1 00:00:01,160 --> 00:00:03,920 Speaker 1: This is the Happy Families podcast with doctor Justin Coulson. 2 00:00:03,960 --> 00:00:06,400 Speaker 1: We are lukin, Susie, and this is the podcast for 3 00:00:06,640 --> 00:00:09,680 Speaker 1: time poor parents who just want answers. Now. 4 00:00:10,039 --> 00:00:12,440 Speaker 2: We're so thankful to everybody who's written some questions through 5 00:00:12,480 --> 00:00:15,240 Speaker 2: to the show. Doctor Justin Coilson's going to be joining 6 00:00:15,280 --> 00:00:18,560 Speaker 2: us shortly to answer three people's question in one go. 7 00:00:19,000 --> 00:00:21,000 Speaker 2: We think they're themed enough to be able to get 8 00:00:21,000 --> 00:00:23,279 Speaker 2: that all hit out in one session. 9 00:00:23,720 --> 00:00:25,759 Speaker 3: That's the goal song I'm going to do it in. 10 00:00:25,880 --> 00:00:32,159 Speaker 1: So that's amazing. Can't be your backup answer. It's all 11 00:00:32,200 --> 00:00:37,000 Speaker 1: about boundaries. It's all about getting our kids, teenagers in particular, 12 00:00:37,159 --> 00:00:39,120 Speaker 1: to do us. They're darn well told Susie. 13 00:00:39,120 --> 00:00:41,400 Speaker 2: Doctor Dustin Coulson is joining us in the studio as 14 00:00:41,440 --> 00:00:43,879 Speaker 2: we answer questions that have come through from Sandra, from 15 00:00:44,000 --> 00:00:47,360 Speaker 2: nemin and from Amy who said, asked about boundaries. 16 00:00:47,400 --> 00:00:48,880 Speaker 1: So let's look at all these individual questions. 17 00:00:48,920 --> 00:00:49,160 Speaker 3: Okay. 18 00:00:49,159 --> 00:00:51,839 Speaker 2: Sandra said, enforcing boundaries for eighteen year olds is something 19 00:00:51,920 --> 00:00:52,800 Speaker 2: she'd like to discuss. 20 00:00:53,200 --> 00:00:55,200 Speaker 1: The mean says, what strategies can you adopt to get 21 00:00:55,200 --> 00:00:57,280 Speaker 1: an eleven year old to put down the iPad without 22 00:00:57,320 --> 00:00:58,400 Speaker 1: saying because. 23 00:00:58,080 --> 00:01:01,520 Speaker 2: I've had and Amy's after any thing helpful for teenagers, 24 00:01:01,640 --> 00:01:04,280 Speaker 2: just after what boundaries worked and what didn't. 25 00:01:04,400 --> 00:01:07,240 Speaker 1: Yep, So doctor Justin Gilson all this together because it's 26 00:01:07,240 --> 00:01:10,480 Speaker 1: about boundaries. It's about getting our teenagers to understand the 27 00:01:10,560 --> 00:01:12,440 Speaker 1: right thing to do, to be responsive to it without 28 00:01:12,480 --> 00:01:14,959 Speaker 1: us having to lose our mind and our hair at 29 00:01:15,000 --> 00:01:15,520 Speaker 1: the same time. 30 00:01:15,560 --> 00:01:17,160 Speaker 3: Okay, so I'm going to ask you to do something, 31 00:01:17,200 --> 00:01:18,720 Speaker 3: and if you're driving, this is going to be hard. 32 00:01:18,800 --> 00:01:21,200 Speaker 3: But draw a house for me. Okay, grab a pen, 33 00:01:21,280 --> 00:01:24,000 Speaker 3: grab a paper. There we go. Susie's getting hers out 34 00:01:24,080 --> 00:01:28,160 Speaker 3: right now. Luke, you're being creative on the computer. That's extraordinary. 