Sharing my podcast on sleep issues. 
If you'd prefer to read about it, read on........

​

​Who has the sleep problem? It is important to first decide whose problem it is because I have sometimes been told that a child has a sleep problem only to find that the child is reluctant to resolve it because the benefits are more attractive than the problem.
 
Now I’m not saying that this is the case in your situation and sometimes things can start one way, with the child simply enjoying that extra time with Mummy or Daddy or it can start another way with a genuine nightmare or being scared of the dark or being alone, but when things have continued to become a pattern we need to examine quite closely whose problem it is. It is then up to that person to do the work.
 
I’m going to cover working with a parent and working with a child here so you have both.
 
First, though, I want you to think back to the first time the behaviour happened. What was going on at that time?
 
Children will be sensitive to situations in the family or in your relationship, that you may think you’re covering up really well. Death of a grandparent, for example, can affect a child more than you’d expect. Their world is very small and their parents and grandparents are people of influence so they will have a huge impact. If, when a grandparent dies, they feel they can’t express their grief because they can see you are upset, they will find other ways to get the extra attention they need. If this behaviour and the associated attention gives them that comfort, the habit may continue       because it’s now become a pattern that feels reassuring.
 
So, think about when it started. What happened just before? You may need to spend time discussing that with them and allowing them time now to express that grief or loss.
 
What happens is that a situation, issue or event can get associated with a behaviour such that until the issue is resolved, the behaviour will continue.
 
Children get stuck in patterns of behaviour that become reassuring because they are familiar and they can’t imagine another option. We can use visualisation to help with this. First, it’s helpful to know if your child is visual, auditory or kinaesthetic. A visual child notices what they see, they have great imagination, tend to be very creative and will be the first to notice if you change your appearance in any way. An auditory child will be more verbal, chatty, will probably love music and notice sounds and what’s said rather than what they see. A kinaesthetic child is active, fidgety and wants to be on the move.
 
Their language patterns will be different. Even if you find your child may have aspects of all three – visual, auditory and kinaesthetic – they will have a preference. Visual children tend to use words like look, see, imagine, watch, notice. Auditory preferences will be; sound, noise, hear, listen. Kinaesthetic preference will be any action or ‘doing’ word. Kinaesthetic children tend to be more physical too, wanting touch and cuddles. Comfort is very important so being too hot or cold in bed will affect them.
 
The reason I’m telling you about this is that it will help you know what to say to reassure them and to know what their focus is likely to be. An auditory child will notice every little creak and noise in the house. A visual child is likely to be more aware of the dark or indeed, light coming through a blind or curtain in the summer when they are trying to sleep and a kinaesthetic child will notice an uncomfortable bed, being too hot or cold or will want the extra cuddles.
 
When reassuring them, pay attention to their language pattern, for example:
 
Visual child
-       I’d like to see you tucked up in bed with the light off when I look in on you later
-       Have a look at your clock when you wake up, if it’s a number smaller than 7, read your book or draw a picture and I’ll look at it when I see you
 
Auditory child
-       I can hear that you are not in bed yet, I told you it’s time for bed, did you hear me?
-       Can you tell me when you’re ready for me to say goodnight
 
Kinaesthetic child
-       Get into bed, get a move on, you can do it! I’ll come in for a cuddle when you’re in bed
-       How quickly can you get ready for bed, shall I time you?
 
Obviously you know your own child so you can create your own versions with which to experiment.
 
Do your children believe you when you either threaten them or bribe them? Do they take you seriously when you tell them you want them to go to bed?
 
I’ve noticed that parents talk very differently to their children than to colleagues at work and of course they do, it’s natural. However, when your child is not listening or is not doing what you’ve asked, it’s a good idea to test out your work voice! After all, if you always do what you’ve always done, you will always get what you’ve always got. The difference is the belief behind the voice. Your work voice is delivered with the belief that you will be heard and what you ask will be done. Is your home voice asking your child to go to bed, delivered with the belief that it won’t be listened to and what you ask will be ignored?
 
Have a go at this yourself.
 
Use the voice recorder on your smartphone and record various versions of an instruction regarding the going to bed routine or the waking up during the night and not going back to sleep routine, whichever you have problems with.
 
Version 1 – How you normally say it (you may want to check with your partner if this is how you say it).
 
Version 2 – How you would say it, if you were asking someone to do something at work.
 
