WEBVTT - Dr Justin Coulson // What Makes a Happy Family?

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<v Speaker 1>Of all the things that I say, of all things

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<v Speaker 1>that I do, all the things that I've learned, of

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<v Speaker 1>everything that the kids have put me through. Kids just

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<v Speaker 1>text you, They try you. There's nothing easy about being

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<v Speaker 1>a parent, so let it be hard. Don't fight that.

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<v Speaker 1>This is what parenting is, and the great irony is

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<v Speaker 1>as you accept that it's going to be hard, ironically

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<v Speaker 1>becomes a lot less hard.

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<v Speaker 2>Welcome to the Things you Can't Unhear podcast. I'm your host,

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<v Speaker 2>Maritza Barone. Get ready to hear moments that will help

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<v Speaker 2>you to see the world differently and inspire you to

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<v Speaker 2>become the happiest, healthiest and kindest version of you. What

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<v Speaker 2>makes a happy family? In this episode, we're joined by

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<v Speaker 2>one of Australia's most trusted voices in parenting and family

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<v Speaker 2>wellbeing to find out. Doctor Justin Coulson is a dad

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<v Speaker 2>to six daughters, a psychologist and author, and the founder

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<v Speaker 2>of the Happy Families Platform. In this conversation, we go

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<v Speaker 2>beyond parenting tips and go into the heart of what

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<v Speaker 2>it means to raise humans in today's world. We explore

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<v Speaker 2>the mistakes parents make that they don't realize they're making.

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<v Speaker 2>The truth about self belief and grades the schooling system,

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<v Speaker 2>and how Justin believes changes should be made to help

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<v Speaker 2>children thrive more, and how Justin himself has navigated it

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<v Speaker 2>all while raising six daughters of his own. This is

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<v Speaker 2>a powerful, honest, and emotional conversation about the kind of adults

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<v Speaker 2>we're shaping and the kind of parents we're choosing to be.

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<v Speaker 2>Doctor Justin Coilson, Welcome to the Things you Can't On

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<v Speaker 2>Here Podcasts.

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<v Speaker 1>I'm feeling really light today and I just want to

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<v Speaker 1>I just want to mock you for sounding so serious

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<v Speaker 1>when you did that intro.

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<v Speaker 2>This is the things you can on here podcast We're

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<v Speaker 2>not meant to have fun. We're meant to have like

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<v Speaker 2>drop moments to change the way we think we did.

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<v Speaker 1>You know, you're more likely to absorb really great information

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<v Speaker 1>if you're in a good mood, like if you're laughing.

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<v Speaker 2>Yes, right, and if you're hearing stories.

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<v Speaker 1>Right yeah, absolutely, yeah.

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<v Speaker 2>Yeah. Well let's start with that. Tell me your story.

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<v Speaker 2>I want to know that moment when you as a father,

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<v Speaker 2>the perception of you as a father, and a moment

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<v Speaker 2>that changed everything in the way that you saw yourself

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<v Speaker 2>as a farmer. Okay, and this may take the lightness

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<v Speaker 2>out of your I was going.

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<v Speaker 1>To say this, this kind of changes everything, so we

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<v Speaker 1>kind of have to go back to my high school days,

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<v Speaker 1>which is kind of annoying. I didn't become a teenage

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<v Speaker 1>father or anything like that, but I just hated school

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<v Speaker 1>and my dream. After I did work experience in year

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<v Speaker 1>ten at the local radio station on the New South

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<v Speaker 1>Wales Central Coast two go, I got to hang around

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<v Speaker 1>in the studio and in the jocks room with all

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<v Speaker 1>the radio announcers, and I was like, this is the

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<v Speaker 1>best job in the world, because back then radio is

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<v Speaker 1>a very different beast than what it is today, and

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<v Speaker 1>radio announcers would literally show up for their let's say

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<v Speaker 1>their nine to twelve shift or their six till nine

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<v Speaker 1>shifts or whatever it was. They do fifteen or twenty

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<v Speaker 1>minutes of prep, they do the shift, and then they

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<v Speaker 1>had the rest of them they do whatever they wanted.

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<v Speaker 1>There's something I'd get paid to play music, open up

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<v Speaker 1>the mic and have a chat for fifteen seconds once

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<v Speaker 1>every fifteen minutes, give away some money. We'd beat the

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<v Speaker 1>bomb or the Mad Minute or whatever is that we're doing,

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<v Speaker 1>and then I.

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<v Speaker 2>Get to go surfing, right, and you probably get to

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<v Speaker 2>talk a little bit too, which is probably one of

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<v Speaker 2>your strengths.

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<v Speaker 1>I do like to talk, and so I was like,

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<v Speaker 1>I'm going to be a radio announcer, and I recognize

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<v Speaker 1>that we're recording this pod in a radio station, so

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<v Speaker 1>I need to tread gently with what I'm going to say.

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<v Speaker 1>But if you've ever listened to the radio, especially the

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<v Speaker 1>FM radio stations, you can tell straight away that the

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<v Speaker 1>people who are on the radio didn't have to do

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<v Speaker 1>well at school to be on the radio.

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<v Speaker 2>You should tread to care except.

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<v Speaker 1>For the news readers, right, they're very well educated. And

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<v Speaker 1>so as a year ten student, I've just gone well,

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<v Speaker 1>school doesn't matter. My parents had a different opinion. They

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<v Speaker 1>were spending this is late eighties, early in nine as

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<v Speaker 1>they're spending over ten grand a year back then to

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<v Speaker 1>send me to this grammar school that I at it,

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<v Speaker 1>and so I'm wagging school and going surfing. There was

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<v Speaker 1>no such thing as mobile phones, and so my parents

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<v Speaker 1>weren't getting that text message saying your son isn't at school.

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<v Speaker 1>I was just could get away with much more, got

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<v Speaker 1>away with everything, which means that when I finished high

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<v Speaker 1>school in New South Wales, you have your HSC. I

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<v Speaker 1>scored on the bottom. If you scored below a certain ranking,

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<v Speaker 1>they don't give you a score, They just tell you

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<v Speaker 1>that you scored this all below. And I scored in

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<v Speaker 1>the fifteen or below range. Like I just it wasn't

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<v Speaker 1>your thing. No, And it's not that I was well,

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<v Speaker 1>I was not a great kid, but my purpose laid elsewhere.

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<v Speaker 1>And I could see that my parents were freaking out.

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<v Speaker 1>They were thinking, this is the end. He ruined his

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<v Speaker 1>life because you twelve matters so much, apparently, and because

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<v Speaker 1>everything hinges on that to see score it, apparently, And

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<v Speaker 1>I just said, no, I just want to be in radio.

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<v Speaker 1>And I went and had a really successful radio career.

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<v Speaker 2>You know what I always say to my children, I

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<v Speaker 2>don't care what it is that you do, as long

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<v Speaker 2>as you're really good at it, if you really enjoy it.

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<v Speaker 1>Being good at it and enjoying it are both really helpful. Yeah, yeah,

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<v Speaker 1>it makes life a lot better. You don't have to

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<v Speaker 1>be good at it or enjoy it. You can still

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<v Speaker 1>get by, but that will make a difference for sure. Yeah.

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<v Speaker 1>So I'm now in my late twenties. I'm working at

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<v Speaker 1>Brisbane's B one O five. Well, we've played all today's

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<v Speaker 1>best musical worked, and I'm really good at my job.

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<v Speaker 1>And then I'm going home. I've got a wife and

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<v Speaker 1>two kids. I'm about twenty six years old. We've just

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<v Speaker 1>had a second baby, and we've got a three mager

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<v Speaker 1>And it's so funny because and I'm sure that there

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<v Speaker 1>are so many parents who get this right. Like, you

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<v Speaker 1>go to work and you're confident, you're capable, you do it,

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<v Speaker 1>you do it well. People come to you for solutions

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<v Speaker 1>and answers, you provide them, you get the job done,

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<v Speaker 1>and then you go home and you're just like, I

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<v Speaker 1>am clueless. I'm so far out of my depth. This

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<v Speaker 1>isn't working. My wife had a background an early childcare,

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<v Speaker 1>so she was reasonably well equipped to deal with our

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<v Speaker 1>three year old and our newborn. But what had been

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<v Speaker 1>happening since everyone talks about the terrible twos, but three

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<v Speaker 1>is way worse than too, And what had been happening

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<v Speaker 1>as our daughter neared three was that her behavior was escalating.

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<v Speaker 1>Her emotions were out of control. And I'm a radio

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<v Speaker 1>DJ with no education, no understanding of relationships, no understanding

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<v Speaker 1>of psychology, and not understanding of child development, and we

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<v Speaker 1>just kept on getting into these power struggles, and I

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<v Speaker 1>was pretty convinced that I was going to win no

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<v Speaker 1>matter what, because I'm big and I can make her

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<v Speaker 1>do whatever I demand. I remember one time, quick tangent.

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<v Speaker 1>My grandma saw the way that I was treating my

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<v Speaker 1>oldest with frustration and strictness and sternness and harshness, and

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<v Speaker 1>she said, justin, and she said it as gently as

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<v Speaker 1>she could. He said, Justin, You're very hard on Chanelle.

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<v Speaker 1>And I said, you've got to be man, otherwise the

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<v Speaker 1>whole run circles around you going to have me wrapped

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<v Speaker 1>around her little finger. I was really proud of it,

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<v Speaker 1>and on a reflection, I just cringe when I think

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<v Speaker 1>of it.

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<v Speaker 2>Oh do you think you were replicating how you were raised?

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<v Speaker 1>No? No, I had really really loving, and I would

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<v Speaker 1>say quite permissive parents who just wanted the best for me.

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<v Speaker 1>My parents were far from perfect. And a quick hint,

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<v Speaker 1>by the way, if your parents ever come to you

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<v Speaker 1>and say, we feel like we've got a few things wrong,

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<v Speaker 1>would you like to tell us Just say no, No,

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<v Speaker 1>just say I know you did the best that you.

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<v Speaker 2>Could, did the best you could because the.

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<v Speaker 1>Way that they carry Oh my goodness, there's a guy

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<v Speaker 1>that I heard say this recently and it stuck with me.

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<v Speaker 1>You talk about things you can't on here, he said,

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<v Speaker 1>because I was thinking about and I had been talking

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<v Speaker 1>to somebody about how your parents stuff you are because

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<v Speaker 1>they do like and every parent will, there's no getting

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<v Speaker 1>around her. I know that I've made a mess with

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<v Speaker 1>my kids in various ways as well, we all do.

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<v Speaker 1>And as I was thinking about that, he said this thing,

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<v Speaker 1>and it just, oh, it hit me so hard. He said,

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<v Speaker 1>your parents are going to make a mess of things.

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<v Speaker 1>Don't judge them, for here's the measure of a good parent.

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<v Speaker 1>Did they do a better job raising you than their

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<v Speaker 1>parents did raising them? Yes? And I thought, oh my goodness,

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<v Speaker 1>my parents were great. It just it shifts it around

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<v Speaker 1>because that's the model that they had, and if they've

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<v Speaker 1>improved on the model, then they're doing it right, even

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<v Speaker 1>if they're not perfect.

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<v Speaker 2>I agree, that's beautiful.

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<v Speaker 1>Yeah, yeah, I don't know how my parents my kids

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<v Speaker 1>are going to go because they've had me.

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<v Speaker 2>You're a perfect grapount or you've done all the studies.

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<v Speaker 2>So with that frustration that you had with Chanel, and

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<v Speaker 2>then was it your mum that had sort of said.

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<v Speaker 1>No, I'm my grandma. Yeah, yeah, yeah. So here's the

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<v Speaker 1>climax of the story. Climax of the story is as follows.

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<v Speaker 1>I'd done this big Friday night at B one five,

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<v Speaker 1>not on air, but doing some I don't know, promotional thing.

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<v Speaker 1>Got home at about two in the morning, had to

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<v Speaker 1>be back in the radio station at five point thirt

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<v Speaker 1>to do a six to midday Saturday morning shift. I'm desrecked.

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<v Speaker 1>I get home from that shift, trying so hard to

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<v Speaker 1>stay awake till I get home. Walk in the door.

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<v Speaker 1>It's a beautiful brue has been spring afternoon sun shining,

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<v Speaker 1>temperatures like perfect for a nano nap. And I've said

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<v Speaker 1>to Kylie, I'm beat, you know how late little sleep

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<v Speaker 1>If I have an hour or two are going to

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<v Speaker 1>be so good for the rest of the day and

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<v Speaker 1>we'll have some nice family time. And Kylie said, well,

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<v Speaker 1>that's fine. I've got to run out and run some

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<v Speaker 1>errand because I've be waiting for you to get home

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<v Speaker 1>because of the baby. The baby's gone to sleep Chanel

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<v Speaker 1>three years old. She needs to have a nap. You

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<v Speaker 1>put her down, I'll go out. I'll be back before

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<v Speaker 1>anyone's working up. It sounds simple, sounds so simple, and

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<v Speaker 1>I'm like, it sounds so simple, and again, knowing what

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<v Speaker 1>I know today, I would have just done everything so differently.

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<v Speaker 1>But I screwed this up monumentally, and I feel terribly ashamed.

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<v Speaker 1>I sometimes I get weepy when I talk about it

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<v Speaker 1>because I just hate how I blew this. But I

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<v Speaker 1>said to Chanel, it's time to go to bed, and

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<v Speaker 1>she now did what every three year old, self respecting

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<v Speaker 1>three year old says. I don't need a daytime nap.

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<v Speaker 1>I'm a big girl, And I'm like, no, you do.

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<v Speaker 1>And the reality is she probably didn't, but I did,

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<v Speaker 1>and so therefore she did. And we just escalated and

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<v Speaker 1>started yelling at each other, and then I started calling

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<v Speaker 1>her names and I and I squeezed her and I said,

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<v Speaker 1>you've got to go to sleep. And I remember at

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<v Speaker 1>one stage, as she's holing, I'm like, that's it, and

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<v Speaker 1>I had her in my hands and I literally just

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<v Speaker 1>chucked her at the bed, like chucked her on the mattress,

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<v Speaker 1>and she sort of bounced on the bed a couple

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<v Speaker 1>of times, and fortunately there was no harm done to her.

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<v Speaker 1>But who throws their baby at a bed, right either

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<v Speaker 1>three or a bed and then I slammed the door

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<v Speaker 1>and I'm holding it on the handle so that she

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<v Speaker 1>can't get out, and she's laying behind the door, and

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<v Speaker 1>she's using your heels hammers, going let me out, let me.

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<v Speaker 3>I'm not tired, and I'm like, you need to go

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<v Speaker 3>to sleep, narrative and get the fuck yeah, And honestly, like.

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<v Speaker 1>Have you ever been really emotionally elevated like she was,

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<v Speaker 1>or like I was now and gone, Yeah, Actually I

0:10:51.080 --> 0:10:53.599
<v Speaker 1>do feel like in that, like as if she was

0:10:53.640 --> 0:10:55.480
<v Speaker 1>going to go to sleep, because I've taken her from

0:10:55.640 --> 0:10:59.640
<v Speaker 1>like two to twelve out of ten. It was so mad.

0:11:00.160 --> 0:11:02.360
<v Speaker 1>Shoved the door open even though she was behind and

0:11:02.360 --> 0:11:06.000
<v Speaker 1>she was in the way. I like just barreled her

0:11:06.000 --> 0:11:08.320
<v Speaker 1>out of the way with the door and I smacked

0:11:08.320 --> 0:11:10.400
<v Speaker 1>her on the backside, like everything you're not supposed to do.

0:11:11.160 --> 0:11:12.920
<v Speaker 2>It's so brave that you're even doing.

0:11:13.120 --> 0:11:14.719
<v Speaker 1>I hate talking about it. Don't say that all get

0:11:14.920 --> 0:11:18.079
<v Speaker 1>even more upset about it. But I just did everything

0:11:18.120 --> 0:11:20.320
<v Speaker 1>that you're not supposed to do in my anger and

0:11:20.360 --> 0:11:23.680
<v Speaker 1>in my single mindedness, like you need to go to sleep.

0:11:24.480 --> 0:11:28.000
<v Speaker 1>And eventually I just locked her in a room and

0:11:28.040 --> 0:11:32.960
<v Speaker 1>I held that door. I had this thought, and like

0:11:33.000 --> 0:11:35.400
<v Speaker 1>it stayed with me for she's twenty seven now. It

0:11:35.440 --> 0:11:38.439
<v Speaker 1>stayed with me for twenty four twenty five years. Had

0:11:38.440 --> 0:11:43.480
<v Speaker 1>this thought she's a toddler. She'd behaving like, one, what

0:11:43.520 --> 0:11:46.400
<v Speaker 1>are you like? You're an adult? What are you behaving like?

0:11:46.960 --> 0:11:49.920
<v Speaker 1>It's like, oh, my goodness, I am getting this so wrong.