35 00:01:28,920 --> 00:01:30,920 Speaker 3: So I do this all the time. When people are saying, look, 36 00:01:30,920 --> 00:01:33,320 Speaker 3: we're having discipline problems, we're having limits setting problems, we're 37 00:01:33,360 --> 00:01:36,600 Speaker 3: having boundary problems. The first thing I say is could 38 00:01:36,600 --> 00:01:39,919 Speaker 3: you please draw a picture of a house? And Susie, 39 00:01:39,920 --> 00:01:41,959 Speaker 3: could you just show me your picture? And by the way, 40 00:01:41,959 --> 00:01:45,520 Speaker 3: if you're driving, don't draw a house. Just do it 41 00:01:45,560 --> 00:01:47,720 Speaker 3: in your head. It can be dangerous to do it. 42 00:01:47,880 --> 00:01:51,520 Speaker 3: Susie's done what pretty much one hundred percent of people 43 00:01:51,560 --> 00:01:53,000 Speaker 3: do when I ask for this, And Luke, I'm watching 44 00:01:53,000 --> 00:01:54,680 Speaker 3: what you're doing on the computer, and it's the same. 45 00:01:55,360 --> 00:01:59,120 Speaker 3: It's a square with a triangle on top, and a 46 00:01:59,160 --> 00:02:02,560 Speaker 3: couple of windows with crosses in them, and a rectangular door. 47 00:02:02,600 --> 00:02:05,000 Speaker 3: And you've both even drawn the chimney with the smoke 48 00:02:05,040 --> 00:02:10,640 Speaker 3: coming up. We live in Australia, nobody has especially with 49 00:02:10,720 --> 00:02:14,000 Speaker 3: I mean, okay, some people have chimneys. But why are 50 00:02:14,000 --> 00:02:17,440 Speaker 3: we drawing the same house that we drew when we 51 00:02:17,440 --> 00:02:17,919 Speaker 3: were six? 52 00:02:19,680 --> 00:02:24,079 Speaker 1: Oh? Come on, that just makes my art feel bad. Okay, 53 00:02:24,120 --> 00:02:25,839 Speaker 1: well it's a very good point. That is my six 54 00:02:25,880 --> 00:02:26,399 Speaker 1: year old house. 55 00:02:27,160 --> 00:02:29,080 Speaker 3: And because you did it on the computer, it actually 56 00:02:29,120 --> 00:02:32,240 Speaker 3: looks like a six year old drew it. Why are 57 00:02:32,240 --> 00:02:34,480 Speaker 3: we drawing the same house that we drew? And six 58 00:02:34,520 --> 00:02:36,760 Speaker 3: and people who are in the car right now you 59 00:02:36,800 --> 00:02:40,080 Speaker 3: know your head you picture the same thing. A couple 60 00:02:40,120 --> 00:02:41,520 Speaker 3: of quick answers. What have you got for me? 61 00:02:43,320 --> 00:02:44,480 Speaker 1: I haven't ever grown up. 62 00:02:45,600 --> 00:02:48,480 Speaker 2: My artistic skills really haven't progressed since. 63 00:02:48,320 --> 00:02:50,880 Speaker 3: I so we've got lack of maturity and lack of talent. 64 00:02:51,480 --> 00:02:52,239 Speaker 3: Why else. 65 00:02:53,600 --> 00:02:54,560 Speaker 2: It's quick and easy. 66 00:02:54,840 --> 00:02:57,640 Speaker 3: It's quick, it's easy. There's super answers. Can you think 67 00:02:57,680 --> 00:02:58,560 Speaker 3: of one or two more? 68 00:02:59,360 --> 00:03:03,760 Speaker 1: Because it's it's just the trigger, like that's just drawing 69 00:03:03,840 --> 00:03:05,640 Speaker 1: a house that's just whatever does is. 70 00:03:06,080 --> 00:03:08,520 Speaker 3: Yeah. Now, now, one time, I mean I've done this 71 00:03:08,560 --> 00:03:12,040 Speaker 3: activity with probably thirty or forty thousand parents over the years. 72 00:03:12,440 --> 00:03:15,560 Speaker 3: One time somebody drew a gorgeous home in the same 73 00:03:15,560 --> 00:03:17,799 Speaker 3: amount of time that I gave you, and I said, 74 00:03:17,840 --> 00:03:19,440 Speaker 3: my goodness, how did you do that? And he smiled 75 00:03:19,440 --> 00:03:23,200 Speaker 3: and said, I'm an architect because he's actually developed the 76 00:03:23,320 --> 00:03:27,120 Speaker 3: skill and he sees things differently. Now, we discipline our 77 00:03:27,200 --> 00:03:29,919 Speaker 3: kids the same way that we draw houses, whether they're 78 00:03:29,960 --> 00:03:33,160 Speaker 3: teenagers or toddlers. You think about it, we go for 79 00:03:33,200 --> 00:03:36,440 Speaker 3: what's quick and easy. We do it because we don't 80 00:03:36,440 --> 00:03:39,240 Speaker 3: have any better skills. We just haven't grown up. And 81 00:03:39,720 --> 00:03:43,760 Speaker 3: when you think about discipline, what's the average Australian parent 82 00:03:43,840 --> 00:03:46,160 Speaker 3: think when they think about discipline. 