
0:34
Speaker 1: and I couldn't remember it. So I got a little
0:36
Speaker 1: bit mad. I was like, come one, you've got to
0:38
Speaker 1: do better than this. Why I want the kids listen
0:41
Speaker 1: today on the Happy Families Podcast, Five reasons your children
0:44
Speaker 1: are not listening to you and five things you can
0:46
Speaker 1: do to make them want to listen to you.
0:51
Speaker 2: I know when our kids were younger, we actually wondered
0:53
Speaker 2: whether we or not we had some hearing challenge.
0:56
Speaker 1: We literally had one of the kids is tested. Paid
1:00
Speaker 1: a lot of money for it. Government usually covers that
1:02
Speaker 1: depending on which state you're in Australia. Now I think
1:04
Speaker 1: it's a federally covered thing. But if you if you're unsure,
1:07
Speaker 1: I mean, let's let's acknowledge there is a serious side
1:10
Speaker 1: to this. If you have a child with low hearing
1:12
Speaker 1: or no hearing, then well this podcast episode is probably
1:17
Speaker 1: not for you. And no, actually I think that it
1:19
Speaker 1: will be. But we're mainly going to be talking about
1:22
Speaker 1: kids who have perfectly good hearing and they just are
1:25
Speaker 1: not responding. They're non compliant. If you want to find
1:28
Speaker 1: out if your kid's hearing is good, you can get
1:29
Speaker 1: the free test, or you can stand at the door
1:31
Speaker 1: of the bedroom that they're in and say who wants
1:33
Speaker 1: ice cream? You'll get a response. You'll know.
1:36
Speaker 2: You can't just say who wants ice cream? You have
1:39
Speaker 2: to whisper.
1:41
Speaker 1: Of course, even while they're on a screen, they're still
1:43
Speaker 1: going to look up and go uh huh. I mean
1:45
Speaker 1: that's when you know. Or you don't even have to
1:47
Speaker 1: say anything. Just open a packet.
1:50
Speaker 2: A biscuit.
1:50
Speaker 1: Yeah they hear the crinkly Yeah, yeah they're there. You
1:54
Speaker 1: got it, You got it? Okay. Five reasons. Five reasons
1:57
Speaker 1: your children are not listening to you?
1:59
Speaker 2: Can I tell you Number one? It's two words, yeah,
2:03
Speaker 2: care factor. They don't care what.
2:05
Speaker 1: You're talking about Yeah.
2:08
Speaker 2: Yeah, you're a five year old and you're playing with
2:10
Speaker 2: your lego. The last thing you want to do is
2:12
Speaker 2: look up and listen to mum because she wants you
2:14
Speaker 2: to go brush your teeth because it's time for bed.
2:16
Speaker 1: And that's the critical thing. They're not listening because we're
2:19
Speaker 1: asking them to do stuff. There's all of this correction
2:21
Speaker 1: and direction. It's never fun to listen to Mum or
2:24
Speaker 1: dad because they're telling me to do something that I
2:26
Speaker 1: don't want to do. And just on that care factor,
2:30
Speaker 1: I mean, this is a question of motivation, I guess.
2:31
Speaker 1: But they don't have the same capacity, the same interest
2:34
Speaker 1: in noticing things that we notice. So we walk into
2:36
Speaker 1: the living room and we see two things on the
2:38
Speaker 1: couch and three things on the floor, and we say, hm,
2:42
Speaker 1: five things that need to be put away and then
2:44
Speaker 1: this room will look beautiful. Kids walk into that living
2:47
Speaker 1: room and they say lego or they look pretty lonely.
2:51
Speaker 2: They need more stuff.
2:53
Speaker 1: Yeah, oh my goodness. So care factor is a huge one.
2:57
Speaker 1: A couple of other things. I want to make the
3:00
Speaker 1: point they are listening, they just don't like what you're saying.
3:03
Speaker 1: I've said this to so many parents, and every time
3:05
Speaker 1: I do. Parents' eyes go ah, yeah, yeah, because what
3:09
Speaker 1: are you saying? How much? How much reason are you
3:12
Speaker 1: giving them to want to listen? Usually not much. Unpack
3:15
Speaker 1: the dish washer, put your bag away, pick up your towel,
3:18
Speaker 1: come to the table, set the table. Why haven't you
3:20
Speaker 1: fed the dogs yet? Like that, that's our conversation.