0:11:50.840 --> 0:11:53.840
<v Speaker 1>And eventually she went quiet. She fell asleep on the

0:11:53.840 --> 0:11:56.120
<v Speaker 1>carpet behind the door. She just exhausted herself, screaming. I

0:11:56.160 --> 0:11:58.520
<v Speaker 1>was like, if she wakes up the baby, right And

0:11:58.559 --> 0:12:00.280
<v Speaker 1>so I walked into the backyard because right now I'm

0:12:00.320 --> 0:12:03.240
<v Speaker 1>not ready for a sleep. I'm just and I'm trying

0:12:03.240 --> 0:12:05.920
<v Speaker 1>to process and go. Clie has been mad at me

0:12:05.960 --> 0:12:08.520
<v Speaker 1>for getting cranky at Shanella a lot lately. My Grandma's

0:12:08.559 --> 0:12:10.439
<v Speaker 1>been into me. I've had a couple of other people

0:12:10.559 --> 0:12:12.880
<v Speaker 1>tell me that I'm a bit harsh. And I know

0:12:12.960 --> 0:12:15.760
<v Speaker 1>it's not working. That's the biggest thing I know in

0:12:15.800 --> 0:12:20.520
<v Speaker 1>my heart, and this is not working. And two things

0:12:20.520 --> 0:12:22.559
<v Speaker 1>happened as I stepped into the backyard. And I feel

0:12:22.559 --> 0:12:26.560
<v Speaker 1>that beautiful sunshine coming down. The first thing I think

0:12:26.679 --> 0:12:30.200
<v Speaker 1>is this thing that my dad said to me once.

0:12:30.240 --> 0:12:33.880
<v Speaker 1>He said, justin the only time the only time my

0:12:33.960 --> 0:12:37.079
<v Speaker 1>father should lay his hands on his child is to

0:12:37.120 --> 0:12:40.920
<v Speaker 1>bless them. Yeah, and I've just gone, oh my goodness,

0:12:40.960 --> 0:12:44.320
<v Speaker 1>I'm not a blessing in my child's life. And then

0:12:46.000 --> 0:12:48.120
<v Speaker 1>the follow up thought was, in fact, justin you are

0:12:48.120 --> 0:12:51.599
<v Speaker 1>a bad father. Now I know that I spent a

0:12:51.600 --> 0:12:53.200
<v Speaker 1>lot of good quality time with my daughter. I read

0:12:53.200 --> 0:12:55.400
<v Speaker 1>a stories, We wrestled, we played, we went to the park.

0:12:55.440 --> 0:12:58.480
<v Speaker 1>We did all the good stuff. But when she was

0:12:58.480 --> 0:13:01.440
<v Speaker 1>not regulated, there was I. I was out of control

0:13:02.160 --> 0:13:06.280
<v Speaker 1>and I was using my mighties right power to enforce.

0:13:07.280 --> 0:13:10.559
<v Speaker 1>And we'd just gone to the Wiggles concert. This was

0:13:10.559 --> 0:13:12.000
<v Speaker 1>back when the Wiggles were huge and we had all

0:13:12.000 --> 0:13:14.200
<v Speaker 1>the original Wiggles. We'd just gone to a Wiggles concert

0:13:14.679 --> 0:13:17.400
<v Speaker 1>and I was like, I reckon, it won't matter how

0:13:17.400 --> 0:13:21.480
<v Speaker 1>many backstage passes I get throughout my radio career. If

0:13:21.679 --> 0:13:25.160
<v Speaker 1>I don't have a relationship with my daughter, what's the point.

0:13:25.880 --> 0:13:28.000
<v Speaker 1>And so Clytie came home. She was surprised to see

0:13:28.000 --> 0:13:30.000
<v Speaker 1>that I was awake. She was also surprised when she

0:13:30.080 --> 0:13:32.000
<v Speaker 1>opened the door to see shene laying on the carpet

0:13:32.400 --> 0:13:36.120
<v Speaker 1>with tear stained cheeks. And I had this really hard

0:13:36.120 --> 0:13:39.000
<v Speaker 1>conversation with it where I said, here's what happened, here's

0:13:39.000 --> 0:13:42.280
<v Speaker 1>what I'm noticing, I'm getting it wrong. Clylie, who's really

0:13:42.280 --> 0:13:45.800
<v Speaker 1>compassionate and kind and thoughtful and elevating and inspiring and

0:13:45.840 --> 0:13:47.719
<v Speaker 1>all the good things, looked at me and you said, yeah,

0:13:47.720 --> 0:13:50.560
<v Speaker 1>you are, like there was nothing nice about it. And

0:13:50.600 --> 0:13:52.199
<v Speaker 1>she said, and I've been thinking about it for a

0:13:52.200 --> 0:13:53.880
<v Speaker 1>little while now, I'm wondering how to bring it up,

0:13:53.880 --> 0:13:56.079
<v Speaker 1>and you just have So you just kind of need

0:13:56.120 --> 0:13:58.719
<v Speaker 1>to know that our family can't keep going like this,

0:13:59.320 --> 0:14:01.160
<v Speaker 1>and if you can't change it, I'm going to have to.

0:14:02.120 --> 0:14:04.520
<v Speaker 1>Like you're not the father, I hope you be, and

0:14:04.559 --> 0:14:07.040
<v Speaker 1>I'm kind of going, well, this is a lot, and

0:14:07.080 --> 0:14:09.280
<v Speaker 1>then she added, you're also not a husband. I hope

0:14:09.280 --> 0:14:12.600
<v Speaker 1>you be. Things need to change. So that's kind of.

0:14:13.480 --> 0:14:16.760
<v Speaker 2>You know, hearing that and people listening to this today

0:14:16.760 --> 0:14:20.840
<v Speaker 2>on this podcast, we were all as parents, we will

0:14:20.880 --> 0:14:22.200
<v Speaker 2>all identify with some.

0:14:22.120 --> 0:14:24.040
<v Speaker 1>Aspect of that stuff because we also.

0:14:26.040 --> 0:14:29.320
<v Speaker 2>Parenting is a frustrating game. I was watching my friend

0:14:29.360 --> 0:14:31.920
<v Speaker 2>who's got an eighteen month old couple of days ago,

0:14:32.000 --> 0:14:35.600
<v Speaker 2>and she'd set up toys and there were red bowls,

0:14:35.680 --> 0:14:39.120
<v Speaker 2>green bowls, blue bowls, yellow bowls, and then little cars

0:14:39.160 --> 0:14:42.680
<v Speaker 2>that with tongs the child is supposed to put into

0:14:42.760 --> 0:14:45.600
<v Speaker 2>the correct colors. And you know, watching us adults are

0:14:45.600 --> 0:14:47.840
<v Speaker 2>sitting around and he's sitting on the carpet and we're

0:14:47.840 --> 0:14:50.360
<v Speaker 2>watching it. We're just like, that's what he's supposed to do,

0:14:50.600 --> 0:14:52.640
<v Speaker 2>but of course he wants to just throw them around

0:14:52.680 --> 0:14:55.520
<v Speaker 2>and do it. And so for us as parents watching

0:14:55.520 --> 0:14:57.520
<v Speaker 2>that so frustrating. Put the red in the red, put

0:14:57.520 --> 0:15:00.960
<v Speaker 2>the green in the green? Yes, And so, like I said,

0:15:01.000 --> 0:15:03.560
<v Speaker 2>it's a frustrating game. We learn so much about ourselves

0:15:03.600 --> 0:15:07.240
<v Speaker 2>as parent parents, and you sharing that, I can see

0:15:07.280 --> 0:15:10.760
<v Speaker 2>myself in so many situations where I've let my emotions

0:15:10.800 --> 0:15:14.400
<v Speaker 2>get the better of me. Do we need to regulate

0:15:14.440 --> 0:15:16.920
<v Speaker 2>our own emotions to be better parents?

0:15:17.880 --> 0:15:20.440
<v Speaker 1>Undercent like, this is how you become a better person

0:15:21.200 --> 0:15:24.400
<v Speaker 1>is you learn how to respond to stress. There's what

0:15:24.480 --> 0:15:27.920
<v Speaker 1>resilience is. Right, Do I have the emotional resilience? Do

0:15:27.960 --> 0:15:30.600
<v Speaker 1>I have the capacity to absorb the stress that my

0:15:30.680 --> 0:15:34.200
<v Speaker 1>child's placing on me and respond in a way that

0:15:34.280 --> 0:15:36.680
<v Speaker 1>is going to help them feel safe?

0:15:36.760 --> 0:15:36.920
<v Speaker 4>Right?

0:15:37.000 --> 0:15:40.120
<v Speaker 1>Like, as a parent, you've got one job, and it's

0:15:40.160 --> 0:15:42.560
<v Speaker 1>to holp your kids to be safe. It's true, and

0:15:43.240 --> 0:15:45.560
<v Speaker 1>the great irony is that when we get frustrated with them,

0:15:45.560 --> 0:15:47.160
<v Speaker 1>when we get them in trouble, when we threaten them,

0:15:47.200 --> 0:15:53.760
<v Speaker 1>when we make ourselves into this gray, big, scary monster,

0:15:55.600 --> 0:15:59.400
<v Speaker 1>they're now in this awful tension where the place that

0:15:59.440 --> 0:16:01.840
<v Speaker 1>they're sposed to go for safety and security is not

0:16:01.920 --> 0:16:04.720
<v Speaker 1>safe and secure. So where do they go? That's one

0:16:04.720 --> 0:16:07.760
<v Speaker 1>of the biggest challenges that parents face is whether you're

0:16:07.760 --> 0:16:10.240
<v Speaker 1>dealing with a toddle that won't go to sleep, or

0:16:10.280 --> 0:16:11.880
<v Speaker 1>wants to eat out of the pink bowl and not

0:16:11.960 --> 0:16:16.560
<v Speaker 1>the green bowl, or you cut the toast in triangles

0:16:16.600 --> 0:16:19.080
<v Speaker 1>and they want rookie era. By the way, always go

0:16:19.160 --> 0:16:23.040
<v Speaker 1>into rectangles first, right, because when they want triangles, you're sweet, right,

0:16:23.040 --> 0:16:25.840
<v Speaker 1>But if you've gone triangles and they want rectangles, it's

0:16:25.840 --> 0:16:28.440
<v Speaker 1>in the bin and going again. So, Or we're dealing

0:16:28.480 --> 0:16:31.360
<v Speaker 1>with teenagers who are riding their e bikes without helmets

0:16:31.600 --> 0:16:34.360
<v Speaker 1>as seventy k's an hour down backstreets with no lights

0:16:34.440 --> 0:16:37.880
<v Speaker 1>with three people on them, and or they've stolen the

0:16:37.920 --> 0:16:39.480
<v Speaker 1>car for the third time, or they went to the

0:16:39.480 --> 0:16:42.560
<v Speaker 1>party when you said no, or you find out that

0:16:43.120 --> 0:16:46.440
<v Speaker 1>they got someone pregnant, or they're pregnant, or they're consuming substances,

0:16:46.760 --> 0:16:50.120
<v Speaker 1>like all the all this stuff is so big, and

0:16:50.280 --> 0:16:52.160
<v Speaker 1>one of the hardest things for every parents to learn

0:16:52.160 --> 0:16:55.960
<v Speaker 1>how to do is to work through that in a

0:16:56.000 --> 0:17:00.280
<v Speaker 1>way that invites their child in rather than which is

0:17:00.320 --> 0:17:02.520
<v Speaker 1>their child away. Because when we push our child away

0:17:02.520 --> 0:17:04.919
<v Speaker 1>through our anger, through our correction and direction, through our

0:17:04.960 --> 0:17:09.160
<v Speaker 1>ongoing command and control. The research is pretty clear things

0:17:09.200 --> 0:17:12.680
<v Speaker 1>don't work out particularly well for our children, and it

0:17:12.720 --> 0:17:14.840
<v Speaker 1>doesn't usually work out well for us in our family

0:17:14.880 --> 0:17:15.760
<v Speaker 1>relationships either.

0:17:16.040 --> 0:17:20.040
<v Speaker 2>I'm curious do you think an element of fear helps?

0:17:20.119 --> 0:17:23.560
<v Speaker 2>Because I remember my childhood. If I screwed up, I

0:17:23.640 --> 0:17:26.080
<v Speaker 2>knew my dad was going to lose it. He was

0:17:26.080 --> 0:17:28.159
<v Speaker 2>going So I was like, I don't think I'm going

0:17:28.240 --> 0:17:30.120
<v Speaker 2>to do that because I don't want to screw up.

0:17:30.440 --> 0:17:32.800
<v Speaker 2>I don't want to get in trouble. The element of fear,

0:17:32.960 --> 0:17:34.800
<v Speaker 2>I think it sort of kept me safe a little

0:17:34.840 --> 0:17:37.120
<v Speaker 2>bit because I wasn't as rebellious.

0:17:37.560 --> 0:17:41.520
<v Speaker 1>Yeah, so from a pure perspective, I would push back

0:17:41.560 --> 0:17:46.119
<v Speaker 1>against that. Yeah, his why when my children do the

0:17:46.160 --> 0:17:50.000
<v Speaker 1>wrong thing, who do I want them to go to? Right?

0:17:50.160 --> 0:17:51.879
<v Speaker 1>And if they're afraid of me, what's the likelihood that

0:17:51.880 --> 0:17:52.399
<v Speaker 1>they'll do it?

0:17:52.800 --> 0:17:53.080
<v Speaker 2>Yes?

0:17:53.160 --> 0:17:56.000
<v Speaker 1>I totally understand. They go they're friends, they go to

0:17:56.240 --> 0:17:58.359
<v Speaker 1>anybody but me, and yet who's the one who's going

0:17:58.400 --> 0:18:00.399
<v Speaker 1>to help them the most? Ideally, it's it's got to

0:18:00.440 --> 0:18:03.439
<v Speaker 1>be me, right, And so that's a challenge to that idea.

0:18:04.200 --> 0:18:06.800
<v Speaker 1>In practice, they don't have to be afraid of us

0:18:06.800 --> 0:18:09.560
<v Speaker 1>because we're going to get a nasty like In practice,

0:18:09.600 --> 0:18:10.760
<v Speaker 1>maybe they don't want to let us down.

0:18:11.000 --> 0:18:14.040
<v Speaker 2>Yes, that's exactly what, and so I wouldn't.

0:18:13.680 --> 0:18:16.159
<v Speaker 1>Call that fear. I'd call that a healthy respect and

0:18:16.200 --> 0:18:17.920
<v Speaker 1>a love and it decided to do the right thing.

0:18:18.000 --> 0:18:20.520
<v Speaker 1>But even then, like I said, if I wanted to

0:18:20.560 --> 0:18:22.840
<v Speaker 1>be really pure about it, and forgive me for getting

0:18:22.880 --> 0:18:25.520
<v Speaker 1>a little bit academic for a sec, when we or

0:18:25.560 --> 0:18:27.639
<v Speaker 1>our children are doing something because of the way that

0:18:27.640 --> 0:18:30.879
<v Speaker 1>it's going to affect people around us, we're working at

0:18:30.920 --> 0:18:34.680
<v Speaker 1>a fairly low level of motivation. What I'm really interested

0:18:34.720 --> 0:18:37.879
<v Speaker 1>in is helping kids to understand the why, the rationale,

0:18:38.160 --> 0:18:41.280
<v Speaker 1>because if they can understand the why, then they'll endorse

0:18:41.359 --> 0:18:44.920
<v Speaker 1>the behaviors, they'll endorse the activities they're going to lead

0:18:44.920 --> 0:18:48.159
<v Speaker 1>to healthier, safer, wiser outcomes. Yes, so I can have

0:18:48.240 --> 0:18:52.080
<v Speaker 1>my kids afraid of disappointing me yes. And I remember

0:18:52.200 --> 0:18:55.040
<v Speaker 1>one parent I spoke to said that he almost remembered

0:18:55.040 --> 0:18:57.760
<v Speaker 1>that day that his dad said, I'm so disappointed in

0:18:57.800 --> 0:19:01.199
<v Speaker 1>your son. And he's said, I make sure that I

0:19:01.240 --> 0:19:03.400
<v Speaker 1>tell my kids that I'm disappointed if they get it wrong,

0:19:03.440 --> 0:19:07.200
<v Speaker 1>and I'm like, just stop. That doesn't make kids feel

0:19:07.240 --> 0:19:10.800
<v Speaker 1>better in any way. They're going to behave a certain

0:19:10.800 --> 0:19:12.480
<v Speaker 1>way because they don't want to let you doubt, not

0:19:12.520 --> 0:19:14.159
<v Speaker 1>because they know that it's the right way to behave

0:19:14.640 --> 0:19:16.359
<v Speaker 1>or because they want it to behave that way. So

0:19:16.400 --> 0:19:19.120
<v Speaker 1>that takes a toll on the relationship. It's a manipular

0:19:19.160 --> 0:19:21.960
<v Speaker 1>and it's coercive. So much better when the kids are

0:19:22.000 --> 0:19:26.720
<v Speaker 1>like I identify the value in wearing a helmet, or wearing

0:19:26.720 --> 0:19:30.320
<v Speaker 1>a seatbelt, or staying off alcohol and other drugs. I

0:19:30.320 --> 0:19:34.360
<v Speaker 1>identify the value in it. Therefore, because I can see

0:19:34.359 --> 0:19:37.000
<v Speaker 1>the value, I don't need my parents to be reminding

0:19:37.040 --> 0:19:40.000
<v Speaker 1>me and standing over my shoulder and cajoling me. I

0:19:40.040 --> 0:19:41.840
<v Speaker 1>can go to the party quite comfortably say yeah, I

0:19:41.840 --> 0:19:46.080
<v Speaker 1>don't dream because I actually endorse that myself. It's not

0:19:46.440 --> 0:19:47.760
<v Speaker 1>like I don't want to let my parents down and

0:19:47.800 --> 0:19:49.920
<v Speaker 1>get caught tomorrow because I'm hungover.