83 00:03:45,600 --> 00:03:47,560 Speaker 2: Taking something away, putting him in time. 84 00:03:47,400 --> 00:03:51,960 Speaker 3: Out, yelling, smacking, with drawing, privileges, time out, okay, And 85 00:03:52,040 --> 00:03:54,320 Speaker 3: all of those things are the quick, easy option where 86 00:03:54,320 --> 00:03:56,400 Speaker 3: you don't need any perspective, you don't need any compassion, 87 00:03:56,400 --> 00:03:59,280 Speaker 3: you don't need an understanding. You're basically saying, I'm the parent, 88 00:03:59,360 --> 00:04:00,760 Speaker 3: damn it, do as I say. 89 00:04:01,320 --> 00:04:02,680 Speaker 1: And it would it be fair to say that there 90 00:04:02,720 --> 00:04:07,160 Speaker 1: are times both in house drawing, and in disciplining our 91 00:04:07,240 --> 00:04:08,920 Speaker 1: children and getting to do a say where the quick 92 00:04:08,920 --> 00:04:11,760 Speaker 1: option is the best option if they're about to get 93 00:04:11,880 --> 00:04:14,520 Speaker 1: hit by a car. To yell at them to stop 94 00:04:14,720 --> 00:04:17,159 Speaker 1: walking out on the street might be the quick option, 95 00:04:17,760 --> 00:04:20,400 Speaker 1: but the appropriate one if you're playing Sure, if you're 96 00:04:20,400 --> 00:04:26,080 Speaker 1: playing the drawing game the dictionary, that picture of a 97 00:04:26,120 --> 00:04:27,279 Speaker 1: house is probably you. 98 00:04:27,440 --> 00:04:29,080 Speaker 3: Were doing that. You were drawing, and I was like, Dictionary, 99 00:04:29,120 --> 00:04:32,800 Speaker 3: I got it. Yes, But let's be really clear. It's 100 00:04:32,839 --> 00:04:34,400 Speaker 3: one thing to yell at the child because they're about 101 00:04:34,400 --> 00:04:35,960 Speaker 3: to get hit by a car. It's another thing altogether 102 00:04:36,080 --> 00:04:38,239 Speaker 3: to hit them because they're about to beget That doesn't 103 00:04:38,279 --> 00:04:39,760 Speaker 3: make sense. You know, there's no need for us to 104 00:04:39,800 --> 00:04:42,359 Speaker 3: be hitting our kids or disciplining them in that way. 105 00:04:42,480 --> 00:04:45,159 Speaker 3: So I want to give you the three e's of 106 00:04:45,160 --> 00:04:48,200 Speaker 3: effective discipline, but I know times against us. So before 107 00:04:48,200 --> 00:04:49,640 Speaker 3: we pause for just a second, then I give you 108 00:04:49,720 --> 00:04:53,080 Speaker 3: the absolute best answer that there is. We just need 109 00:04:53,080 --> 00:04:56,159 Speaker 3: to highlight what discipline is. See, most parents look at 110 00:04:56,200 --> 00:04:59,600 Speaker 3: discipline as punishment. I've got to hurt my child because 111 00:04:59,600 --> 00:05:01,640 Speaker 3: they've done something I don't like, and that will teach 112 00:05:01,680 --> 00:05:06,040 Speaker 3: them a lesson. Doesn't work. The root of discipline comes 113 00:05:06,040 --> 00:05:11,400 Speaker 3: from the Latin discipliner, which means teach, guide, instruct. So 114 00:05:11,440 --> 00:05:13,920 Speaker 3: when you look at all those discipline strategies, the time out, 115 00:05:14,000 --> 00:05:16,840 Speaker 3: the smacking, the yelling, the withdrawing of privileges, all that 116 00:05:16,880 --> 00:05:18,920 Speaker 3: sort of stuff, what does that teach God and instruct 117 00:05:18,960 --> 00:05:22,680 Speaker 3: our children in? It teaches them to be a bully. 118 00:05:23,080 --> 00:05:26,680 Speaker 3: We can do better than that. Teaching, guiding, and instructing. 