3:22
Speaker 2: We've had this conversation every morning for the last few
3:25
Speaker 2: weeks about whose tone it is to feed the dog?
3:28
Speaker 2: I know, And yesterday morning I devised a plan.
3:31
Speaker 1: Oh did you I did?
3:33
Speaker 2: I'd asked two different children over a duration of about
3:36
Speaker 2: ten minutes to feed the dogs. There was no water
3:38
Speaker 2: in their bowls. They're scratching at the door. They want
3:41
Speaker 2: their food.
3:41
Speaker 1: Please don't call the RSPCF. Folks, we do look after
3:44
Speaker 1: our dogs. It's just that sometimes they have to wait
3:46
Speaker 1: for their dinner.
3:49
Speaker 2: And after I finally asked the second child, who just
3:52
Speaker 2: walked past me and ignored me, I went, right, okay, Annie,
3:57
Speaker 2: you've got Monday, Wednesday, Friday. Lily you've got Tuesday, Thursday,
4:01
Speaker 2: two teas. We can't forget that. And Emily, you've got
4:03
Speaker 2: the weekend. I need a plan that works for me
4:06
Speaker 2: because I need to know it has to be easy
4:09
Speaker 2: for me to remember, right, because if I get to
4:11
Speaker 2: Wednesday and I'm like, whose turn is it, no one's
4:14
Speaker 2: going to admit it's their turn. Whereas now I've got
4:17
Speaker 2: a definite plan and they all looked at me and
4:19
Speaker 2: they went okay, and the dogs got fed.
4:21
Speaker 1: So we have gone sideways a bit here, But let's
4:23
Speaker 1: just emphasize if you want your children to be competent,
4:25
Speaker 1: there has to be structure. And what you've done in
4:27
Speaker 1: fifteen seconds or less is device the structure that everyone's
4:30
Speaker 1: willing to comply with. And now we can satisfactorily keep
4:33
Speaker 1: the dogs fed. See no reason to call the RSPCA.
4:36
Speaker 1: We've we've got this cup. But I think there's a
4:39
Speaker 1: couple of things we need to highlight here. You've mentioned
4:42
Speaker 1: number one. In fact number one for you that they
4:44
Speaker 1: don't care. That's part of a broader issue for me,
4:49
Speaker 1: and that is that they don't have the same capacity
4:52
Speaker 1: to care because they're so egocentric. Children between the ages
4:57
Speaker 1: of I don't know two and sixty two tend to
5:01
Speaker 1: really care about themselves and not other people. Well, that's
5:04
Speaker 1: probably unfair two and twelve sixty two six, And so
5:09
Speaker 1: what's important to you in your world is just not
5:12
Speaker 1: important to them in their world. When you say we
5:14
Speaker 1: need to get into the car, I have a meeting
5:17
Speaker 1: and if I'm late for the meeting, that's going to
5:19
Speaker 1: be bad the kids because are like, no, it's not
5:21
Speaker 1: it doesn't affect me at all. I'm fine, it doesn't
5:24
Speaker 1: affect them. So there's the capacity to care that is
5:28
Speaker 1: tied to motivation and this idea of ego centrism. It's
5:31
Speaker 1: about me, my needs, my focus, my attention, and.
5:35
Speaker 2: Not because they're selfish, not literally, because developmentally this is
5:39
Speaker 2: where they are at.
5:40
Speaker 1: Yeah, perspective, what you care about your issues are not
5:45
Speaker 1: my issues, And that sounds really selfish, But you're when
5:50
Speaker 1: you don't have the developmental capacity to care about somebody
5:53
Speaker 1: else's issues in a meaningful way, that's what you get.
5:56
Speaker 1: That's why children are the way that they are once
5:59
Speaker 1: they become teenagers. Another thing that happens is that other
6:03
Speaker 1: voices simply become more interesting parents' voices. Been listening to
6:08
Speaker 1: your voice for more than a decade. Now, I know it,
6:10
Speaker 1: I've heard it, I'm used to it.
6:11
Speaker 2: I just to draw you, just drag on.