0:19:50.440 --> 0:19:53.040
<v Speaker 2>How you change the language around that though. And I've

0:19:53.040 --> 0:19:56.920
<v Speaker 2>heard you talk about this beautiful sentiment of connection over control, right,

0:19:57.080 --> 0:19:59.040
<v Speaker 2>and I love that and I've been preaching it in

0:19:59.040 --> 0:20:05.359
<v Speaker 2>my house since yesterday. When child's connection not control, and

0:20:05.400 --> 0:20:08.560
<v Speaker 2>you you that sounds very controlled. You're very funnily reminded

0:20:08.560 --> 0:20:10.760
<v Speaker 2>me that that's controlling. I'm like, the control of the

0:20:10.840 --> 0:20:14.240
<v Speaker 2>husband's okay, just not off the children. But I love

0:20:14.320 --> 0:20:17.040
<v Speaker 2>that sentiment of connection over control because, like you said,

0:20:17.080 --> 0:20:19.399
<v Speaker 2>that safety element is there. You're getting them to open up,

0:20:19.400 --> 0:20:22.320
<v Speaker 2>you're getting them to speak, and you're making them think

0:20:22.720 --> 0:20:26.160
<v Speaker 2>of what the correct answer is for themselves rather than

0:20:26.200 --> 0:20:28.680
<v Speaker 2>telling them because no one knows. No one likes being

0:20:28.720 --> 0:20:30.600
<v Speaker 2>told what to do, especially teenage kids. Right.

0:20:30.720 --> 0:20:32.320
<v Speaker 1>Let me geek out just a little bit here. There's

0:20:32.320 --> 0:20:34.600
<v Speaker 1>two different kinds of control. There's behavioral control and there's

0:20:34.640 --> 0:20:38.879
<v Speaker 1>psychological control. Kids need behavioral control, like it's just not

0:20:38.920 --> 0:20:41.240
<v Speaker 1>okay to do certain things. You're not allowed to throw

0:20:41.280 --> 0:20:43.680
<v Speaker 1>knives at your sister with the apple on the head

0:20:43.720 --> 0:20:45.399
<v Speaker 1>because you think that you saw in the movie and

0:20:45.440 --> 0:20:47.159
<v Speaker 1>it's real and you can do it. Like there has

0:20:47.200 --> 0:20:49.880
<v Speaker 1>to be a real control. And then there's psychological control

0:20:50.240 --> 0:20:52.720
<v Speaker 1>and that's a lot of the the bribing and the

0:20:52.800 --> 0:20:57.639
<v Speaker 1>threats and the guilt tripping and just the different ways

0:20:57.640 --> 0:20:59.320
<v Speaker 1>that we Well, you can't go and do that thing

0:20:59.400 --> 0:21:01.360
<v Speaker 1>unless you do the thing that I've asked you to do.

0:21:01.680 --> 0:21:04.760
<v Speaker 1>As so, psychological control research is chine is pretty damaging.

0:21:04.840 --> 0:21:08.120
<v Speaker 1>Behavioral control that's not damaging at all. That's actually good

0:21:08.119 --> 0:21:12.080
<v Speaker 1>to kids, But it's not what. It's the how. And

0:21:12.119 --> 0:21:15.359
<v Speaker 1>so you've talked about command. I sometimes use command and

0:21:15.359 --> 0:21:17.520
<v Speaker 1>control as words, but normally what I do is I

0:21:17.520 --> 0:21:20.840
<v Speaker 1>imagine that your relationship with your kids is like a bucket, okay,

0:21:21.119 --> 0:21:22.399
<v Speaker 1>and what do you put in a bucket? You want

0:21:22.400 --> 0:21:23.760
<v Speaker 1>a whole lot of water in the bucket. That's why

0:21:23.760 --> 0:21:25.120
<v Speaker 1>you have the bucket. Seek and fill it with water.

0:21:25.160 --> 0:21:27.720
<v Speaker 1>Seek and water the plants, or carry stuff or whatever.

0:21:27.960 --> 0:21:31.479
<v Speaker 1>So you've got this bucket. That's your relationship and the

0:21:31.520 --> 0:21:35.840
<v Speaker 1>water is the connection in any relationship. You want that

0:21:35.880 --> 0:21:38.800
<v Speaker 1>bucket full of connection. You want as much water in

0:21:38.800 --> 0:21:41.960
<v Speaker 1>that bucket as you can. The air in the top

0:21:42.000 --> 0:21:44.600
<v Speaker 1>of the bucket from where the water stops and then

0:21:44.640 --> 0:21:46.280
<v Speaker 1>all the way to the rim of the bucket. The

0:21:46.320 --> 0:21:50.639
<v Speaker 1>air is correction and direction. Do this Do that not

0:21:50.720 --> 0:21:52.240
<v Speaker 1>like that hurry up, Well I haven't done already. You're

0:21:52.240 --> 0:21:53.920
<v Speaker 1>going to be late if you don't. How many times

0:21:53.920 --> 0:21:58.080
<v Speaker 1>do I have to say? That's correction and direction? And

0:21:58.119 --> 0:22:00.520
<v Speaker 1>the question that I always ask is, think about the

0:22:00.640 --> 0:22:02.720
<v Speaker 1>morning that you've spent with your kids getting them ready

0:22:02.720 --> 0:22:04.919
<v Speaker 1>for school. How much water to put in the bucket?

0:22:06.040 --> 0:22:08.520
<v Speaker 1>Because if you're walking around with it, what if I

0:22:08.560 --> 0:22:10.959
<v Speaker 1>asked you to carry an empty bucket all day? What

0:22:10.960 --> 0:22:12.480
<v Speaker 1>would you eventually do with that bucket?

0:22:14.400 --> 0:22:15.320
<v Speaker 2>Fill it up? Hopefully?

0:22:15.440 --> 0:22:18.400
<v Speaker 1>Well, but I'm the one that's in charge of filling it, right,

0:22:18.400 --> 0:22:20.600
<v Speaker 1>But I've given you the bucket. This is the relationship,

0:22:20.800 --> 0:22:21.800
<v Speaker 1>and I've said to carry that.

0:22:22.080 --> 0:22:23.760
<v Speaker 2>Yeah, what are you going to do? Probably just put

0:22:23.760 --> 0:22:24.000
<v Speaker 2>it down.

0:22:24.080 --> 0:22:25.600
<v Speaker 1>You're going to put it down and walk away from it.

0:22:25.640 --> 0:22:29.040
<v Speaker 1>And that's what people do with relationships when nothing is connecting,

0:22:29.160 --> 0:22:32.200
<v Speaker 1>but instead everything's correcting and directing. That's what happens in

0:22:32.240 --> 0:22:34.439
<v Speaker 1>coercive control relationships. That's what happens with kids that are

0:22:34.520 --> 0:22:36.680
<v Speaker 1>raised by really controlling parents. They're just like, I don't

0:22:36.680 --> 0:22:39.240
<v Speaker 1>want this in my life anymore. This is abusiveful, this

0:22:39.280 --> 0:22:41.200
<v Speaker 1>is toxical, this is just not helping me. And I'm

0:22:41.200 --> 0:22:44.320
<v Speaker 1>walking away. But When you think about your standard morning

0:22:44.320 --> 0:22:46.120
<v Speaker 1>with the kids getting the ready for school, it sort

0:22:46.119 --> 0:22:48.280
<v Speaker 1>of goes like this, get out of bed. This is

0:22:48.320 --> 0:22:50.480
<v Speaker 1>the fourth time I've told you, hurry up, get out

0:22:50.480 --> 0:22:52.240
<v Speaker 1>of bed. I want you to put your uniform one

0:22:52.240 --> 0:22:53.879
<v Speaker 1>go and get yoursues and socks I have. When you

0:22:53.920 --> 0:22:55.439
<v Speaker 1>put your shoes, what do you mean you don't know

0:22:55.480 --> 0:22:57.280
<v Speaker 1>you bought them home yesterday? Have you checked the car?

0:22:57.840 --> 0:23:00.560
<v Speaker 1>Get me your lunch box? While you're finding your lunch

0:23:00.680 --> 0:23:03.040
<v Speaker 1>is still in here from yesterday? Do you know how

0:23:03.119 --> 0:23:04.360
<v Speaker 1>much bread costs? Right now?

0:23:04.760 --> 0:23:05.800
<v Speaker 2>Gosh, are you listening?

0:23:07.080 --> 0:23:09.000
<v Speaker 1>And so we go through this thing. What do you

0:23:09.040 --> 0:23:10.480
<v Speaker 1>mean you can't find your jump? But this is the

0:23:10.520 --> 0:23:12.119
<v Speaker 1>third jump of this year and we're not even a

0:23:12.200 --> 0:23:15.439
<v Speaker 1>winter yet, and so we Our whole morning is because

0:23:15.600 --> 0:23:18.080
<v Speaker 1>correction and direction, and we're on the kids case because

0:23:18.119 --> 0:23:19.199
<v Speaker 1>we've got to get out of the door on time,

0:23:19.240 --> 0:23:21.400
<v Speaker 1>because if we don't get down the road and through

0:23:21.400 --> 0:23:24.240
<v Speaker 1>the intersection or whatever by seven forty seven, we're going

0:23:24.320 --> 0:23:25.760
<v Speaker 1>to get those lights and that means that we're going

0:23:25.800 --> 0:23:28.200
<v Speaker 1>to be late for everything. And so we really ride

0:23:28.240 --> 0:23:29.920
<v Speaker 1>the kids hard, and do you reckon the kids? Get

0:23:29.920 --> 0:23:32.879
<v Speaker 1>out of the car at school and go, well, that

0:23:32.920 --> 0:23:34.760
<v Speaker 1>was a pretty busy morning. But at least I know

0:23:34.760 --> 0:23:37.960
<v Speaker 1>that my parents are thinking of my best interest. No, don't,

0:23:39.680 --> 0:23:42.840
<v Speaker 1>but imagine this. So this is how you make mornings magic.

0:23:43.560 --> 0:23:45.879
<v Speaker 1>Imagine this before you go to bed the night before,

0:23:46.320 --> 0:23:48.119
<v Speaker 1>you say to the kids, what's in the morning do

0:23:48.160 --> 0:23:49.320
<v Speaker 1>you want to have tomorrow? Do you want to be

0:23:49.400 --> 0:23:51.400
<v Speaker 1>rushed or do you want to be peaceful? The kids

0:23:51.440 --> 0:23:54.399
<v Speaker 1>are usually going to say, yeah, let's go for a peaceful,

0:23:54.600 --> 0:23:56.760
<v Speaker 1>chill morning. All right, great, what are the things that

0:23:56.760 --> 0:23:59.399
<v Speaker 1>we can do tonight so that tomorrow can be peaceful?

0:23:59.400 --> 0:23:59.480
<v Speaker 2>Like?

0:23:59.480 --> 0:24:01.480
<v Speaker 1>What can we do right now to prep for tomorrow?

0:24:01.600 --> 0:24:04.200
<v Speaker 1>Because your morning begins the night before. So what I've

0:24:04.240 --> 0:24:05.960
<v Speaker 1>just done there is I've provided a rationale to my

0:24:06.040 --> 0:24:07.879
<v Speaker 1>child your morning begins the night before, like if we

0:24:07.920 --> 0:24:10.399
<v Speaker 1>have a nice, good bit of preparation, now, tomorrow morning's

0:24:10.440 --> 0:24:12.399
<v Speaker 1>going to be easy. So the child's more likely to

0:24:12.480 --> 0:24:16.440
<v Speaker 1>value and identify that this is an activity worth doing,

0:24:16.720 --> 0:24:18.280
<v Speaker 1>so you don't have to course them and control them.

0:24:18.600 --> 0:24:19.800
<v Speaker 1>Did you notice what else I did?

0:24:20.280 --> 0:24:22.800
<v Speaker 2>You included them in the decision making.

0:24:23.560 --> 0:24:27.399
<v Speaker 1>By doing what bym asking questions exactly? So by saying

0:24:27.680 --> 0:24:30.000
<v Speaker 1>what can we do now? I'm not telling them what

0:24:30.040 --> 0:24:32.480
<v Speaker 1>to do. I'm saying, what are some simple things. Might

0:24:32.520 --> 0:24:35.119
<v Speaker 1>mean finding shoes, getting the sports uniform already, finding the

0:24:35.160 --> 0:24:38.040
<v Speaker 1>library books because tomorrow's library day. It could mean pulling

0:24:38.080 --> 0:24:40.480
<v Speaker 1>the lunch box out of the lunch out of the

0:24:40.480 --> 0:24:42.439
<v Speaker 1>bag now and putting in the kitchen and washing it.

0:24:42.440 --> 0:24:44.840
<v Speaker 1>It might even, depending on how far you want to

0:24:44.880 --> 0:24:48.080
<v Speaker 1>go with this, and might even include putting down a

0:24:48.080 --> 0:24:49.399
<v Speaker 1>list of what we're going to have for brecki and

0:24:49.440 --> 0:24:51.479
<v Speaker 1>lunch tomorrow so that in the morning we're not staring

0:24:51.480 --> 0:24:54.040
<v Speaker 1>into the refrigerator for two and a half minutes looking

0:24:54.040 --> 0:24:55.600
<v Speaker 1>at nothing and trying to work out what I want

0:24:55.640 --> 0:24:58.840
<v Speaker 1>to do here. Now, if you spend five minutes doing

0:24:58.880 --> 0:25:03.919
<v Speaker 1>that tomorrow morning, the next thing you do is you

0:25:03.960 --> 0:25:05.560
<v Speaker 1>make a commitment that you're going to get up fifteen

0:25:05.560 --> 0:25:09.000
<v Speaker 1>minutes earlier than you need to because we stay up

0:25:09.040 --> 0:25:12.879
<v Speaker 1>too long staring at our screens, doom, scrolling, whatever. But

0:25:12.960 --> 0:25:15.280
<v Speaker 1>if you get up fifteen minutes early. Let's say you've

0:25:15.280 --> 0:25:16.560
<v Speaker 1>got to get up at six, and you say, I'm

0:25:16.600 --> 0:25:17.920
<v Speaker 1>going to get up at five forty five. I don't

0:25:17.960 --> 0:25:19.240
<v Speaker 1>like anything at a five minute but I'm going to

0:25:19.240 --> 0:25:22.800
<v Speaker 1>do it anyway. You get up, go through some sort

0:25:22.840 --> 0:25:26.199
<v Speaker 1>of rising ritual. Maybe you make yourself that cup of

0:25:26.240 --> 0:25:30.200
<v Speaker 1>tea or coffee, sit on the deck and just inhale

0:25:31.240 --> 0:25:33.560
<v Speaker 1>and don't look at you for the first fifteen minutes,

0:25:34.440 --> 0:25:36.119
<v Speaker 1>and then go and get on with your morning, so

0:25:36.160 --> 0:25:39.320
<v Speaker 1>that by the time it's it's time to get the

0:25:39.359 --> 0:25:41.240
<v Speaker 1>kids moving, you're kind of already done.

0:25:41.960 --> 0:25:43.240
<v Speaker 2>You've emotionally regulated.

0:25:43.320 --> 0:25:44.000
<v Speaker 1>You've regulated.

0:25:44.000 --> 0:25:48.000
<v Speaker 3>It's also given yourself sometime. It's called margin, and we

0:25:48.080 --> 0:25:50.440
<v Speaker 3>just don't have it in our lives, right. So then

0:25:50.600 --> 0:25:52.560
<v Speaker 3>the next way to make your morning magic is to

0:25:52.560 --> 0:25:55.000
<v Speaker 3>sit on the kid's bed about ten minutes before they

0:25:55.040 --> 0:25:57.520
<v Speaker 3>need to get up, instead of yelling at them and saying.

0:25:57.280 --> 0:25:59.000
<v Speaker 1>For goodness sakes, we got to go.

0:25:59.840 --> 0:26:00.000
<v Speaker 2>You.

0:26:00.000 --> 0:26:02.919
<v Speaker 1>You now know that they're almost ready, you're totally ready.

0:26:02.960 --> 0:26:05.200
<v Speaker 1>You're still getting up ten minutes earlier, but normal anyway.

0:26:05.680 --> 0:26:07.200
<v Speaker 1>And so you can give them a little tickle or

0:26:07.200 --> 0:26:09.119
<v Speaker 1>a little snuggle, or you can say today's going to

0:26:09.119 --> 0:26:11.119
<v Speaker 1>be a great day. What are you looking forward to?

0:26:12.480 --> 0:26:15.240
<v Speaker 1>And as you talk with them, you're moving away from

0:26:15.240 --> 0:26:19.040
<v Speaker 1>this correction and direction and you're moving into connection, which

0:26:19.040 --> 0:26:20.520
<v Speaker 1>means that they're going to go to school with a

0:26:20.640 --> 0:26:25.000
<v Speaker 1>really full relationship. Bucket Oh my goodness, what a difference.

0:26:25.240 --> 0:26:27.920
<v Speaker 2>So many moments in that that were just absolutely beautiful.