119 00:05:27,080 --> 00:05:29,919 Speaker 3: That's what the three ees of effective discipline are about. 120 00:05:29,960 --> 00:05:32,000 Speaker 3: And it's the only discipline strategy I teach now because 121 00:05:32,000 --> 00:05:33,279 Speaker 3: it's the best there is. 122 00:05:33,520 --> 00:05:35,560 Speaker 2: You have promised us three ease. 123 00:05:35,800 --> 00:05:38,080 Speaker 3: The three ease of effective discipline, so that you don't 124 00:05:38,080 --> 00:05:40,359 Speaker 3: have to lose your cool. And they call it explain, 125 00:05:40,440 --> 00:05:44,080 Speaker 3: explore and empower. Let me say it again, slowly, explain, explore, 126 00:05:44,400 --> 00:05:49,360 Speaker 3: empower And it works like this. Imagine that the air 127 00:05:49,360 --> 00:05:51,560 Speaker 3: conditioner was on and your kids keep on running in 128 00:05:51,600 --> 00:05:55,000 Speaker 3: and out of the house and leaving the door open. Now, 129 00:05:55,040 --> 00:05:57,760 Speaker 3: the typical parent thing to do is say would you 130 00:05:57,800 --> 00:06:02,200 Speaker 3: close the door? You just said it, without even being prompted. 131 00:06:02,200 --> 00:06:04,479 Speaker 3: It's just would you just shut the door? And that's 132 00:06:04,560 --> 00:06:06,560 Speaker 3: kind of it. And they'll say, but why, You're like, 133 00:06:06,960 --> 00:06:10,359 Speaker 3: because I said so because the air conditioning's on. But 134 00:06:10,440 --> 00:06:13,760 Speaker 3: that doesn't really explain things clearly, especially for a child, 135 00:06:13,760 --> 00:06:16,880 Speaker 3: but sometimes even for an adult. Imagine if you did this, Hey, kids, 136 00:06:16,920 --> 00:06:18,840 Speaker 3: come here for a sec. Every time you're running and 137 00:06:18,839 --> 00:06:21,520 Speaker 3: out of the house, you leave the door open, and 138 00:06:21,560 --> 00:06:23,640 Speaker 3: it does a couple of things that concern me. Number one, 139 00:06:24,240 --> 00:06:25,919 Speaker 3: and let's the flies in, and you know how I 140 00:06:25,920 --> 00:06:29,160 Speaker 3: feel about flies. But number two, we've got the air 141 00:06:29,200 --> 00:06:33,160 Speaker 3: conditioner going, and the air conditioner doesn't keep the house 142 00:06:33,240 --> 00:06:36,960 Speaker 3: warm or cool or whatever unless the doors are closed. 143 00:06:37,400 --> 00:06:39,720 Speaker 3: Would you keep the doors closed for me? Now? Even 144 00:06:39,760 --> 00:06:41,640 Speaker 3: better than that, because once you start talking to the kids, 145 00:06:41,640 --> 00:06:44,600 Speaker 3: you know what they do. They're like, booh, they're talking 146 00:06:44,640 --> 00:06:47,800 Speaker 3: at me. Always do this. You can get them to 147 00:06:47,839 --> 00:06:50,039 Speaker 3: explain it to you. Hey, kids, I need to chat 148 00:06:50,040 --> 00:06:51,600 Speaker 3: with you for a sec. You keep running in and 149 00:06:51,600 --> 00:06:54,000 Speaker 3: out and leaving the door open. I've got a couple 150 00:06:54,080 --> 00:06:55,760 Speaker 3: of reasons that that's concerning me. Can you think of 151 00:06:55,800 --> 00:06:57,880 Speaker 3: why that might be? You get them to explain it 152 00:06:57,920 --> 00:07:00,839 Speaker 3: to you. That's explain. Next is explain. This is where 153 00:07:00,839 --> 00:07:02,480 Speaker 3: we try to get what's going on for our kids. 154 00:07:02,520 --> 00:07:05,640 Speaker 3: So let's say we've got a bag magnet in our house. 155 00:07:05,680 --> 00:07:08,000 Speaker 3: When our kids walk in the door after school, the 156 00:07:08,080 --> 00:07:11,480 Speaker 3: bag magnet quite literally sucks the bag off their shoulders 157 00:07:11,520 --> 00:07:14,320 Speaker 3: that lands right in the doorway. 