6:15
Speaker 1: Yeah, And I think we also have to acknowledge near adversity,
6:21
Speaker 1: low hearing children, the impact of screens. Sometimes the kids
6:25
Speaker 1: are so focused on their screen. I've the've got their
6:27
Speaker 1: headphones in or on or whatever, really hard to drab
6:30
Speaker 1: their attention. So Number one, kids don't have the same
6:34
Speaker 1: capacity to care, and we've talked about all of that.
6:36
Speaker 1: Number two, Kylie, kids don't have the same attention or capacity.
6:40
Speaker 1: In other words, when you and I are talking, when
6:42
Speaker 1: two adults are involved in a conversation, we're able to
6:45
Speaker 1: engage in a way that kids aren't able to engage in.
6:49
Speaker 1: They just don't have the same stamina, the same focus,
6:54
Speaker 1: the same ability to zero in and say, okay, I'm listening,
6:57
Speaker 1: I've got you. What's Number Three, We will still love them.
7:02
Speaker 1: We will still love them like a teacher or a coach,
7:04
Speaker 1: or a friend or a neighbor or whoever it might be.
7:07
Speaker 1: If kids don't follow the structure and the expectation, then
7:11
Speaker 1: they might feel like they've lost the relationship. Other relationships
7:16
Speaker 1: are short term. There's no guarantee that this is going
7:19
Speaker 1: to keep going. But the kids know I don't have
7:21
Speaker 1: to listen to my parents, and they're obligated to continue
7:24
Speaker 1: to love me. They've got me. It's cool, I can
7:27
Speaker 1: get away with this.
7:28
Speaker 2: But I also don't feel like they have the confidence
7:31
Speaker 2: that they can push back on the teacher either. You know,
7:33
Speaker 2: when you think about other adults, they've learned quickly. Societal
7:37
Speaker 2: norms suggest in societal rules that we need to be
7:42
Speaker 2: compliant in certain scenarios and situations.
7:44
Speaker 1: Yeah, all the kids in the classroom are doing that
7:46
Speaker 1: as well.
7:46
Speaker 2: That's right. So there's this positive peer pressure that comes
7:49
Speaker 2: in those settings when there's large numbers of kids all together.
7:53
Speaker 1: Number four is that silence and refusal mean different things
7:57
Speaker 1: to us than what they mean to the kids. So
8:00
Speaker 1: if your child refuses to put shoes on or refuses
8:03
Speaker 1: to get their school bag ready, you, as a parent,
8:08
Speaker 1: because you're flustered and stressed and you need to get
8:10
Speaker 1: out the door, and so did they, You might see
8:12
Speaker 1: that as obstinates or refusal or some other frustrating thing,
8:17
Speaker 1: and guess what for them, it might be that something
8:19
Speaker 1: else matters more. Or it might be that they're scared
8:21
Speaker 1: of going to school today because they know that that
8:24
Speaker 1: presentations due and they're not ready for it, or they
8:26
Speaker 1: know that the teacher is not going to be there
8:28
Speaker 1: and they're going to have a sub because they got
8:30
Speaker 1: warning ahead of time, and they don't do well with
8:32
Speaker 1: sub teachers. Those kinds of things I know.
8:34
Speaker 2: With my teenagers when we sometimes having heated conversations about
8:40
Speaker 2: why they haven't responded to me positively in that moment,
8:44
Speaker 2: the acknowledgment is that I haven't recognized and seen that
8:47
Speaker 2: they were in the middle of something, so like I
8:50
Speaker 2: was just finishing what I was doing, and then I
8:53
Speaker 2: was going to get onto X y Z, and so again,
8:56
Speaker 2: perspective from our end is just as important as perspective
8:59
Speaker 2: from there.
9:00
Speaker 1: Which kind of leads nicely into the fifth and final one,
9:03
Speaker 1: and that is that quite often we talk to our
9:05
Speaker 1: children and expect them to listen, but we do not
9:08
Speaker 1: have their attention, So we're expecting that when we open
9:11
Speaker 1: our mouths, everybody is going to focus on us. We
9:14
Speaker 1: feel like we're the center of the universe instead of them.
9:17
Speaker 2: If you think about how many conversations you have with
9:18
Speaker 2: your kids and you call out from the other room
9:20
Speaker 2: right you're not even in the same space, You're not
9:22
Speaker 2: making eye contact, and you're expecting immediate.