0:26:27.960 --> 0:26:30.960
<v Speaker 2>And it's definitely the way I think we communicate with

0:26:31.000 --> 0:26:33.879
<v Speaker 2>our children that has so much power. I want to

0:26:33.920 --> 0:26:37.520
<v Speaker 2>move to a different topic now and talk about schooling

0:26:37.680 --> 0:26:40.359
<v Speaker 2>because I know you've transitioned with your kids. Tell me

0:26:40.359 --> 0:26:41.639
<v Speaker 2>about your kids' ages now.

0:26:41.640 --> 0:26:43.840
<v Speaker 1>Oh my goodness. So there are six of them that

0:26:44.000 --> 0:26:46.520
<v Speaker 1>keep on changing. Six daughters, six daughters.

0:26:46.440 --> 0:26:47.880
<v Speaker 2>Ages keep changing. Amazing.

0:26:48.119 --> 0:26:50.800
<v Speaker 1>I know. I forgot to mention, by the way, when

0:26:50.840 --> 0:26:53.120
<v Speaker 1>you were asking about my story after that big blow up,

0:26:53.280 --> 0:26:55.640
<v Speaker 1>I went to Tafe in ninety four years at UNI

0:26:55.680 --> 0:26:57.200
<v Speaker 1>and got a first class office it's like science. And

0:26:57.200 --> 0:26:58.480
<v Speaker 1>then I did a PhD. And then I worked at

0:26:58.480 --> 0:27:00.560
<v Speaker 1>the Union lectur and now I write books, a TV show,

0:27:00.560 --> 0:27:01.639
<v Speaker 1>on a podcast and all that sort of stuff. So

0:27:01.640 --> 0:27:02.280
<v Speaker 1>that's who I am.

0:27:02.320 --> 0:27:03.760
<v Speaker 2>Well, everyone about that in the intro.

0:27:03.880 --> 0:27:05.840
<v Speaker 1>Oh yeah, I just wanted to make sure that. Yeah, okay, cool.

0:27:05.880 --> 0:27:09.000
<v Speaker 1>So so my youngest, and I'll start with my oldest.

0:27:09.000 --> 0:27:10.880
<v Speaker 1>She's in her late twenties. She and her hobby live

0:27:10.960 --> 0:27:12.880
<v Speaker 1>on the Sunday Coast, about ten minutes from where I am,

0:27:13.680 --> 0:27:16.040
<v Speaker 1>and they've got a baby girl. Because we only do

0:27:16.080 --> 0:27:18.680
<v Speaker 1>girls in our fare. Yeah, here's I'm a grandparent, Yeah,

0:27:19.480 --> 0:27:23.199
<v Speaker 1>young the math's maths, yes, yea. And so she's two

0:27:23.240 --> 0:27:24.639
<v Speaker 1>and a half. And then then the next one is

0:27:24.640 --> 0:27:27.640
<v Speaker 1>about to get married, so she's in her mid twenties.

0:27:28.119 --> 0:27:30.240
<v Speaker 1>And we've got an early twenties baby as well.

0:27:30.359 --> 0:27:30.600
<v Speaker 4>Wow.

0:27:31.440 --> 0:27:34.680
<v Speaker 1>And then our fourth daughter just finished high school last

0:27:34.720 --> 0:27:37.200
<v Speaker 1>year and she's about to take a gap year. So

0:27:37.240 --> 0:27:38.960
<v Speaker 1>she's having a gap year this year, but she's extending

0:27:38.960 --> 0:27:40.399
<v Speaker 1>it into sort of two two and a half years,

0:27:40.520 --> 0:27:42.280
<v Speaker 1>doing a bit of travel and working herself out, which

0:27:42.320 --> 0:27:44.520
<v Speaker 1>is a huge fan of gap years. But that's the

0:27:44.520 --> 0:27:49.000
<v Speaker 1>school conversation that's coming up. My fifth daughter is at

0:27:49.520 --> 0:27:52.199
<v Speaker 1>school here on the coast called the Industry School. We

0:27:52.320 --> 0:27:55.399
<v Speaker 1>transitioned her out of a regular school environment, homeschooled for

0:27:55.440 --> 0:27:57.080
<v Speaker 1>a bit, and then in yettend she said, I want

0:27:57.080 --> 0:27:58.280
<v Speaker 1>to go back to school, so we put her into

0:27:58.280 --> 0:27:59.639
<v Speaker 1>the Industry School for a bunch of reasons we can

0:27:59.640 --> 0:28:01.919
<v Speaker 1>discuss or not if we have time. And then my

0:28:02.000 --> 0:28:04.160
<v Speaker 1>youngest we pulled her out of school I think in

0:28:04.400 --> 0:28:09.320
<v Speaker 1>grade one might have been grade two, I think, and

0:28:09.440 --> 0:28:12.320
<v Speaker 1>she's homeschooled, so she's doing year six at the moment

0:28:12.320 --> 0:28:15.800
<v Speaker 1>at home, but realistically, because she's homeschool she's kind of

0:28:15.880 --> 0:28:19.560
<v Speaker 1>doing like year seven maths, and she's doing year nine

0:28:19.800 --> 0:28:23.040
<v Speaker 1>health and pe, and she's doing year whatever. Like homeschool

0:28:23.119 --> 0:28:27.120
<v Speaker 1>just has been delightful for us and also very very taxing,

0:28:27.920 --> 0:28:28.880
<v Speaker 1>but really good for her.

0:28:29.080 --> 0:28:32.280
<v Speaker 2>And what were your reasons for transitioning to homeschooling. Is

0:28:32.320 --> 0:28:35.520
<v Speaker 2>it the schooling system in general or was it your

0:28:35.560 --> 0:28:38.959
<v Speaker 2>particular youngest daughter that you think thought might thrive in

0:28:39.000 --> 0:28:40.400
<v Speaker 2>a homeschooling environment.

0:28:40.480 --> 0:28:42.840
<v Speaker 1>Yeah. Both. So we put our first four all the

0:28:42.880 --> 0:28:45.160
<v Speaker 1>way through school the traditional way. They've gone all the

0:28:45.160 --> 0:28:46.880
<v Speaker 1>way through to year twelve, and three of them are

0:28:46.880 --> 0:28:51.680
<v Speaker 1>at UNI right now. Again because my fascination and encouragement

0:28:51.720 --> 0:28:53.520
<v Speaker 1>of gap years, they've all gone back to Unich quite

0:28:53.640 --> 0:28:57.200
<v Speaker 1>late and they're thriving because of it. The research shows

0:28:57.200 --> 0:28:59.240
<v Speaker 1>that people pull the kids out of traditional schooling and

0:28:59.240 --> 0:29:02.120
<v Speaker 1>put them into either ornative schooling or they homeschool them

0:29:02.160 --> 0:29:05.040
<v Speaker 1>or distance it or whatever other options are there, mainly

0:29:05.080 --> 0:29:09.480
<v Speaker 1>because of bullying. Neuudiversity is also really high on the list.

0:29:09.920 --> 0:29:12.320
<v Speaker 1>And then there are just philosophical issues with the way

0:29:12.360 --> 0:29:14.560
<v Speaker 1>the school system works. And I'm really careful to distinguish.

0:29:14.640 --> 0:29:19.520
<v Speaker 1>I'm a massive believer in education. Education is so so important,

0:29:19.800 --> 0:29:23.000
<v Speaker 1>and I believe that formalized education gives us a way

0:29:23.040 --> 0:29:27.600
<v Speaker 1>of structuring and ensuring that we're not having too many gaps.

0:29:27.800 --> 0:29:32.640
<v Speaker 1>So I'm big on education the school system have I

0:29:32.760 --> 0:29:36.720
<v Speaker 1>work in schools almost every single day. I'm doing professional

0:29:36.720 --> 0:29:39.680
<v Speaker 1>development teachers. I'm often working with students, and I do

0:29:39.760 --> 0:29:43.040
<v Speaker 1>work with parents as well, so I do principal's conferences

0:29:43.080 --> 0:29:45.080
<v Speaker 1>and all sorts of things. And I just think that

0:29:45.120 --> 0:29:48.520
<v Speaker 1>the school system fails too many of our kids. So

0:29:49.920 --> 0:29:51.400
<v Speaker 1>both of our kids, we pulled them out of school

0:29:51.400 --> 0:29:54.280
<v Speaker 1>because they weren't quite fitting and because there was some

0:29:54.520 --> 0:29:58.240
<v Speaker 1>pretty turgid bullying going on for one of them, and

0:29:58.720 --> 0:30:01.560
<v Speaker 1>there was some university longes as well, and we just thought,

0:30:02.360 --> 0:30:05.120
<v Speaker 1>we've persisted with four kids, let's just give this a break.

0:30:05.680 --> 0:30:09.320
<v Speaker 1>So yeah, we got one at home, and like I said, Lily,

0:30:09.560 --> 0:30:12.240
<v Speaker 1>she wanted to go back to school to complete her

0:30:12.320 --> 0:30:15.400
<v Speaker 1>last couple of years. And when we talked about in

0:30:15.440 --> 0:30:17.959
<v Speaker 1>the traditional school options, she was just like, none of them.

0:30:18.480 --> 0:30:20.560
<v Speaker 1>There's so many schools, so many great schools near where

0:30:20.600 --> 0:30:24.480
<v Speaker 1>we live, including both state schools and private schools, and

0:30:24.680 --> 0:30:27.120
<v Speaker 1>none of them grabbed her. But this idea of the

0:30:27.160 --> 0:30:30.120
<v Speaker 1>industry school. She's in grade eleven. Now she's got a

0:30:30.120 --> 0:30:33.360
<v Speaker 1>school based apprenticeship, she's working with horses. She's just having

0:30:33.360 --> 0:30:36.240
<v Speaker 1>an absolute ball doing stuff that she cares about, loves

0:30:36.240 --> 0:30:39.719
<v Speaker 1>and wants to do. And we're delighted to see her thriving.

0:30:40.240 --> 0:30:43.320
<v Speaker 2>What changes would you like to see in the schooling system?

0:30:43.440 --> 0:30:46.760
<v Speaker 1>There are so many. There are so many. First of all,

0:30:46.840 --> 0:30:51.840
<v Speaker 1>the whole system is so rigidly standardized. So secondly, the

0:30:51.840 --> 0:30:58.360
<v Speaker 1>curriculum is both politicized and not always evidence based. Thirdly,

0:30:59.120 --> 0:31:05.120
<v Speaker 1>we've got we've got really big challenges culturally. I spend

0:31:05.120 --> 0:31:09.640
<v Speaker 1>a lot of time talking to teachers and school leaders

0:31:10.160 --> 0:31:15.000
<v Speaker 1>at the very highest levels about what creates a a

0:31:15.040 --> 0:31:20.520
<v Speaker 1>psychologically need supportive environment. And there are essentially just three factors,

0:31:21.640 --> 0:31:24.760
<v Speaker 1>and schools tend to trample all three of them. So

0:31:24.840 --> 0:31:28.080
<v Speaker 1>the three things that are going to help children. Education

0:31:28.520 --> 0:31:32.640
<v Speaker 1>is not about learning anymore. Education is about benchmarks and

0:31:32.680 --> 0:31:37.280
<v Speaker 1>box ticking. It's about rubrics and curriculum and just it's

0:31:37.320 --> 0:31:41.840
<v Speaker 1>about evaluation, constant evaluation, and the devastating thing. Let's look

0:31:41.880 --> 0:31:44.960
<v Speaker 1>at naplan or even a report card. What happens and

0:31:44.960 --> 0:31:46.240
<v Speaker 1>this is something else that I will change. I just

0:31:46.280 --> 0:31:50.560
<v Speaker 1>abolish grades. Yes, we're don't need grades. They're not They're

0:31:50.560 --> 0:31:52.560
<v Speaker 1>not helpful at all. And I'll give you a counterpoint.

0:31:52.600 --> 0:31:54.640
<v Speaker 1>I'll give you two counter points as to why. But

0:31:54.680 --> 0:31:57.120
<v Speaker 1>when a child, I'll use napland as an example, a

0:31:57.240 --> 0:32:01.720
<v Speaker 1>child submits themselves to the napland their parents so let

0:32:01.760 --> 0:32:04.920
<v Speaker 1>school make them do naur plan. And then about four

0:32:05.000 --> 0:32:07.160
<v Speaker 1>or five months later, because they've tightened it up it

0:32:07.240 --> 0:32:09.160
<v Speaker 1>used to be six months. About four or five months later,

0:32:09.200 --> 0:32:12.040
<v Speaker 1>they get this envelope from the government with their name

0:32:12.480 --> 0:32:13.320
<v Speaker 1>and their scores.

0:32:13.680 --> 0:32:15.480
<v Speaker 2>That brands them brand.

0:32:16.160 --> 0:32:18.720
<v Speaker 1>It gives them a label. This is the band I'm in.

0:32:19.640 --> 0:32:21.960
<v Speaker 1>And when a child gets that, whether it's on a

0:32:21.960 --> 0:32:25.120
<v Speaker 1>report card or whether it's an official document from the government, well,

0:32:25.200 --> 0:32:28.120
<v Speaker 1>let me ask you what does that say. What does

0:32:28.160 --> 0:32:30.720
<v Speaker 1>that child internalize about what's on that piece of paper.

0:32:30.800 --> 0:32:34.280
<v Speaker 2>Their belief system about their ability to learn and to

0:32:34.320 --> 0:32:38.080
<v Speaker 2>be educated and their intelligence is based on that, and

0:32:38.080 --> 0:32:38.920
<v Speaker 2>that's what they tend.

0:32:38.760 --> 0:32:42.600
<v Speaker 1>To believe, right bingo. So there's this guy called Alfred Benet.

0:32:42.720 --> 0:32:46.200
<v Speaker 1>He's a Frenchman. It's nineteen ten ish. He gets approached

0:32:46.200 --> 0:32:48.120
<v Speaker 1>by the French government and they say, we've got all

0:32:48.160 --> 0:32:50.239
<v Speaker 1>these students, we've got universal education, we've got all these

0:32:50.240 --> 0:32:52.400
<v Speaker 1>students falling through the cracks. We'd like to advise a

0:32:52.440 --> 0:32:55.640
<v Speaker 1>test to identify which ones aren't doing well so that

0:32:55.680 --> 0:32:57.440
<v Speaker 1>we can support them and help them to do well.

0:32:57.800 --> 0:33:00.800
<v Speaker 1>But they developed the very first ever IQ ten. So

0:33:00.880 --> 0:33:02.800
<v Speaker 1>let me ask you this. When you do an IQ test,

0:33:02.840 --> 0:33:04.640
<v Speaker 1>what do you get you hit the school, and what

0:33:04.680 --> 0:33:05.440
<v Speaker 1>does the school tell you?

0:33:05.480 --> 0:33:07.400
<v Speaker 2>Well, it tells you whether you're intelligent or you're not.

0:33:07.800 --> 0:33:10.000
<v Speaker 1>And that just rolls off our tongue, right, it's just

0:33:10.000 --> 0:33:12.440
<v Speaker 1>how smart you are. And the school system is designed

0:33:12.520 --> 0:33:17.920
<v Speaker 1>to filter and sort and prepare children for stepping into

0:33:18.680 --> 0:33:21.560
<v Speaker 1>careers and industry and that kind of thing. And it's

0:33:21.600 --> 0:33:24.760
<v Speaker 1>just not designed for learning. It's not designed for passionate,

0:33:24.760 --> 0:33:27.200
<v Speaker 1>it's not designed for education, it's not designed for discovery.

0:33:28.600 --> 0:33:31.720
<v Speaker 1>Bene actually said. He said, a few modern philosophers assert

0:33:32.240 --> 0:33:36.400
<v Speaker 1>that intelligence is a fixed quantity that cannot be increased.

0:33:37.160 --> 0:33:39.480
<v Speaker 1>And check out this line. He says, we must protest

0:33:39.560 --> 0:33:43.080
<v Speaker 1>and react against this brutal pessimism. That's right, And he

0:33:43.120 --> 0:33:47.080
<v Speaker 1>talks about how we practice and with method and we

0:33:47.120 --> 0:33:49.960
<v Speaker 1>can actually improve our intelligence. We can become more intelligent

0:33:49.960 --> 0:33:52.120
<v Speaker 1>than we were before by learning how to do new things.

0:33:52.760 --> 0:33:54.440
<v Speaker 1>But what the system does is it says, well, you're

0:33:54.480 --> 0:33:56.280
<v Speaker 1>an in nine, so you have to learn about surds,

0:33:57.440 --> 0:33:58.560
<v Speaker 1>like do you know what a serd is?

0:33:59.280 --> 0:34:02.320
<v Speaker 2>And I may have been taught, but I did not

0:34:02.320 --> 0:34:03.320
<v Speaker 2>retain that information.

0:34:03.680 --> 0:34:05.360
<v Speaker 1>Second laughter came home one day She's like, Dad, what's

0:34:05.360 --> 0:34:06.560
<v Speaker 1>a surd? And I'm like, are you telling me a

0:34:06.600 --> 0:34:07.160
<v Speaker 1>toilet joke?

0:34:07.200 --> 0:34:07.360
<v Speaker 4>Here?