158 00:07:14,680 --> 00:07:17,400 Speaker 1: What a horrible place to have the bag mane no. 159 00:07:18,880 --> 00:07:21,080 Speaker 3: One as well. I think they come standard with most 160 00:07:21,080 --> 00:07:24,480 Speaker 3: early and so the kids they just drop their bag 161 00:07:24,520 --> 00:07:27,680 Speaker 3: in the doorway. Now I can explain until I'm blue 162 00:07:27,680 --> 00:07:30,600 Speaker 3: in the face, or I can get them to explain 163 00:07:30,600 --> 00:07:32,520 Speaker 3: it to me. But it's also helpful to explore. So 164 00:07:32,560 --> 00:07:35,200 Speaker 3: I might say, I've noticed it every day when we 165 00:07:35,200 --> 00:07:37,560 Speaker 3: get home, you drop your bag in the doorway. Why 166 00:07:37,560 --> 00:07:39,560 Speaker 3: do you do that? Help me to understand why it's 167 00:07:39,560 --> 00:07:41,200 Speaker 3: important for you that you leave your bag where we 168 00:07:41,200 --> 00:07:42,920 Speaker 3: can tread it on a trip on it and lose things. 169 00:07:44,040 --> 00:07:46,080 Speaker 3: And we get to have a conversation where they're like, oh, 170 00:07:46,160 --> 00:07:47,920 Speaker 3: because when I get home, I'm busting go to the toilet, 171 00:07:48,000 --> 00:07:50,440 Speaker 3: or i need food, or I'm distracted with this, and 172 00:07:50,440 --> 00:07:52,960 Speaker 3: we get to explore what's going on. And at that 173 00:07:53,040 --> 00:07:55,040 Speaker 3: point we move to empower, which is where we say, 174 00:07:55,080 --> 00:07:57,320 Speaker 3: all right, so you understand what's important to me because 175 00:07:57,320 --> 00:08:00,120 Speaker 3: I've explained that clearly, or you've explained it to me anyway, 176 00:08:00,720 --> 00:08:04,800 Speaker 3: I understand. I've explored what's going on for you, So 177 00:08:04,920 --> 00:08:07,000 Speaker 3: let me empower you. If you are making the rules, 178 00:08:07,040 --> 00:08:08,480 Speaker 3: what would you do to make this right so that 179 00:08:08,520 --> 00:08:11,640 Speaker 3: everyone was happy? And so we give it to our kids. Now, 180 00:08:11,640 --> 00:08:14,360 Speaker 3: this works with teenagers, It works with boys with Fortnite, 181 00:08:14,400 --> 00:08:17,120 Speaker 3: it works with girls with social media, It works with curfews, 182 00:08:17,120 --> 00:08:20,240 Speaker 3: it works with parties, it works with homework. We explain, 183 00:08:20,480 --> 00:08:24,360 Speaker 3: we explore, we empower. If it doesn't work, then every 184 00:08:24,400 --> 00:08:26,000 Speaker 3: now and again we have to say, look, as the parent, 185 00:08:26,080 --> 00:08:28,240 Speaker 3: I've given you plenty of opportunities. It's not working. I'm 186 00:08:28,280 --> 00:08:30,840 Speaker 3: going to have to take control. And kids respond better 187 00:08:30,880 --> 00:08:33,960 Speaker 3: to us being controlling when we've gone through this process 188 00:08:34,000 --> 00:08:35,679 Speaker 3: than if we just step in and say I've. 189 00:08:35,480 --> 00:08:37,760 Speaker 2: Had it up. Yeah. 190 00:08:36,720 --> 00:08:40,360 Speaker 1: Yeah, I think sometimes though, there's a little bit of 191 00:08:40,400 --> 00:08:43,400 Speaker 1: therapy in being arbitrary and just screaming for you know, 192 00:08:43,480 --> 00:08:46,360 Speaker 1: for unexplained reasons. I think sometimes it makes us feel good. 193 00:08:46,440 --> 00:08:48,880 Speaker 1: Now on the Bag Magnet series, I think I feel 194 00:08:48,880 --> 00:08:51,080 Speaker 1: like recently we've given up on fighting the bag magnet. 