9:25
Speaker 1: Compliance after the break. Five things to do to help
9:29
Speaker 1: your kids to want to listen to you.
9:36
Speaker 2: So we've talked about five reasons why the kids won't
9:38
Speaker 2: listen to us, But everyone, what's a good solution? You
9:42
Speaker 2: said before the break that you've got five reasons to
9:46
Speaker 2: help our kids listen to us. I'd love to hear them, and.
9:48
Speaker 1: They're all really easy. We can get through them super fast.
9:50
Speaker 1: Number One, make sure you have their attention before you
9:52
Speaker 1: talk to them.
9:53
Speaker 2: This is really important for young kids, especially.
9:56
Speaker 1: How obvious is this and how often do we not
9:58
Speaker 1: do it? Yeah, just when you've got eye contact, when
10:02
Speaker 1: there's some touch, when there's some genuine engagement, when you've
10:05
Speaker 1: walked to them and said hey kiddo, and then you
10:08
Speaker 1: see them look at you and say yeah mum or yeah.
10:11
Speaker 1: That that's when you start talking.
10:13
Speaker 2: You know. Touch you said touch, and it just visually
10:16
Speaker 2: the amount of times where I've tried to call from
10:19
Speaker 2: the other room haven't got any response, and then I've
10:21
Speaker 2: walked in on our ten year old who's got her
10:24
Speaker 2: nose in a book and I've literally just touched her
10:26
Speaker 2: on the shoulder or touched her on the hand, and
10:28
Speaker 2: instant she's looked up at me.
10:30
Speaker 1: Yeah, it's instant. Just Number one, have their attention before
10:34
Speaker 1: you start talking.
10:36
Speaker 2: What's number two.
10:37
Speaker 1: Number two is be involved. Be involved. So quite often
10:41
Speaker 1: we say go do this, go do that. There's a
10:43
Speaker 1: lot of correction, a lot of direction, and not a
10:47
Speaker 1: lot of connection.
10:49
Speaker 2: I was thinking about this in relation to the classroom.
10:52
Speaker 2: Teachers obviously will will often have to do things and
10:56
Speaker 2: not be literally with your child or with the class
10:59
Speaker 2: as a whole. They might race over to their desk
11:01
Speaker 2: while they ask the kids to do something. But more
11:03
Speaker 2: times than not, in a classroom situation, the teacher will
11:06
Speaker 2: say to the kids, all right, I want you two
11:08
Speaker 2: straight lines here, find a partner and stand in line.
11:11
Speaker 2: But they're standing in that line at the front of
11:13
Speaker 2: the line, and they're making eye contact with those kids
11:15
Speaker 2: as they're kind of, you know, moving around the room.
11:17
Speaker 2: They're right there with them. But at home, I know,
11:20
Speaker 2: in my case, I'm like, okay, will you do this,
11:23
Speaker 2: and I'll do the fifteen other things I've got to
11:24
Speaker 2: do before we get out the door. And so as
11:27
Speaker 2: soon as I walk out the door, they've forgotten what
11:28
Speaker 2: I've said because they're engrossed and whatever they're doing.
11:30
Speaker 1: That's why I love all in that nighttime routine that
11:33
Speaker 1: we usually have, Although lately it's been a bit shoddy.
11:36
Speaker 1: Where the whole family comes into the kitchen and we
11:39
Speaker 1: clean up the meal together. It's involved time, we can talk.
11:42
Speaker 1: Everybody's listening, paying attention. No one complains during that period
11:45
Speaker 1: that no one's listening to me. Because you're involved and
11:49
Speaker 1: you're doing it together, I know, it feels like it's
11:51
Speaker 1: going to take longer. The great paradox is that it
11:55
Speaker 1: usually does not take as long because everybody's doing it together.
11:58
Speaker 2: Or it does take longer, it's because you're actually enjoying
12:01
Speaker 2: yourself and having fun. You don't want it to end.
12:03
Speaker 1: That's right, And relationships are not built on efficiency. That's
12:06
Speaker 1: not the purpose of relationships. Number three. Just be patient,
12:10
Speaker 1: like wait, call out to your child, maybe even invite
12:14
Speaker 1: them to do something, and then wait. Because when I
12:18
Speaker 1: ask parents how long they usually wait between request number
12:21
Speaker 1: one and then the follow up, I just asked you
12:23
Speaker 1: to do something, the answer by most parents is like
12:28
Speaker 1: four seconds. Hey, put your shoes on. You haven't moved yet.