0:34:07.360 --> 0:34:09.840
<v Speaker 1>Like where is this going? And it turned out that

0:34:09.880 --> 0:34:12.359
<v Speaker 1>she asked three different people with degrees if they knew

0:34:12.360 --> 0:34:14.360
<v Speaker 1>what serds were, none of the beer. The only adult

0:34:14.400 --> 0:34:17.560
<v Speaker 1>that she knew who could describe what a sord was

0:34:17.560 --> 0:34:19.360
<v Speaker 1>was a maths teacher who was teaching her about serds

0:34:19.360 --> 0:34:21.759
<v Speaker 1>that day. Now, so it's important. They probably are. From

0:34:21.800 --> 0:34:24.279
<v Speaker 1>what I recall, there something called an irrational number. I

0:34:24.280 --> 0:34:26.040
<v Speaker 1>don't know if that just means they're disgrigulated.

0:34:26.239 --> 0:34:29.200
<v Speaker 2>Important to somebody the problem, maybe not to the majority

0:34:29.239 --> 0:34:29.640
<v Speaker 2>of people.

0:34:30.120 --> 0:34:32.520
<v Speaker 1>And see, you fall in love with learning when you're

0:34:32.560 --> 0:34:34.800
<v Speaker 1>learning something that feels purpose for, something that you endorse,

0:34:34.800 --> 0:34:37.560
<v Speaker 1>something that you see the value in. And that's why

0:34:37.600 --> 0:34:39.839
<v Speaker 1>I failed high school because I didn't see the point.

0:34:39.880 --> 0:34:41.160
<v Speaker 1>Because I was going to be a radio announcederent and

0:34:41.200 --> 0:34:43.120
<v Speaker 1>I just needed to know which celebrity was in town

0:34:43.160 --> 0:34:44.520
<v Speaker 1>and what they'd been up too lately, so if I

0:34:44.520 --> 0:34:47.000
<v Speaker 1>could entertain my audience, I got really good at that.

0:34:47.880 --> 0:34:50.480
<v Speaker 1>So if I was to change the school system back

0:34:50.480 --> 0:34:53.720
<v Speaker 1>to your question at number one, oh sorry, in addition

0:34:53.760 --> 0:34:55.719
<v Speaker 1>to the things that I've already said, I'd be looking

0:34:55.760 --> 0:35:02.000
<v Speaker 1>for more more autonomy in in the way curriculum is crafted.

0:35:02.640 --> 0:35:06.120
<v Speaker 1>And autonomy doesn't necessarily mean freedom. It doesn't mean carte blanche.

0:35:06.480 --> 0:35:09.160
<v Speaker 1>It means that kids feel like they're choicefully in doing

0:35:09.200 --> 0:35:12.840
<v Speaker 1>the activities they're doing. So it might be that everybody

0:35:12.920 --> 0:35:15.120
<v Speaker 1>does actually need to learn how to write an essay.

0:35:15.200 --> 0:35:18.160
<v Speaker 1>Essays are important. They distill your thinking, they help you

0:35:18.200 --> 0:35:22.080
<v Speaker 1>to explore ideas well. But let's make sure that they

0:35:22.120 --> 0:35:24.120
<v Speaker 1>understand the rationale and that they're writing about something that

0:35:24.160 --> 0:35:26.400
<v Speaker 1>they care about, so that they can have that sense

0:35:26.440 --> 0:35:28.719
<v Speaker 1>of Okay, I'm endorsing this activity. Therefore I'm doing it

0:35:28.800 --> 0:35:30.880
<v Speaker 1>choicefully and willingly. Therefore it feels autonomous.

0:35:31.280 --> 0:35:33.840
<v Speaker 2>It comes back to that questioning. When you're at home,

0:35:34.040 --> 0:35:35.240
<v Speaker 2>you're giving them the options.

0:35:35.320 --> 0:35:38.520
<v Speaker 1>Yep. So the style of parenting that I teach is

0:35:38.560 --> 0:35:43.919
<v Speaker 1>called autonomy. Supportive or needs supportive parenting, and the same

0:35:44.000 --> 0:35:45.960
<v Speaker 1>needs that I'm talking about that are absent in our

0:35:46.000 --> 0:35:48.759
<v Speaker 1>school system, sorry, that are diluted and trampled on in

0:35:48.800 --> 0:35:51.040
<v Speaker 1>our school system are the same needs that cans have

0:35:51.040 --> 0:35:54.320
<v Speaker 1>at home. So the first one's autonomy. Again, that's not freedom,

0:35:54.640 --> 0:35:56.680
<v Speaker 1>that's an understanding of why this matters and a choice

0:35:56.719 --> 0:36:01.880
<v Speaker 1>to do it powerful. Secondly, it's relationship, like do I

0:36:01.960 --> 0:36:04.719
<v Speaker 1>feel good with the people I'm around? We were talking

0:36:04.760 --> 0:36:09.560
<v Speaker 1>before about connection. Here's my definition of connection feeling seen, heard, valued, accepted.

0:36:10.960 --> 0:36:13.680
<v Speaker 1>So when I step in that school gate, is that

0:36:13.760 --> 0:36:16.319
<v Speaker 1>someone that says, hey, come sit with us. Because if

0:36:16.360 --> 0:36:22.200
<v Speaker 1>that happens, I feel seen, heard, valued and accept it.

0:36:22.560 --> 0:36:24.160
<v Speaker 1>And if I don't, I don't want to be there.

0:36:24.600 --> 0:36:26.160
<v Speaker 1>It's like you and me with the in laws. Right,

0:36:26.200 --> 0:36:27.360
<v Speaker 1>if you don't get on with the in laws and

0:36:27.400 --> 0:36:29.640
<v Speaker 1>it's Christmas lunch, I do not feel seen, heard, valued

0:36:29.680 --> 0:36:31.719
<v Speaker 1>and accepted. Why don't you go? Hn, You take the kids,

0:36:31.760 --> 0:36:33.319
<v Speaker 1>I'll clean up the house and get it ready for dinner.

0:36:33.400 --> 0:36:35.840
<v Speaker 1>I've been a big morning. Yeah, right. And then the third,

0:36:36.120 --> 0:36:39.760
<v Speaker 1>the third one is a sense of competence, capability, mastery,

0:36:39.800 --> 0:36:42.680
<v Speaker 1>or a sense at least that I'm progressing. And what

0:36:42.760 --> 0:36:45.000
<v Speaker 1>happens when you get a grade on a report card

0:36:45.560 --> 0:36:47.759
<v Speaker 1>is now you feel like the teacher is evaluating you.

0:36:47.840 --> 0:36:51.120
<v Speaker 1>So getting judged and judged. Yeah, so that's not good

0:36:51.160 --> 0:36:54.560
<v Speaker 1>for relationships number two. And some people might say I'm straining.

0:36:54.680 --> 0:36:55.920
<v Speaker 1>There's a whole lot of other things that we can

0:36:55.960 --> 0:36:59.680
<v Speaker 1>talk about. We're time crunch So that's enough. Their competence.

0:37:00.040 --> 0:37:01.600
<v Speaker 1>You find out real quick with your competent, not in

0:37:01.680 --> 0:37:04.480
<v Speaker 1>the eyes of the teacher. Oh quick. Story about report cards.

0:37:04.960 --> 0:37:09.120
<v Speaker 1>My fourth daughter, Annie, who just finished high school in

0:37:09.160 --> 0:37:11.839
<v Speaker 1>grade three, she came home and handed her report card

0:37:11.920 --> 0:37:15.320
<v Speaker 1>and started crying. And I'm like, you know, it sounds

0:37:15.360 --> 0:37:17.000
<v Speaker 1>like you've got a bad report card, and she said,

0:37:17.160 --> 0:37:18.600
<v Speaker 1>dam I did. And I had a look at the

0:37:18.640 --> 0:37:20.200
<v Speaker 1>report card and there were a couple of bees and

0:37:20.200 --> 0:37:21.839
<v Speaker 1>even at C or two. And I said, you know what,

0:37:22.520 --> 0:37:24.800
<v Speaker 1>don't really care about the grade, just care that you tried.

0:37:24.960 --> 0:37:26.239
<v Speaker 2>That's exactly what I say.

0:37:26.360 --> 0:37:28.239
<v Speaker 1>That's what every parent says, because that's what we've kind

0:37:28.239 --> 0:37:29.200
<v Speaker 1>of been conditioned to say.

0:37:29.760 --> 0:37:31.640
<v Speaker 2>Not all you'd be surprised, Well, I.

0:37:31.600 --> 0:37:33.200
<v Speaker 1>Get from it. Yeah, that's true. I did get a

0:37:33.239 --> 0:37:35.080
<v Speaker 1>bit of pushback on this, but anyway, I said that

0:37:35.120 --> 0:37:36.319
<v Speaker 1>because I thought it was the right thing to say,

0:37:36.320 --> 0:37:37.840
<v Speaker 1>and I got a peroge to do a psychologist, so

0:37:37.840 --> 0:37:40.520
<v Speaker 1>therefore I've been a good dad. And then she burst

0:37:40.560 --> 0:37:43.640
<v Speaker 1>into tears again because she got a C for effort

0:37:44.080 --> 0:37:46.040
<v Speaker 1>in one of her subjects, and I said, well, what

0:37:46.080 --> 0:37:49.640
<v Speaker 1>happened here? And she's through her heaving sobs, She's like,

0:37:50.560 --> 0:37:55.360
<v Speaker 1>I tried so hard, but the teacher's perception of her effort.

0:37:55.280 --> 0:37:58.799
<v Speaker 2>Exactly and exactly what happens in our personal home.

0:37:59.160 --> 0:38:01.960
<v Speaker 1>So I haven't looked through it card since then. Well,

0:38:02.239 --> 0:38:04.479
<v Speaker 1>I literally just for all the kids were still at school,

0:38:04.520 --> 0:38:06.480
<v Speaker 1>and when the report cards came in, I said, I

0:38:06.480 --> 0:38:10.000
<v Speaker 1>don't care, not interested. My interest with you being at

0:38:10.000 --> 0:38:12.279
<v Speaker 1>school is do you have friends and you're happy to

0:38:12.280 --> 0:38:15.759
<v Speaker 1>be there? That'll do me And I guess what. They're

0:38:15.760 --> 0:38:18.280
<v Speaker 1>all contributing, and they're all doing really well in their lives,

0:38:18.280 --> 0:38:21.080
<v Speaker 1>and it didn't actually harm them at all. I think

0:38:21.120 --> 0:38:23.640
<v Speaker 1>that it benefited them. So we've got a sense of

0:38:23.920 --> 0:38:26.680
<v Speaker 1>mastery and confidence, we've got relationship and a sense of choice.

0:38:27.000 --> 0:38:30.200
<v Speaker 1>They're the three big things. And if I could change anything,

0:38:30.280 --> 0:38:31.960
<v Speaker 1>it would be that I would make schools feel more

0:38:32.000 --> 0:38:36.080
<v Speaker 1>need supportive and they're just unfortunately for too many, not all,

0:38:36.080 --> 0:38:38.200
<v Speaker 1>but for too many of our children, they're not. I

0:38:38.239 --> 0:38:40.840
<v Speaker 1>want to give you a quick example of a cutting edge,

0:38:41.800 --> 0:38:44.839
<v Speaker 1>very very thoughtful school leader in Sydney that I met

0:38:44.840 --> 0:38:47.080
<v Speaker 1>with just a couple of months ago who's changing the

0:38:47.080 --> 0:38:49.760
<v Speaker 1>way they're doing reporting. And I should highlight this guy's

0:38:49.760 --> 0:38:53.680
<v Speaker 1>working out one of the most prestigious and old and

0:38:53.800 --> 0:38:58.440
<v Speaker 1>expensive private schools in Sydney, so they're moving away from

0:38:58.520 --> 0:39:03.680
<v Speaker 1>the traditional reporting, right it needs to happen. And what

0:39:03.760 --> 0:39:07.320
<v Speaker 1>he's doing is he's saying in his classes and across

0:39:07.360 --> 0:39:10.120
<v Speaker 1>their school. Now they're just trialing it, but they're saying,

0:39:10.680 --> 0:39:13.120
<v Speaker 1>here's where you were at the start of the year,

0:39:14.200 --> 0:39:17.960
<v Speaker 1>here's where you are now, and here are your next steps.

0:39:18.000 --> 0:39:18.440
<v Speaker 2>Brilliant.

0:39:18.600 --> 0:39:22.200
<v Speaker 1>So instead of a grade or instead of a fixed

0:39:22.400 --> 0:39:25.960
<v Speaker 1>quantity or evaluation, it's just an indication of progression. Are

0:39:26.719 --> 0:39:29.080
<v Speaker 1>you improving? And your instant response is brilliant. And I've

0:39:29.080 --> 0:39:31.200
<v Speaker 1>thought about it NonStop since he talked to me about it,

0:39:31.200 --> 0:39:33.239
<v Speaker 1>because I really like to pick at what schools are

0:39:33.280 --> 0:39:35.120
<v Speaker 1>doing and talk about how they're getting it wrong. And

0:39:35.160 --> 0:39:37.279
<v Speaker 1>I can't see anything wrong with this. I love it.

0:39:37.640 --> 0:39:40.640
<v Speaker 1>And at an adult level. I've just started with a

0:39:40.680 --> 0:39:43.320
<v Speaker 1>PT I'm trying to get in shape. I've let myself

0:39:43.320 --> 0:39:45.320
<v Speaker 1>go for too long and enough. Well it's only a

0:39:45.320 --> 0:39:46.360
<v Speaker 1>couple of months, but I'll take it.

0:39:46.520 --> 0:39:48.120
<v Speaker 2>You're a grandfather, now this is great.

0:39:48.200 --> 0:39:49.960
<v Speaker 1>I can't wait until I've got grandkids and I can say,

0:39:50.040 --> 0:39:52.000
<v Speaker 1>let's see, you can do more push ups. Anyway, I'm

0:39:52.040 --> 0:39:54.680
<v Speaker 1>looking at this at a PTE level, and I was

0:39:54.719 --> 0:39:56.759
<v Speaker 1>in the gym a couple of weeks after I had

0:39:56.760 --> 0:40:00.640
<v Speaker 1>this conversation with this school leader and my PT. I'm

0:40:00.640 --> 0:40:03.279
<v Speaker 1>doing these calisthenic sort of things, so there's a lot

0:40:03.280 --> 0:40:06.520
<v Speaker 1>of weights, it's more body weight things, and I'm doing

0:40:06.560 --> 0:40:11.120
<v Speaker 1>this really challenging thing and I'm finally at a point

0:40:11.120 --> 0:40:13.120
<v Speaker 1>where I'm like, oh, I got it, and the PT

0:40:13.280 --> 0:40:15.640
<v Speaker 1>is like, high five this pump. You did it. That's great.

0:40:15.920 --> 0:40:18.000
<v Speaker 1>You know three months ago you couldn't even do this,

0:40:18.080 --> 0:40:20.440
<v Speaker 1>and now you've going to boom boom boom. He literally

0:40:20.560 --> 0:40:22.840
<v Speaker 1>make you feel. I was like my top of door,

0:40:22.960 --> 0:40:26.080
<v Speaker 1>I know. And then he said here's what we're working towards,

0:40:26.360 --> 0:40:28.800
<v Speaker 1>and he demonstrated the next thing and I looked at it.

0:40:28.800 --> 0:40:30.040
<v Speaker 1>I was like, I reckon, I could do that. And

0:40:30.040 --> 0:40:31.400
<v Speaker 1>I got down on the four and tried to do it,

0:40:31.400 --> 0:40:33.200
<v Speaker 1>and I fell in a heap in half a second,

0:40:33.680 --> 0:40:37.400
<v Speaker 1>and I was like, I'm so motivated because that is

0:40:37.440 --> 0:40:39.800
<v Speaker 1>a real challenge. But look what I've done in three months.

0:40:40.520 --> 0:40:43.080
<v Speaker 1>That's the model that that school is going to. And

0:40:44.320 --> 0:40:47.120
<v Speaker 1>in terms of psychological theory, in terms of motivational theory,

0:40:47.120 --> 0:40:50.239
<v Speaker 1>in terms of well being, oh my goodness, Like if

0:40:50.280 --> 0:40:52.439
<v Speaker 1>we could just run that across the nation, that would

0:40:52.480 --> 0:40:55.040
<v Speaker 1>change schooling forever in profound ways.

0:40:55.400 --> 0:40:57.280
<v Speaker 2>I think all of us who have been through schooling

0:40:57.320 --> 0:40:59.440
<v Speaker 2>and the ones who are still there are haunted by

0:40:59.440 --> 0:41:01.919
<v Speaker 2>grades at that received. So I'd love to see some

0:41:02.000 --> 0:41:04.480
<v Speaker 2>type of evolution there as well. And I'm the same

0:41:04.520 --> 0:41:07.520
<v Speaker 2>as you. I don't well, I look at the reports,

0:41:07.520 --> 0:41:10.799
<v Speaker 2>but I don't discuss them really with my children. I

0:41:10.880 --> 0:41:13.480
<v Speaker 2>was I was sort of stupid, and I probably am

0:41:13.520 --> 0:41:15.520
<v Speaker 2>pretty much like you and go to the effort level

0:41:15.960 --> 0:41:19.320
<v Speaker 2>of like where where's where's the effort grade? If that's

0:41:19.360 --> 0:41:21.680
<v Speaker 2>pretty much the one that I'm concerned about. But I

0:41:21.719 --> 0:41:25.000
<v Speaker 2>thought I was stupid too. I always thought I was stupid. Funny,

0:41:25.000 --> 0:41:26.799
<v Speaker 2>because my brain has told me that I was not

0:41:26.920 --> 0:41:27.400
<v Speaker 2>that clever.