195 00:08:51,480 --> 00:08:55,280 Speaker 1: We've just put the bag box right near the door box, 196 00:08:55,840 --> 00:08:57,560 Speaker 1: so we just kick it over a little bit. It'll 197 00:08:57,559 --> 00:08:59,200 Speaker 1: just naturally fall into the bag. 198 00:08:59,160 --> 00:09:01,200 Speaker 3: And you know, it took it's taken years from my 199 00:09:01,280 --> 00:09:04,360 Speaker 3: kids to to put their bags away. But some parents 200 00:09:04,400 --> 00:09:06,480 Speaker 3: will say, I shouldn't have to talk to them about 201 00:09:06,480 --> 00:09:08,199 Speaker 3: this every day, shouldn't have to explain, explore and power 202 00:09:08,240 --> 00:09:10,960 Speaker 3: every day. They should just get it. And at that 203 00:09:11,080 --> 00:09:12,760 Speaker 3: point I sort of say, well, is there anything that 204 00:09:12,800 --> 00:09:16,240 Speaker 3: you look ever have to be reminded of by Susie. Hey, 205 00:09:16,400 --> 00:09:17,240 Speaker 3: we don't have time. 206 00:09:17,960 --> 00:09:20,680 Speaker 1: We don't have time to explore that question. 207 00:09:21,679 --> 00:09:24,120 Speaker 3: I need to end this, explain. 208 00:09:26,679 --> 00:09:30,520 Speaker 1: Actually all in all, honestly, we had a marriage conversation 209 00:09:31,080 --> 00:09:35,640 Speaker 1: about something that I'm consistently not doing or doing that 210 00:09:35,679 --> 00:09:40,400 Speaker 1: makes Susie unhappy. And and we did this explain, explore, 211 00:09:40,440 --> 00:09:42,440 Speaker 1: and empowered, and part of it said I need to 212 00:09:42,480 --> 00:09:45,560 Speaker 1: be reminded of that it's not fair line that she 213 00:09:45,679 --> 00:09:48,280 Speaker 1: just said. And that's because that was the explain. That 214 00:09:48,360 --> 00:09:50,680 Speaker 1: was she she was telling me how she felt that 215 00:09:50,720 --> 00:09:54,240 Speaker 1: it's not fair that I didn't do this, and and 216 00:09:54,240 --> 00:09:56,520 Speaker 1: and that mattered to me. And that's my little trigger 217 00:09:56,559 --> 00:09:59,240 Speaker 1: in my little reminder now to empower me to to 218 00:09:59,320 --> 00:10:01,040 Speaker 1: make better decison down the track. 219 00:10:01,280 --> 00:10:06,040 Speaker 3: I am, I am a child, but you're a change child. 220 00:10:06,920 --> 00:10:09,120 Speaker 2: Either that or maybe we just need to accept that 221 00:10:09,160 --> 00:10:11,880 Speaker 2: our children are humans and treat them as such. 222 00:10:12,280 --> 00:10:15,880 Speaker 1: Doctor Justin Wilson from Justinkilson dot com dot you thanks, 223 00:10:15,960 --> 00:10:16,360 Speaker 1: thanks a. 224 00:10:16,280 --> 00:10:17,160 Speaker 3: Lot, great to do with you. 225 00:10:17,640 --> 00:10:19,800 Speaker 2: If you enjoy the podcast, please take a moment to 226 00:10:19,920 --> 00:10:22,640 Speaker 2: rate it on iTunes. When you do that, it increases 227 00:10:22,679 --> 00:10:25,000 Speaker 2: the visibility of the podcast and helps more people to 228 00:10:25,040 --> 00:10:27,559 Speaker 2: find it. And if you're not a subscriber, jump onto 229 00:10:27,559 --> 00:10:30,120 Speaker 2: Apple Podcasts and subscribe so that you can hear every 230 00:10:30,120 --> 00:10:33,320 Speaker 2: episode as soon as it is uploaded. For more information 231 00:10:33,360 --> 00:10:36,640 Speaker 2: on all of doctor Justin Coulson's books, programs, and podcasts, 232 00:10:36,840 --> 00:10:39,480 Speaker 2: go to Happy Families dot com dot au. Or if 233 00:10:39,480 --> 00:10:41,600 Speaker 2: you'd like to have doctor Justin Colson speak at your 234 00:10:41,640 --> 00:10:49,200 Speaker 2: school or event, go to Justin Coulson dot com