12:32
Speaker 1: I said, put your shoes on. It like, give them
12:35
Speaker 1: a minute, just wait, Just be a little bit patient.
12:38
Speaker 1: I think that it will it will help. Number four,
12:41
Speaker 1: This one is my favorite one. Because a lot of
12:44
Speaker 1: parents say, oh, all this soft parenting where you get
12:46
Speaker 1: down at their level and you look them in the
12:48
Speaker 1: eyes and hold their sweet little hands and whisper sweet
12:51
Speaker 1: nothings to them as you try to gently coax them
12:54
Speaker 1: into doing what you want. No no, no, no, no accountability, accountability.
12:57
Speaker 1: So I don't know how often you've seen me do this,
12:59
Speaker 1: but I'll ask the kids to do something and then
13:02
Speaker 1: I will stand in front of them and just wait
13:04
Speaker 1: until they move their butt and get on with it.
13:07
Speaker 1: And sometimes I'll stand there for twenty seconds and they'll
13:09
Speaker 1: look up and they're like what, And I'll say, I
13:12
Speaker 1: asked you to do something. What was it? And I'm like, oh,
13:15
Speaker 1: and they've got of the voices and all the eye rolls.
13:18
Speaker 1: But I just stand there until they get on with it,
13:20
Speaker 1: and I'll off it. Would you like me to be
13:22
Speaker 1: involved with you while you do it? We can do
13:25
Speaker 1: it together if you like. I just I need you
13:29
Speaker 1: to do this. It's time and sometimes it has to
13:31
Speaker 1: be done instantly. Other times I'll be like, just get
13:33
Speaker 1: this done before the end of the week, right, like
13:35
Speaker 1: the lawns need to be mode. I want it done
13:37
Speaker 1: by the weekend.
13:39
Speaker 2: As a tangent to this. I think a really a
13:42
Speaker 2: wonderful principle that we've used in our home as gentle reminders.
13:46
Speaker 2: We use a lot of words as parents, and when
13:48
Speaker 2: we make a request and it's not done instantly, one
13:51
Speaker 2: of the things that we have often used in our
13:53
Speaker 2: home has just gone up to the kids and gone, hey, kiddo,
13:57
Speaker 2: the lawns. We don't have to give them the long lecture.
14:00
Speaker 2: WHI it's a gentle reminder that they know.
14:03
Speaker 1: They still go, oh, but we're.
14:06
Speaker 2: Not nagging, right.
14:08
Speaker 1: And number five the last one, and I think this
14:09
Speaker 1: one's probably the most important one of all. Be the
14:11
Speaker 1: kind of person that they want to pay attention to.
14:13
Speaker 2: You talk about the idea of soft parenting, and you know,
14:16
Speaker 2: do I have to hold my kid's hand? But yeah,
14:18
Speaker 2: I want to hold my kid's hand like they're my people,
14:22
Speaker 2: and I want them to know that I'm their person.
14:25
Speaker 2: And the softer I can be with them, the better
14:28
Speaker 2: off my relationship is with them. And therefore I will
14:30
Speaker 2: be the person they want to listen to.
14:32
Speaker 1: I only going to use the word soft, and I
14:33
Speaker 1: agree with you, but I would change the word or
14:35
Speaker 1: maybe add another word, and that would be fun like
14:38
Speaker 1: Just recently, I was doing a seminar and somebody asked
14:41
Speaker 1: a question about how do I how do I really
14:44
Speaker 1: connect with my children better? And I gave all these long,
14:46
Speaker 1: really good science the answers and all the I really
14:50
Speaker 1: nailed the answer, and then I paused. Just as I
14:52
Speaker 1: was finishing, I was like, you know what, all that's
14:54
Speaker 1: really important, but if you really want to connect with
14:56
Speaker 1: your kids, just make it fun. Be a fun person.
15:00
Speaker 2: Had a visual a flash mob, ask the kids to
15:03
Speaker 2: do something and break into songs.