0:41:27.719 --> 0:41:32.360
<v Speaker 1>Yeah, yeah, isn't that tragic? Because what I've discovered is

0:41:32.400 --> 0:41:34.879
<v Speaker 1>that there's no such thing as smart or dumb. There's

0:41:34.960 --> 0:41:38.000
<v Speaker 1>just people who get stuck in and figure it out,

0:41:38.360 --> 0:41:40.520
<v Speaker 1>and people who don't, and.

0:41:40.480 --> 0:41:43.319
<v Speaker 2>People who can retain information better, people who some people

0:41:43.360 --> 0:41:45.880
<v Speaker 2>pass street smart, people who are books smart, people who

0:41:45.960 --> 0:41:46.759
<v Speaker 2>are creative.

0:41:47.080 --> 0:41:49.239
<v Speaker 1>That's just because they've practiced it, right, Like I can't

0:41:49.239 --> 0:41:52.680
<v Speaker 1>retain any information about how my car or my lawn

0:41:52.719 --> 0:41:55.919
<v Speaker 1>mower or my computer work. But that's because I only

0:41:55.960 --> 0:41:58.600
<v Speaker 1>have to try to deal with those issues when they

0:41:58.640 --> 0:42:01.239
<v Speaker 1>come up. I don't know once ever, three months, six months,

0:42:01.320 --> 0:42:03.759
<v Speaker 1>nine months, if I was doing it every day, I'd

0:42:03.760 --> 0:42:06.040
<v Speaker 1>retain it. I'd know how to feel you cared about it,

0:42:06.320 --> 0:42:09.040
<v Speaker 1>and if I cared about it, yeah, So again, I

0:42:09.080 --> 0:42:12.320
<v Speaker 1>don't Howard Garden to come up with this under of

0:42:12.360 --> 0:42:16.719
<v Speaker 1>multiple intelligences, and that's been just proven pretty thoroughly. Basically,

0:42:16.800 --> 0:42:19.120
<v Speaker 1>if you work at something, you get better at it,

0:42:19.480 --> 0:42:22.640
<v Speaker 1>and if you don't, you don't. And we have applied

0:42:22.640 --> 0:42:26.120
<v Speaker 1>these words like smart and dumb completely unfairly and inappropriately.

0:42:26.239 --> 0:42:29.279
<v Speaker 1>Anyone can kind of pretty much almost not I would

0:42:29.320 --> 0:42:31.920
<v Speaker 1>say almost anyone. Some people really do have some limitations

0:42:31.960 --> 0:42:34.799
<v Speaker 1>and Unfortunately that just that's a real challenge for them

0:42:34.800 --> 0:42:37.680
<v Speaker 1>and their families. But if we can move beyond our

0:42:37.840 --> 0:42:41.959
<v Speaker 1>limited beliefs, it's extraordinary what we can do. I thought

0:42:41.960 --> 0:42:44.040
<v Speaker 1>I was dumb, and then I got a PhD and

0:42:44.040 --> 0:42:46.640
<v Speaker 1>became a university lecturer and people pay me to talk

0:42:46.680 --> 0:42:49.160
<v Speaker 1>to them about stuff that I know, Like, hello, can

0:42:49.200 --> 0:42:51.400
<v Speaker 1>I just talk about this for one more second about boys?

0:42:51.760 --> 0:42:53.400
<v Speaker 2>You can, But I just want to ask you one question.

0:42:53.920 --> 0:42:55.120
<v Speaker 2>Do you still think you're dumb?

0:42:55.320 --> 0:42:58.279
<v Speaker 1>I don't care. It's not all that day anymore. Yeah, Like,

0:42:58.320 --> 0:42:59.600
<v Speaker 1>do I think I'm smart and dumb? I don't think

0:42:59.600 --> 0:43:01.759
<v Speaker 1>about it. I just figure stuff out or I don't,

0:43:01.800 --> 0:43:04.040
<v Speaker 1>based on whether I care about it or not. And

0:43:04.080 --> 0:43:06.040
<v Speaker 1>so if I care about it, then I'm smart enough

0:43:06.080 --> 0:43:08.200
<v Speaker 1>to figure it out, because all humans are.

0:43:08.680 --> 0:43:10.719
<v Speaker 2>That's the beauty of age as well. Yeah, caring what

0:43:10.880 --> 0:43:13.120
<v Speaker 2>other people thing tell me about boys. I want to

0:43:13.120 --> 0:43:15.360
<v Speaker 2>bring this up because you are you are writing, or

0:43:15.400 --> 0:43:18.880
<v Speaker 2>you have written already now a book specifically on boys. Yeah.

0:43:19.000 --> 0:43:20.520
<v Speaker 1>Yeah, So I don't want to turn this into a

0:43:20.520 --> 0:43:22.080
<v Speaker 1>plug for the book, although I will just mention that

0:43:22.080 --> 0:43:24.160
<v Speaker 1>it's twenty seven percent off right now, both you dot Commada,

0:43:24.239 --> 0:43:26.839
<v Speaker 1>you and pre orders really matter and it comes out

0:43:26.840 --> 0:43:28.719
<v Speaker 1>in June, so link in this show. There we go.

0:43:28.760 --> 0:43:30.920
<v Speaker 1>But no, that's not what I wanted to bring it up.

0:43:30.920 --> 0:43:32.359
<v Speaker 1>For the reason I wanted to highlight it is because

0:43:32.360 --> 0:43:34.360
<v Speaker 1>when it comes to education, our boys are falling behind.

0:43:34.719 --> 0:43:37.439
<v Speaker 1>In fact, on almost every metric that we look at,

0:43:37.600 --> 0:43:40.400
<v Speaker 1>boys are falling behind. And some people will say, well,

0:43:40.400 --> 0:43:42.480
<v Speaker 1>go girl power, that's fantastic, and I would say, yeah,

0:43:42.480 --> 0:43:44.120
<v Speaker 1>that is fantastic. I've got six daughters. I want my

0:43:44.160 --> 0:43:46.880
<v Speaker 1>girls to succeed and have every opportunity. But the world

0:43:46.920 --> 0:43:51.640
<v Speaker 1>doesn't work if one gender is falling behind. At the

0:43:51.719 --> 0:43:53.960
<v Speaker 1>risk of being a little bit sexist about this, especially

0:43:53.960 --> 0:43:57.640
<v Speaker 1>if it's boys, Like we can't have thriving, happy women

0:43:57.680 --> 0:44:00.480
<v Speaker 1>if we do not have thriving, happy boys, when we

0:44:00.560 --> 0:44:06.520
<v Speaker 1>have non viable boys socially and economically, when we have

0:44:06.640 --> 0:44:11.879
<v Speaker 1>boys who are non thriving, they unfortunately can be quite

0:44:11.920 --> 0:44:13.200
<v Speaker 1>destructive and quite harmful.

0:44:13.640 --> 0:44:15.560
<v Speaker 2>Is this a new thing that's being seen.

0:44:16.040 --> 0:44:20.359
<v Speaker 1>Yeah, Well we've always We've always had boys struggling in

0:44:20.480 --> 0:44:22.560
<v Speaker 1>various things. That's just the way of the world. But

0:44:22.680 --> 0:44:25.479
<v Speaker 1>girls have also had their struggles. But over the last

0:44:25.480 --> 0:44:29.240
<v Speaker 1>ten or fifteen years, the data has become increasingly concerning,

0:44:29.280 --> 0:44:30.759
<v Speaker 1>so much so that there are governments around the world

0:44:30.800 --> 0:44:32.520
<v Speaker 1>who are looking at the data and saying, oh, my godness,

0:44:32.520 --> 0:44:35.240
<v Speaker 1>if we do not help boys, especially in education, especially

0:44:35.280 --> 0:44:38.680
<v Speaker 1>with their mental health, especially with their physical health, especially

0:44:38.680 --> 0:44:42.120
<v Speaker 1>with their employment prospects, their earnings, and the list goes

0:44:42.160 --> 0:44:46.839
<v Speaker 1>on their involvement with criminal behavior, their addictions, and their

0:44:46.880 --> 0:44:49.479
<v Speaker 1>substance use. If we don't have You know, a male

0:44:49.640 --> 0:44:51.719
<v Speaker 1>is between three and four times more likely to die

0:44:51.760 --> 0:44:55.480
<v Speaker 1>by suicide than a female will is. Nine people are

0:44:55.560 --> 0:45:01.200
<v Speaker 1>day straight as suicide. Seven of them are men. Now

0:45:01.560 --> 0:45:03.439
<v Speaker 1>any of them regards that the gender is too much,

0:45:03.520 --> 0:45:08.359
<v Speaker 1>but two women, seven men or boys. Every single day,

0:45:08.440 --> 0:45:11.560
<v Speaker 1>like yesterday and today, and tomorrow it will be another

0:45:11.680 --> 0:45:15.520
<v Speaker 1>nine and the day after, and every time it happens

0:45:15.640 --> 0:45:20.000
<v Speaker 1>a family, it's just obliterated. My nephew died at twenty.

0:45:20.000 --> 0:45:23.200
<v Speaker 1>He took his life about two and a half years ago,

0:45:23.880 --> 0:45:26.960
<v Speaker 1>and so having experienced it, as you can tell, it

0:45:27.120 --> 0:45:30.560
<v Speaker 1>definitely makes me emotional. And so much of this goes

0:45:30.600 --> 0:45:32.839
<v Speaker 1>back to not all of it, not all of There

0:45:32.840 --> 0:45:35.719
<v Speaker 1>are other factors like what happened pre natally and personatally,

0:45:35.760 --> 0:45:38.040
<v Speaker 1>and what happened with alcohol and their families and whether

0:45:38.080 --> 0:45:41.839
<v Speaker 1>their parents are functional and all that kind of. There

0:45:41.840 --> 0:45:45.680
<v Speaker 1>are so many factors, but the one of the big

0:45:45.680 --> 0:45:49.279
<v Speaker 1>contributing factors to boys thriving and becoming both economically and

0:45:49.320 --> 0:45:52.440
<v Speaker 1>socially viable is their ability to do well at school.

0:45:53.400 --> 0:45:57.320
<v Speaker 1>And here's the thing. For every ten girls in primary school,

0:45:57.360 --> 0:46:00.239
<v Speaker 1>every ten girls in primary school who was suspended, and

0:46:00.480 --> 0:46:03.560
<v Speaker 1>that's a pretty serious thing, right, there are fifty seven boys.

0:46:05.560 --> 0:46:07.759
<v Speaker 1>Research shows that there is and I hate saying this

0:46:07.760 --> 0:46:09.839
<v Speaker 1>for any teacher who's listening. I'm so sorry to say this,

0:46:10.360 --> 0:46:12.360
<v Speaker 1>but the data is really clear on this. There is

0:46:12.400 --> 0:46:15.799
<v Speaker 1>a bias against boys in education because we want kids

0:46:15.840 --> 0:46:17.719
<v Speaker 1>to sit down, be quiet, listen and take note, to

0:46:17.719 --> 0:46:19.759
<v Speaker 1>pay attention, work with one another. And you're not what

0:46:19.800 --> 0:46:22.239
<v Speaker 1>boys want to do when they're in class. They want

0:46:22.239 --> 0:46:23.719
<v Speaker 1>to stare out the window. They want to kick the

0:46:25.000 --> 0:46:26.359
<v Speaker 1>seat of the person in front of them. They want

0:46:26.400 --> 0:46:27.600
<v Speaker 1>to poke someone in the ribs. They want to put

0:46:27.600 --> 0:46:29.160
<v Speaker 1>a spit water in a pen and flick it across

0:46:29.160 --> 0:46:34.040
<v Speaker 1>the room. They want to do anything except learn about serds. Right,

0:46:34.800 --> 0:46:37.440
<v Speaker 1>And so what happens is the boy plays up a

0:46:37.440 --> 0:46:39.840
<v Speaker 1>little beer, the teacher rouses on him, and you know

0:46:39.920 --> 0:46:42.640
<v Speaker 1>what it's like like when somebody starts to annoy you,

0:46:42.640 --> 0:46:47.560
<v Speaker 1>you become predisposed to respond to them more quickly and

0:46:47.600 --> 0:46:51.680
<v Speaker 1>more sharply. And the data shows that teachers will speak

0:46:51.719 --> 0:46:54.600
<v Speaker 1>in shorter, more clip sentences to boys than to girls.

0:46:54.800 --> 0:46:57.200
<v Speaker 1>They turn their body towards girls more when they talk

0:46:57.239 --> 0:46:59.840
<v Speaker 1>to them. There's this full open stands, whereas with boys

0:47:00.040 --> 0:47:02.320
<v Speaker 1>they might look over their shoulder and say a short

0:47:03.360 --> 0:47:07.200
<v Speaker 1>command like correction and direction right. And what we see

0:47:08.160 --> 0:47:11.320
<v Speaker 1>is that by the time they get into high school,

0:47:11.000 --> 0:47:15.960
<v Speaker 1>we have around about ten For every ten girls who graduate,

0:47:16.000 --> 0:47:18.680
<v Speaker 1>we have about seven point nine to eight point three,

0:47:18.719 --> 0:47:21.759
<v Speaker 1>depending on the state boys who graduate high school. Now,

0:47:21.800 --> 0:47:23.880
<v Speaker 1>this is a challenge because when we get into the

0:47:23.960 --> 0:47:27.360
<v Speaker 1>university setting, a straight I think has forty four universities,

0:47:27.920 --> 0:47:30.319
<v Speaker 1>and in forty two of those universities, girls out number

0:47:30.320 --> 0:47:33.880
<v Speaker 1>the boys. Girls are going to university at much higher rates.

0:47:34.239 --> 0:47:36.200
<v Speaker 1>For every ten girls in the university, there are only

0:47:36.239 --> 0:47:39.920
<v Speaker 1>six point nine boys. For every girl who graduates university,

0:47:40.160 --> 0:47:43.680
<v Speaker 1>there are approximately six boys I should say men, because

0:47:43.680 --> 0:47:46.040
<v Speaker 1>by the time they're graduating there well into their twenties.

0:47:46.960 --> 0:47:51.960
<v Speaker 1>And so what we see is research around dating is fascinating.

0:47:52.440 --> 0:47:56.160
<v Speaker 1>The research around coupling shows that women, in spite of

0:47:56.200 --> 0:47:59.480
<v Speaker 1>all the women's movement stuff, and this even happens in

0:47:59.480 --> 0:48:02.000
<v Speaker 1>the most militarian countries in the world, like your northern

0:48:02.040 --> 0:48:04.920
<v Speaker 1>Scandinavian countries and the Denmarks and Swedens, who are just

0:48:05.080 --> 0:48:08.919
<v Speaker 1>totally all good with let's be equal women. In fact,

0:48:08.920 --> 0:48:11.799
<v Speaker 1>women in those nations tend to move more towards more

0:48:11.880 --> 0:48:16.640
<v Speaker 1>traditional gendered roles. Interestingly, but I digress women across the

0:48:16.680 --> 0:48:20.720
<v Speaker 1>Western world, and even more so not in the Western world,

0:48:21.600 --> 0:48:27.399
<v Speaker 1>they look to partner economically and educationally across or up.

0:48:28.120 --> 0:48:31.160
<v Speaker 1>In other words, generally speaking, women are looking for somebody

0:48:31.160 --> 0:48:33.600
<v Speaker 1>at least as educated as them and hopefully earning more

0:48:33.640 --> 0:48:36.360
<v Speaker 1>than them. They want somebody who can provide and protect

0:48:36.400 --> 0:48:40.680
<v Speaker 1>and education and income make you economically viable as a guy.

0:48:41.600 --> 0:48:44.360
<v Speaker 1>But you're more likely to be economically viable if you

0:48:44.440 --> 0:48:46.959
<v Speaker 1>finished high school than if you don't. If you finish

0:48:47.040 --> 0:48:51.719
<v Speaker 1>high school, you are going to earn approximately three to

0:48:51.800 --> 0:48:55.240
<v Speaker 1>four hundred thousand dollars across the lifespan. More it's probably

0:48:55.239 --> 0:48:57.760
<v Speaker 1>even more than that. Now this is a twenty nineteen report,

0:48:58.040 --> 0:49:01.399
<v Speaker 1>than somebody who doesn't finish high school. Finish high school,

0:49:02.320 --> 0:49:05.040
<v Speaker 1>your earnings are going to be about fifty percent higher

0:49:05.040 --> 0:49:07.759
<v Speaker 1>than somebody who doesn't finish high school. Like that, three

0:49:07.800 --> 0:49:10.799
<v Speaker 1>hundred thousand must have gone up since Sam, because if

0:49:10.880 --> 0:49:15.879
<v Speaker 1>you do university, your numbers go up even more. Right,

0:49:15.960 --> 0:49:19.040
<v Speaker 1>So girls are getting all this education and they're becoming

0:49:19.120 --> 0:49:22.719
<v Speaker 1>really economically viable, and unfortunately they're looking across and going,

0:49:24.120 --> 0:49:26.520
<v Speaker 1>I'm not sure what's really on offer, Like show me

0:49:26.600 --> 0:49:28.800
<v Speaker 1>the guy who's going to be a bonus. I actually

0:49:28.800 --> 0:49:31.319
<v Speaker 1>had a conversation with a woman in her forties. She

0:49:31.880 --> 0:49:33.720
<v Speaker 1>was divorced. She was a friend, so I was appropriate

0:49:33.719 --> 0:49:35.799
<v Speaker 1>that I had this personal conversation with her and I said,

0:49:35.800 --> 0:49:37.239
<v Speaker 1>are you going to get back into the dating thing

0:49:37.280 --> 0:49:39.040
<v Speaker 1>it's been a few years, and she said, no, I

0:49:39.080 --> 0:49:41.640
<v Speaker 1>can't think of a single man that has shown up

0:49:41.640 --> 0:49:44.360
<v Speaker 1>in my app who is actually going to be a

0:49:44.400 --> 0:49:46.759
<v Speaker 1>bonus in my life. I'm going to be the cook,

0:49:46.800 --> 0:49:48.719
<v Speaker 1>I'm going to be the cleaner, I'm going to be this,

0:49:48.760 --> 0:49:50.840
<v Speaker 1>that and the other. I'm looking for a guy who'll

0:49:50.840 --> 0:49:53.000
<v Speaker 1>be a bonus. What she's really saying is, I'm looking

0:49:53.000 --> 0:49:54.480
<v Speaker 1>for a guy who is going to be economically and

0:49:54.520 --> 0:49:57.360
<v Speaker 1>socially viable. And while over guys are hanging out in

0:49:57.360 --> 0:49:59.080
<v Speaker 1>a moment over boys are hanging out in mom and

0:49:59.160 --> 0:50:01.320
<v Speaker 1>dad's living room or in their bedroom and they're vaping,

0:50:01.400 --> 0:50:05.839
<v Speaker 1>or they're gaming and playing Fortnite or nicking off and

0:50:06.719 --> 0:50:10.359
<v Speaker 1>just turning into being a man child. They're not going

0:50:10.360 --> 0:50:12.759
<v Speaker 1>to be able to distract the kind of mate who says, hey,

0:50:13.160 --> 0:50:15.120
<v Speaker 1>let's make this work and let's go and create a

0:50:15.200 --> 0:50:18.440
<v Speaker 1>viable family unit. All of that to bring it back

0:50:18.480 --> 0:50:20.480
<v Speaker 1>to your question is how do we help school be

0:50:20.480 --> 0:50:23.319
<v Speaker 1>better for boys? And the things that we've talked about

0:50:23.360 --> 0:50:25.160
<v Speaker 1>are the kinds of things that will do that for them.

0:50:25.320 --> 0:50:27.319
<v Speaker 1>Helping them to see the relevance, helping them to see

0:50:27.320 --> 0:50:31.279
<v Speaker 1>the purpose, helping them feel like they're progressing, confidence, mastery, capability,

0:50:31.320 --> 0:50:33.920
<v Speaker 1>having great relationships with teachers instead of having teachers who

0:50:33.920 --> 0:50:37.800
<v Speaker 1>are biased against them, and having a sense of choice

0:50:37.840 --> 0:50:40.399
<v Speaker 1>in what I'm doing, like I'm doing this because I'm

0:50:40.400 --> 0:50:43.000
<v Speaker 1>interested in it. The data still shows, even in twenty

0:50:43.040 --> 0:50:44.920
<v Speaker 1>twenty six, the boys really just want to get their

0:50:44.920 --> 0:50:46.440
<v Speaker 1>hands dirty and move their bodies.

0:50:46.800 --> 0:50:49.640
<v Speaker 2>I love your passion around this and I love that

0:50:49.680 --> 0:50:51.640
<v Speaker 2>you Is this what your book is entailing?

0:50:51.719 --> 0:50:53.240
<v Speaker 1>Yeah, yes, I know much of that you're.

0:50:53.120 --> 0:50:55.640
<v Speaker 2>Delving into deeply in the book, which is so important

0:50:55.800 --> 0:50:59.160
<v Speaker 2>I think with boys too, know, the young men that

0:50:59.200 --> 0:51:02.000
<v Speaker 2>I've been around and when I talked to my mother

0:51:02.040 --> 0:51:03.799
<v Speaker 2>in law about my husband and when he was a

0:51:03.840 --> 0:51:06.800
<v Speaker 2>teenager and growing up, is that they tend to communicate

0:51:06.840 --> 0:51:10.560
<v Speaker 2>a lot less than girls and disclose how they feel

0:51:10.760 --> 0:51:13.960
<v Speaker 2>and able to verbalize their emotions. And I mean she

0:51:14.120 --> 0:51:17.040
<v Speaker 2>has three sons, each of them are a different experience,

0:51:17.080 --> 0:51:19.719
<v Speaker 2>but just talking about one in particular, yeah, the one

0:51:19.719 --> 0:51:22.600
<v Speaker 2>that I live with, and men like I just feel

0:51:22.600 --> 0:51:26.640
<v Speaker 2>like in particular, in general, men struggle to share emotions

0:51:26.840 --> 0:51:30.280
<v Speaker 2>and communicate more than women do. And are you finding

0:51:30.320 --> 0:51:33.759
<v Speaker 2>that can be an underlying issue with some of the

0:51:33.800 --> 0:51:36.400
<v Speaker 2>bigger issues that boys are encountering in their lives.

0:51:36.920 --> 0:51:41.640
<v Speaker 1>This is partly a skills issue. Unfortunately. The research shows

0:51:41.680 --> 0:51:47.640
<v Speaker 1>that when we're emotionally inarticulate, when we're emotionally illiterate, the

0:51:47.760 --> 0:51:50.200
<v Speaker 1>risk of depression goes up, the risk of anxiety goes up,

0:51:50.440 --> 0:51:54.719
<v Speaker 1>the risk of suicide skyrockets because we're feeling these things

0:51:54.800 --> 0:51:58.040
<v Speaker 1>and we don't know how to communicate them properly. And men,

0:51:58.120 --> 0:52:02.200
<v Speaker 1>far more than women struggle with that, particularly men in

0:52:02.239 --> 0:52:08.480
<v Speaker 1>their forties and fifties. They're the cohort typically in most

0:52:08.560 --> 0:52:11.520
<v Speaker 1>nations that are most likely to die by suicide. But

0:52:11.600 --> 0:52:13.040
<v Speaker 1>you think about it, I'm a let's say I'm a

0:52:13.120 --> 0:52:15.880
<v Speaker 1>forty or a fifty year old man, and I haven't

0:52:15.880 --> 0:52:19.120
<v Speaker 1>been particularly emotionally responsive. I'm a little bit disregulated. I

0:52:19.160 --> 0:52:23.440
<v Speaker 1>show my emotions only when I'm angry. I've had Everything's fine,

0:52:23.719 --> 0:52:29.279
<v Speaker 1>I'm fine, not bad. Everything it's fine, and so and so.

0:52:29.880 --> 0:52:32.240
<v Speaker 1>For whatever reason, I'm not getting along with my wife.

0:52:32.239 --> 0:52:34.000
<v Speaker 1>I'm not getting along with the kids. My wife says,

0:52:34.080 --> 0:52:35.759
<v Speaker 1>let's pull the pin, and I've had enough, let's try

0:52:35.760 --> 0:52:38.479
<v Speaker 1>a separation. Now I'm living on my own in a unit,

0:52:38.520 --> 0:52:40.480
<v Speaker 1>so my relationship need I don't have anyone around me

0:52:40.520 --> 0:52:42.719
<v Speaker 1>because all of my friends were actually the husbands of

0:52:42.760 --> 0:52:46.240
<v Speaker 1>my wife's friends, because that's often how it goes for guys.

0:52:47.440 --> 0:52:49.959
<v Speaker 1>So I'm relationally that needs not being supported. I'm feeling

0:52:49.960 --> 0:52:53.680
<v Speaker 1>incoonfident because my relationships are a mess and the rug's

0:52:53.680 --> 0:52:55.560
<v Speaker 1>been pulled out from under me. I didn't choose this, this

0:52:55.520 --> 0:52:58.680
<v Speaker 1>has been done to me, and so my basic psychological

0:52:58.760 --> 0:53:03.680
<v Speaker 1>needs through the floor. And then I start drinking too

0:53:03.719 --> 0:53:06.359
<v Speaker 1>much alcohol. Maybe I start taking other substances as well.

0:53:06.400 --> 0:53:09.280
<v Speaker 1>I probably get way too involved with pornography, but basically

0:53:09.320 --> 0:53:12.040
<v Speaker 1>I'm just feeling like I'm crap. And this is why

0:53:12.040 --> 0:53:13.960
<v Speaker 1>we see so many men in their forties and fifty

0:53:14.000 --> 0:53:18.960
<v Speaker 1>struggling if if we can help boys and men. A

0:53:19.000 --> 0:53:21.360
<v Speaker 1>lot of people say, oh, you're feminizing boys by getting

0:53:21.400 --> 0:53:23.000
<v Speaker 1>to talk about their emotions. You don't have to talk

0:53:23.000 --> 0:53:26.120
<v Speaker 1>about your emotions. What you do need is an environment

0:53:26.200 --> 0:53:29.040
<v Speaker 1>where you feel safe and secure and to.

0:53:29.040 --> 0:53:31.600
<v Speaker 2>Be able to verbalize what is going on in here,

0:53:32.280 --> 0:53:35.000
<v Speaker 2>so it's no longer just simmering inside. And I think

0:53:35.040 --> 0:53:37.120
<v Speaker 2>a lot of the problem comes from when it's simmering

0:53:37.160 --> 0:53:40.960
<v Speaker 2>inside and people around you are unsure of what's actually

0:53:40.960 --> 0:53:43.440
<v Speaker 2>going on. What are they thinking? Is it about me?

0:53:43.760 --> 0:53:48.200
<v Speaker 2>Is it something else? Can I help? Yeah, that conversation

0:53:48.400 --> 0:53:49.120
<v Speaker 2>is so important.

0:53:49.480 --> 0:53:51.319
<v Speaker 1>We're moving away from parenting a little bit here, but

0:53:51.600 --> 0:53:55.160
<v Speaker 1>it's worth relationship. Yeah, it's worth the boy becomes the

0:53:55.160 --> 0:54:00.239
<v Speaker 1>man males and females. Females already do this naturally, and

0:54:00.280 --> 0:54:02.920
<v Speaker 1>this is why it's tricky because men, whether it's socialized

0:54:03.000 --> 0:54:05.000
<v Speaker 1>or not, whether it's nature or nurture, is irrelevant. Men

0:54:05.080 --> 0:54:09.560
<v Speaker 1>are not naturally predisposed to having these kinds of conversations.

0:54:09.560 --> 0:54:11.080
<v Speaker 1>But if a guy's got a couple of maids that

0:54:11.080 --> 0:54:14.120
<v Speaker 1>he can get together and have productive not beer drinking,

0:54:14.160 --> 0:54:17.680
<v Speaker 1>let's just hate the world. Let's not turn into in

0:54:17.760 --> 0:54:20.200
<v Speaker 1>cells here. But if he's got a couple of mates

0:54:20.200 --> 0:54:23.799
<v Speaker 1>that he can have productive conversations with, that is life.

0:54:23.520 --> 0:54:25.879
<v Speaker 2>Saving, even for teenage boys.

0:54:25.920 --> 0:54:28.880
<v Speaker 1>Absolutely, you know what, it was really interesting going back

0:54:28.920 --> 0:54:32.240
<v Speaker 1>to boys for a sec emotionally when it comes to empathy,

0:54:33.080 --> 0:54:36.080
<v Speaker 1>when boys have this massive testosterone spikes. So there are

0:54:36.080 --> 0:54:39.080
<v Speaker 1>three testosterone spikes in a boy's life that are life changing,

0:54:39.360 --> 0:54:41.560
<v Speaker 1>and this is why boys and girls are different because

0:54:41.560 --> 0:54:44.120
<v Speaker 1>of this, Like this is the hormone that dominates us

0:54:44.160 --> 0:54:44.920
<v Speaker 1>and divides us.

0:54:46.120 --> 0:54:47.440
<v Speaker 2>So what are those age groups?

0:54:47.480 --> 0:54:49.759
<v Speaker 1>First of all in utero, so girls also have a

0:54:49.760 --> 0:54:52.719
<v Speaker 1>testosterone spoken in utero, but boys have two, three, maybe

0:54:52.719 --> 0:54:55.680
<v Speaker 1>even four times as much, just massive explosion and that

0:54:55.719 --> 0:54:58.840
<v Speaker 1>sets the brain on its path. The second one is

0:54:58.840 --> 0:55:02.080
<v Speaker 1>about six months of age, there's this other boom, massive

0:55:02.120 --> 0:55:06.200
<v Speaker 1>explosion of testosterone, and then as puberty, onto the puberty,

0:55:06.480 --> 0:55:09.879
<v Speaker 1>boys at that point have between twenty and thirty times

0:55:09.920 --> 0:55:13.840
<v Speaker 1>the testosterone coursing through their system, as do girls. Twenty

0:55:13.880 --> 0:55:16.719
<v Speaker 1>to thirty times. Right, this is why they turn into

0:55:16.840 --> 0:55:21.239
<v Speaker 1>both heads. What's going on? I don't know, well, why

0:55:21.239 --> 0:55:24.479
<v Speaker 1>did you just hit your brother? Because right? But what's

0:55:24.480 --> 0:55:27.680
<v Speaker 1>going on actually is that their empathy because of this

0:55:27.719 --> 0:55:31.319
<v Speaker 1>testosterone drop. Their empathy as sorry, this testosterone surge, the

0:55:31.360 --> 0:55:35.200
<v Speaker 1>empathy drops. There's two kinds of empathy. There's cognitive empathy, Oh,

0:55:35.239 --> 0:55:39.200
<v Speaker 1>I get how you feel. And there's effective empathy. Oh.

0:55:39.320 --> 0:55:41.160
<v Speaker 1>That must have been so hard. I'm feeling it too.

0:55:41.400 --> 0:55:43.799
<v Speaker 1>I'm crying because you're crying that kind of thing. And

0:55:43.840 --> 0:55:47.880
<v Speaker 1>what the data shows is that for boys, they're cognitive empathy.

0:55:48.480 --> 0:55:51.319
<v Speaker 1>It's kind of steady and low from about the age

0:55:51.360 --> 0:55:54.960
<v Speaker 1>of twelve or thirteen through until their late teams. For

0:55:55.080 --> 0:56:00.839
<v Speaker 1>their affective empathy, the feeling part, it drops once testosterone

0:56:01.080 --> 0:56:03.600
<v Speaker 1>surge hits and it doesn't recover until they're mid to

0:56:03.680 --> 0:56:06.440
<v Speaker 1>late teens. Now, no, it's not like it's absent. We

0:56:06.440 --> 0:56:08.800
<v Speaker 1>can still teach empathy, and in fact, I would argue

0:56:08.840 --> 0:56:12.520
<v Speaker 1>it's even more important that we do. But this kind

0:56:12.560 --> 0:56:14.799
<v Speaker 1>of explains why when you say to your teenager you

0:56:14.880 --> 0:56:19.520
<v Speaker 1>need to talk like or why did you how do

0:56:19.520 --> 0:56:21.200
<v Speaker 1>you think your sister feels when you call her that

0:56:21.320 --> 0:56:27.319
<v Speaker 1>name and part of it. He kind of does know,

0:56:27.440 --> 0:56:29.239
<v Speaker 1>but he doesn't care enough to bother putting in the

0:56:29.239 --> 0:56:33.120
<v Speaker 1>effort to explore it, because the empathy is solo. It's

0:56:33.120 --> 0:56:35.640
<v Speaker 1>fascinating everything that's going on with our boys versus our

0:56:35.680 --> 0:56:37.560
<v Speaker 1>girls as they as they grow up, and then you

0:56:37.680 --> 0:56:39.600
<v Speaker 1>chucking technology and all that sort of thing, and it

0:56:39.640 --> 0:56:40.960
<v Speaker 1>just expounds the time.

0:56:41.360 --> 0:56:45.799
<v Speaker 2>Yeah, so interesting. I'm very impressed with your ability to

0:56:45.880 --> 0:56:47.920
<v Speaker 2>retain statistical information.

0:56:48.360 --> 0:56:52.799
<v Speaker 1>I must be really smart. No such thing, but if

0:56:52.840 --> 0:56:53.640
<v Speaker 1>it matters that you.

0:56:53.560 --> 0:56:56.200
<v Speaker 2>Are throwing out, it's so interesting to know that you

0:56:56.719 --> 0:56:57.360
<v Speaker 2>retain all of that.

0:56:57.800 --> 0:56:59.960
<v Speaker 1>But that's because it matters, right, And because it matters,

0:56:59.960 --> 0:57:00.960
<v Speaker 1>you just learn it.

0:57:01.719 --> 0:57:04.359
<v Speaker 2>Justin what does a happy family look like?

0:57:04.600 --> 0:57:08.640
<v Speaker 1>Oh? Three l's three l's love limits laughter. Love is

0:57:08.920 --> 0:57:13.319
<v Speaker 1>very the very core, right, Like there's this saying. I

0:57:13.320 --> 0:57:15.799
<v Speaker 1>don't know who invented it. Who invented word for saying?