15:05
Speaker 3: Yeah, just make it fun, flashing lights. If they're not
15:09
Speaker 3: listening to you, it's because you're probably not fun. I know
15:11
Speaker 3: that's a bit of a sort of a bit of
15:13
Speaker 3: a slam, But as parents, we can pretty much all
15:15
Speaker 3: acknowledge that most of the time we are not fun,
15:17
Speaker 3: and if we could be more fun, our kids would
15:19
Speaker 3: be really happy to listen to us. One of my
15:21
Speaker 3: good mates spend a lot of time riding bikes with
15:24
Speaker 3: this friend of mine, Chris, and he is what I
15:26
Speaker 3: would call just a brilliantly fun dad.
15:31
Speaker 1: Chris. Every Friday, he's got this tradition he takes the
15:33
Speaker 1: kids down of the cafe and buys them breakfast, spends
15:36
Speaker 1: far too much money on breakfast, hates spending the money,
15:38
Speaker 1: but just knows that the value of having that Friday
15:40
Speaker 1: morning tradition with the kids. It's fun. He takes them
15:44
Speaker 1: go karting that they're into that, he makes his own
15:47
Speaker 1: he builds his own go karts. I mean, this guy's
15:48
Speaker 1: just clearly not me. But he makes time together fun,
15:55
Speaker 1: and that's what you need to do. That's how you
15:57
Speaker 1: build a relationship, right, you have fun together.
16:00
Speaker 2: As parents were pretty highly strung most of the time.
16:03
Speaker 1: Oh most of the time.
16:04
Speaker 2: Yeah, But I remember a story about your friend Dave.
16:08
Speaker 2: You were in the pool one day. Kids had these
16:10
Speaker 2: water soakas.
16:12
Speaker 1: And we weren't in the pool. We got for ride
16:15
Speaker 1: on a stinking hot day. It was like forty two
16:18
Speaker 1: degrees and we were thinking about getting in the pool,
16:20
Speaker 1: but the water.
16:21
Speaker 2: Was so cold, and the kids were in there, weren't
16:23
Speaker 2: they They were they were playing.
16:24
Speaker 1: It was like it was so cold, so cold, And
16:27
Speaker 1: I've did my toe in the water and I'm like, nah,
16:30
Speaker 1: not getting in there. And as I've turned around to
16:31
Speaker 1: say to Dave, I don't think I'm having a swim,
16:34
Speaker 1: I felt this icy pain in the small of my
16:37
Speaker 1: bag because the kids have hit me with a super
16:38
Speaker 1: soca and I've turned around to get cranky at this child,
16:41
Speaker 1: to say, what are you doing? But I remember I'm
16:43
Speaker 1: a parenting expert and I've got Dave the Bachelor, forty
16:46
Speaker 1: two years old, no kids standing beside me, and I'm like, oh,
16:48
Speaker 1: I've got to be really nice about this. And before
16:50
Speaker 1: I could figure out what to say, they hit him
16:53
Speaker 1: with the super soca right in the chest, right in
16:56
Speaker 1: the chest, and you.
16:56
Speaker 2: Know what he did.
16:57
Speaker 1: He went ah, He grabbed his chair and then he
17:00
Speaker 1: fell into the pool in spite of the fact that
17:01
Speaker 1: it was so cold, and the kids swam over and
17:03
Speaker 1: they jumped on his shoulders and they started to clamber
17:05
Speaker 1: all over him, and I thought, hmmm, yeah, the pairing
17:08
Speaker 1: experts being miserable on the side of the pool while
17:10
Speaker 1: the guy with no kids is in there showing him
17:12
Speaker 1: how to do it.
17:13
Speaker 2: We've got to have more fun.
17:14
Speaker 1: The Happy Families podcast is produced by Justin rule On.
17:17
Speaker 1: We really hope that the ideas we've given you today
17:19
Speaker 1: will help you to get the kids to listen better
17:22
Speaker 1: and want to listen to you. Thanks so much for listening.
17:25
Speaker 1: We love sharing these things with you. If you'd like
17:27
Speaker 1: more about how to make you family happier, the best
17:29
Speaker 1: stuff is in our Happy Families membership. You can find
17:31
Speaker 1: it online at happy families dot com dot AYU check
17:35
Speaker 1: it out.