0:57:15.800 --> 0:57:17.720
<v Speaker 1>I don't know who coined the phrase first. It's been

0:57:17.760 --> 0:57:21.360
<v Speaker 1>around for decades, like fifty sixty seventy years, but somebody

0:57:21.520 --> 0:57:28.920
<v Speaker 1>once said to a child, love is spelled t im,

0:57:29.040 --> 0:57:31.440
<v Speaker 1>Like I get weepy thinking about it. I get really

0:57:31.440 --> 0:57:34.360
<v Speaker 1>emotional about it, because when you think about the very

0:57:34.360 --> 0:57:36.440
<v Speaker 1>best times. If you ask your kids what are the

0:57:36.440 --> 0:57:40.080
<v Speaker 1>best times we've had together, They're never They're never gonna

0:57:40.120 --> 0:57:41.880
<v Speaker 1>look at him and say about last weekend when we

0:57:41.920 --> 0:57:44.520
<v Speaker 1>all watched YouTube, Oh, that was the best. Or we

0:57:44.560 --> 0:57:46.040
<v Speaker 1>went to our rooms and we got the game for

0:57:46.080 --> 0:57:47.840
<v Speaker 1>an hour. That was the best day of my life.

0:57:48.080 --> 0:57:51.120
<v Speaker 1>I don't say that. They say that time that we

0:57:51.200 --> 0:57:53.480
<v Speaker 1>went for the walk along the beach and we found

0:57:53.480 --> 0:57:56.400
<v Speaker 1>the thing and we had the adventure, or the holiday

0:57:56.400 --> 0:57:59.920
<v Speaker 1>that we went on, or I remember one dad he

0:58:00.600 --> 0:58:02.800
<v Speaker 1>had a little consult with me back when I still

0:58:02.800 --> 0:58:05.880
<v Speaker 1>one on one stuff. His family was struggling, and I said,

0:58:05.880 --> 0:58:07.520
<v Speaker 1>why don't we just why don't we just talk to

0:58:07.520 --> 0:58:09.400
<v Speaker 1>the kids about the best thing in their day each

0:58:09.480 --> 0:58:11.960
<v Speaker 1>day at the dinner table. Let's just try that. And

0:58:11.960 --> 0:58:15.600
<v Speaker 1>he asked his daughter, what's the what's been the best time,

0:58:15.680 --> 0:58:18.160
<v Speaker 1>the best thing in your day to day? And she

0:58:18.280 --> 0:58:20.720
<v Speaker 1>was like, right now, I know I'm getting where you beat.

0:58:20.720 --> 0:58:25.200
<v Speaker 1>Stop it. And so love, love is vital. There's there's

0:58:25.200 --> 0:58:26.520
<v Speaker 1>one more thing that I want to say about love,

0:58:27.200 --> 0:58:28.760
<v Speaker 1>because sometimes we look at our kids and we're like,

0:58:29.240 --> 0:58:31.000
<v Speaker 1>I'm not sure if I love you at all right now,

0:58:31.040 --> 0:58:35.520
<v Speaker 1>Like you're really taking me off. Over the years, my

0:58:35.720 --> 0:58:40.440
<v Speaker 1>children have given me all sorts of challenges because that's

0:58:40.480 --> 0:58:42.480
<v Speaker 1>what kids do. Just because you're a parenting expert doesn't

0:58:42.520 --> 0:58:45.720
<v Speaker 1>mean that you have perfect kids. And I'm far from

0:58:45.760 --> 0:58:50.560
<v Speaker 1>perfect as well. But I learned something when one of

0:58:50.600 --> 0:58:54.280
<v Speaker 1>my children, in particular, they she put me through the

0:58:54.360 --> 0:58:58.040
<v Speaker 1>ring in a way that I just have never experienced.

0:58:58.080 --> 0:59:00.280
<v Speaker 1>This was the hardest two or three months that I

0:59:00.360 --> 0:59:02.600
<v Speaker 1>might have ever enjoyed in my life. Clylie and I

0:59:02.600 --> 0:59:05.920
<v Speaker 1>were like like we were questioning everything, questioning our marriage,

0:59:05.960 --> 0:59:09.520
<v Speaker 1>like this was just exploding around us. And I'm thinking,

0:59:10.520 --> 0:59:12.439
<v Speaker 1>I teach this stuff for a living, and I don't

0:59:12.480 --> 0:59:14.720
<v Speaker 1>know how to deal with this, Like what what did

0:59:14.720 --> 0:59:20.360
<v Speaker 1>everyone else do? At around about the three month mark

0:59:20.640 --> 0:59:25.920
<v Speaker 1>in this ongoing saga with this child, I had this realization,

0:59:26.640 --> 0:59:30.800
<v Speaker 1>and it was that she felt judged, she felt evaluated,

0:59:30.840 --> 0:59:32.880
<v Speaker 1>She felt like there was too much correction and direction.

0:59:32.960 --> 0:59:35.640
<v Speaker 1>She felt like she wasn't allowed to be herself. And

0:59:35.680 --> 0:59:39.920
<v Speaker 1>I was at the I was the problem here. I

0:59:40.000 --> 0:59:42.080
<v Speaker 1>am pointing a finger at her and saying you're the problem.

0:59:42.480 --> 0:59:45.320
<v Speaker 1>And I was teaching a seminar about love, limits and laughter,

0:59:46.120 --> 0:59:48.520
<v Speaker 1>and I thought, she's not feeling love. I can say

0:59:48.560 --> 0:59:50.360
<v Speaker 1>I love her all day long, but if she's not

0:59:50.400 --> 0:59:52.520
<v Speaker 1>feeling the love, the fact that I love her is

0:59:52.520 --> 0:59:54.640
<v Speaker 1>irrelevant because she's not feeling it.

0:59:55.000 --> 0:59:55.160
<v Speaker 2>Right.

0:59:55.440 --> 0:59:57.560
<v Speaker 1>So I sat down with her and I said, I've

0:59:57.560 --> 0:59:59.000
<v Speaker 1>made a pretty big mess of things for the last

0:59:59.000 --> 1:00:01.760
<v Speaker 1>couple of months, and here's what I need you to know.

1:00:02.680 --> 1:00:04.520
<v Speaker 1>And then I share with the three most important words

1:00:04.520 --> 1:00:06.480
<v Speaker 1>that any parent can ever hear there, any child can

1:00:06.520 --> 1:00:08.720
<v Speaker 1>ever hear their parents say. And those three words are

1:00:08.920 --> 1:00:13.800
<v Speaker 1>I love you. No no, bird, oh no, No, it's

1:00:13.840 --> 1:00:16.360
<v Speaker 1>not I love you. It's the three words that come next.

1:00:17.440 --> 1:00:19.480
<v Speaker 1>I said to her, I need you to know I

1:00:19.520 --> 1:00:29.720
<v Speaker 1>love you no matter what, absolutely, unquestionably, in every way,

1:00:30.400 --> 1:00:32.400
<v Speaker 1>regardless of anything that happens.

1:00:32.480 --> 1:00:34.160
<v Speaker 2>And there's a huge difference, isn't it.

1:00:34.360 --> 1:00:37.320
<v Speaker 1>Yeah, unconditionally. Some people like, oh, there's a difference being

1:00:37.360 --> 1:00:39.880
<v Speaker 1>conditional and unconditional love. No, there's not. If your love

1:00:39.920 --> 1:00:43.920
<v Speaker 1>is conditional, it's not love. So hopefully that's something that

1:00:43.960 --> 1:00:46.320
<v Speaker 1>you can't un hear, right, I love you no matter what.

1:00:46.760 --> 1:00:49.560
<v Speaker 1>And I've used that line more times than I can

1:00:49.560 --> 1:00:52.320
<v Speaker 1>count over the last ten or fifteen years with all

1:00:52.360 --> 1:00:56.760
<v Speaker 1>my kids, especially when they don't deserve it like at

1:00:56.800 --> 1:01:00.360
<v Speaker 1>the hardest times. Recently, I had the opportunity to say

1:01:00.480 --> 1:01:02.680
<v Speaker 1>not just that to one of my children, but she said, yeah,

1:01:02.680 --> 1:01:05.400
<v Speaker 1>but Dad, I've made this mistake that I've made is

1:01:05.440 --> 1:01:08.080
<v Speaker 1>so big. And she held out her arms like she

1:01:08.200 --> 1:01:09.760
<v Speaker 1>was showing me how big it was, like, this is

1:01:09.760 --> 1:01:11.400
<v Speaker 1>how big the fish I caught was that kind of thing.

1:01:11.920 --> 1:01:14.320
<v Speaker 1>And I said, that is a that is a really

1:01:14.360 --> 1:01:18.560
<v Speaker 1>big mistake, like that is a big, big error. And

1:01:18.600 --> 1:01:21.440
<v Speaker 1>I said I've got some good news for you, and

1:01:21.480 --> 1:01:23.600
<v Speaker 1>she's like what And then I put my arms out

1:01:23.600 --> 1:01:26.160
<v Speaker 1>as why as they go, Oh gosh, I'm getting weeping,

1:01:26.560 --> 1:01:29.160
<v Speaker 1>And I said to her, your mistake is this big,

1:01:29.600 --> 1:01:30.240
<v Speaker 1>but my.

1:01:30.520 --> 1:01:34.040
<v Speaker 4>Love for you is this big. It's a big ache. Yeah,

1:01:34.080 --> 1:01:37.040
<v Speaker 4>so I can I can envelop you and the mistake

1:01:37.120 --> 1:01:41.120
<v Speaker 4>and we're still good. And so when I say kids

1:01:41.440 --> 1:01:43.920
<v Speaker 4>need love to thrive. That's what makes a happy family,

1:01:44.480 --> 1:01:46.320
<v Speaker 4>Oh my goodness, they need that. You don't always have

1:01:46.320 --> 1:01:48.720
<v Speaker 4>to be soppy and make people like me cry because

1:01:48.720 --> 1:01:49.320
<v Speaker 4>of the stories.

1:01:49.400 --> 1:01:52.000
<v Speaker 2>Feel so bad because I came in here feeling so

1:01:52.280 --> 1:01:54.400
<v Speaker 2>loved and now I've made you cry.

1:01:54.840 --> 1:01:57.200
<v Speaker 1>I'm sniffling into the microphone as well. That's disgusting.

1:01:57.280 --> 1:01:59.280
<v Speaker 2>So beautiful to see your dad wearing his heart on

1:01:59.320 --> 1:02:02.240
<v Speaker 2>his sleeve like this and cherry. It is absolutely a

1:02:02.320 --> 1:02:06.600
<v Speaker 2>moment that I won't forget seeing it's beautiful.

1:02:06.840 --> 1:02:09.600
<v Speaker 1>So anyway, we have to have limits, and we set

1:02:09.600 --> 1:02:12.760
<v Speaker 1>limits better when we set limits together rather than autocratically.

1:02:13.800 --> 1:02:16.040
<v Speaker 1>And we have to have laughter. Like the happiest families,

1:02:16.480 --> 1:02:20.040
<v Speaker 1>they have fun. They splash in the water, they go

1:02:20.080 --> 1:02:21.760
<v Speaker 1>to the beach and they go to escape bowl, or

1:02:21.760 --> 1:02:23.120
<v Speaker 1>they throw off frisbee, or they.

1:02:23.600 --> 1:02:25.320
<v Speaker 2>Even light humor in their house.

1:02:25.720 --> 1:02:30.160
<v Speaker 1>Yeah, they tell you. My daughter gave me this one

1:02:30.160 --> 1:02:34.800
<v Speaker 1>the other day. She said, hey, Dad, what's an HD?

1:02:35.680 --> 1:02:37.280
<v Speaker 1>Let me ask you what's an HD?

1:02:37.760 --> 1:02:39.680
<v Speaker 2>I'm asking the questions on this podcast.

1:02:40.440 --> 1:02:43.160
<v Speaker 1>I said, I don't know, and she said, I don't

1:02:43.160 --> 1:02:45.080
<v Speaker 1>know whither. But the doctor said, I've got eighty of them.

1:02:46.280 --> 1:02:50.960
<v Speaker 2>Hang on, got it? Got it. It's terrible, but I

1:02:50.960 --> 1:02:52.120
<v Speaker 2>got it.

1:02:53.360 --> 1:02:56.000
<v Speaker 1>And those kinds of things just so fun. I was

1:02:56.000 --> 1:02:58.080
<v Speaker 1>looking at the ceiling in this podcast studio. I'm sure

1:02:58.080 --> 1:02:59.480
<v Speaker 1>our time is up and I should stop talking, but

1:02:59.520 --> 1:03:02.200
<v Speaker 1>I was looking at this. I thought, that's a great ceiling.

1:03:03.240 --> 1:03:04.440
<v Speaker 1>I mean, it's not the best in the world, but

1:03:04.440 --> 1:03:05.160
<v Speaker 1>it sure is up there.

1:03:05.280 --> 1:03:07.040
<v Speaker 2>What I haven't even looked up. Thank you for making

1:03:07.040 --> 1:03:09.240
<v Speaker 2>me look up and find a new perspective. And I

1:03:09.240 --> 1:03:10.320
<v Speaker 2>think that's what you've done today.

1:03:10.440 --> 1:03:11.720
<v Speaker 1>You missed the gag though, but I have.

1:03:11.840 --> 1:03:15.640
<v Speaker 2>I'm terrible with and justin if you have to explain

1:03:15.680 --> 1:03:17.840
<v Speaker 2>a joke and means it's not funny, it's not the

1:03:17.880 --> 1:03:19.479
<v Speaker 2>best in the world, but it sure is up there.

1:03:19.960 --> 1:03:22.720
<v Speaker 2>But honestly, I got it. I got it now. I'm sorry,

1:03:23.080 --> 1:03:26.000
<v Speaker 2>is pointing now? Pointing now? But you have given us

1:03:26.000 --> 1:03:29.360
<v Speaker 2>so many different perspectives on parenting and a reframe that

1:03:29.440 --> 1:03:32.240
<v Speaker 2>I think so many of us need sometimes And for me,

1:03:32.520 --> 1:03:36.520
<v Speaker 2>you know, big takeaways are asking questions, getting children involved

1:03:36.520 --> 1:03:40.520
<v Speaker 2>in decision making, making them see what the right pathway

1:03:40.600 --> 1:03:42.960
<v Speaker 2>is for them by asking the right questions, and of

1:03:43.000 --> 1:03:46.000
<v Speaker 2>course showing them so much love. As you know the

1:03:46.080 --> 1:03:48.120
<v Speaker 2>name of the podcast, it's things you can on here

1:03:48.240 --> 1:03:50.880
<v Speaker 2>and I want you to share just in wrapping up,

1:03:51.000 --> 1:03:54.040
<v Speaker 2>one thing is you can't unhear moment that you had

1:03:54.120 --> 1:03:57.840
<v Speaker 2>that you learned about parenthood that changed the way that

1:03:57.920 --> 1:03:59.280
<v Speaker 2>you saw the world.

1:03:59.480 --> 1:04:00.880
<v Speaker 1>Yeah, I think has got to be the no matter

1:04:00.920 --> 1:04:03.920
<v Speaker 1>what stuff, of all the things that I say, of

1:04:04.000 --> 1:04:05.480
<v Speaker 1>all things that I do, all the things that I've

1:04:05.520 --> 1:04:07.240
<v Speaker 1>learned of everything that the kids have put me through.

1:04:08.560 --> 1:04:12.160
<v Speaker 1>Kids just text you, they try you. There's nothing easy

1:04:12.320 --> 1:04:14.640
<v Speaker 1>about being a parent, so let it be hard, like

1:04:14.960 --> 1:04:18.720
<v Speaker 1>don't fight that. This is what parenting is. And the

1:04:18.760 --> 1:04:20.480
<v Speaker 1>great irony is as you accept that it's going to

1:04:20.480 --> 1:04:22.920
<v Speaker 1>be hard, ironically becomes a lot less hard and you.

1:04:22.880 --> 1:04:26.240
<v Speaker 2>Went back six times so that it's great at the

1:04:26.280 --> 1:04:27.720
<v Speaker 2>same time, right, and love.

1:04:27.600 --> 1:04:29.919
<v Speaker 1>Them no matter what and make sure that they know it.

1:04:30.880 --> 1:04:33.720
<v Speaker 2>Thank you so much for your time today. Please check

1:04:33.760 --> 1:04:37.960
<v Speaker 2>out doctor Justin Coulson's podcast. It is brilliantly such a

1:04:38.000 --> 1:04:41.640
<v Speaker 2>resource there and I've recently listened to a couple of

1:04:41.640 --> 1:04:44.800
<v Speaker 2>episodes which I wanted to bring up today, but they're

1:04:44.880 --> 1:04:48.360
<v Speaker 2>all completely new topics that I think we should be

1:04:48.400 --> 1:04:54.520
<v Speaker 2>delving into around schooling systems, ADHD, medication, boys, and so

1:04:54.640 --> 1:04:56.520
<v Speaker 2>much more. Again, thank you so much for.

1:04:56.440 --> 1:04:57.440
<v Speaker 1>Your time, so much.

1:04:58.560 --> 1:05:01.040
<v Speaker 2>Thanks for listening to the show. What did you think

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<v Speaker 2>and what did you feel? Let us know by leaving

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<v Speaker 2>me a message on the things you can't unhear Instagram

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<v Speaker 2>community page and if you can give us some rating

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<v Speaker 2>glove on your favorite listening platform.