Version 3 – With the belief that you deserve to be heard and that you expect to be obeyed.
 
Listen back to your recordings. What do you notice? Experiment with them and perfect the most effective rendition.
 
Remember, making good eye contact is important and combine it with your child’s preferred language pattern.
 
Do you tell them what you DO want or what you DON’T want?
 
Example
 
I had a client who came to see me, very tired. Her daughter came into their room every night, got into their bed so she ended up sleeping on the floor because her daughter’s bed was too small.
 
She said, “Every night when I put her to bed, I tell her DO NOT COME INTO OUR ROOM, but every night she does.”
 
“What do you want her to do?” I asked.
 
She repeated that she did not want her to come into their room.
 
I then said, “If you always do what you’ve always done, you’ll always get what you’ve always got”. But still she insisted that she did NOT want her daughter to come into their room.
 
It’s easy to get stuck in a rut, focusing on what you don’t want and it can be hard to change.
 
I had to make it really clear before she eventually got it. I said, “I know you don’t want her to come into your room, but what DO you want instead?”
 
At last she realised and said, “I suppose I want her to stay in her own room”. I asked if she’d ever asked her to do that and she admitted that she hadn’t.
 
The next day, she sent me an email confirming that her daughter had stayed in her own room for the first time and everyone had woken up feeling refreshed for a change.
 
It is much easier for children to follow what we call a ‘towards’ instruction of what we DO want.
 
If you don’t believe me…
 
…DON’T THINK ABOUT PINK ELEPHANTS!
 
What are you thinking about?
 
Exactly.

There's a whole chapter in the book about how you can help your child including activities and EFT tapping scripts. Happy #worldsleepday 

You can buy my book on Amazon of course, bookshops and Book Depository. 

Do you ever get mad at yourself because you are struggling with something so easy? 

I do. 

It could be something like trying to thread a needle, work out how to use a new piece of software or how to express yourself in a difficult email. Maybe you're looking at competitive quotes for utilities or insurance? My hubbie has been doing that recently and I could hear him getting very annoyed at complicated it was. 

My current struggle is with some writing software called Scrivener. No I know that plenty of writers use it, there are lots of helpful You Tube videos and a tutorial on the website but nevertheless I am struggling to work out how to create new documents and where to put the website links for research. My novel is set in Victorian England and I have lots of research resources I want to access easily. 

I look at it, but in no time I want to give up. 

This morning I was out cycling with one of my cycling group, Paul, and we were discussing electric bikes and the idea of my getting one in order to help me up some of the steeper hills. It occurred to me that this was a nice easy (if expensive) option. 

But Paul said "You always seem to get up even the steepest hill" to which I replied "yes eventually". Then I thought about how I do this. 

One of the NLP principles is that we have our model of success somewhere, we just need to find it because 'we already have all the resources we need'. 

So how do I manage to cycle uphill?

The thing to do is to look at the structure and break it into steps.

1. I go down to the lowest gear I have.
2. I focus on the road just in front of my front tyre - if I looked at the top of the hill I would probably give up! I need to take it in baby steps. 
3. I maintain an even rhythm and listen to the sound of the tyres on the road or track, like it was music.
4. I might even make up a little song or rhyme to jolly myself along.
5. I notice how well I'm doing and imagine how great I'll feel when I get to the top and join my cycling pals.
6. I get there and have some water, enjoy the view and thing how amazing I am! 

​
​That's not me by the way! I wish! 

So how can I take this model of success and apply it to understanding how Scrivener works? 

Instead of giving up, deciding it's too complicated and feeling I'm hopeless, useless and incompetent, I could apply this model from cycling. 

1. Set myself up into a slow gear.
2. Make a list of what I'm trying to do so it's clear in my mind.
2. Focus on one small task at a time. 
3. Celebrate each new task completed
4. Imagine how great I'll feel when I feel I've got the files in some sort of order
5. Celebrate, a new skill learnt. 

You may need to learn a new skill due to changes as a result of the pandemic. Maybe you're starting your own business, going freelance, becoming self. Perhaps you're supporting a friend or one of your children to learn something new? 

Use this approach. 

Ask them where in their life have they overcome a challenge, learnt a new skill, persevered despite obstacles. What was the structure of their success in that situation? 

Children are always learning new skills, like the boy in the image above, putting on socks for themselves, laces, doing long division, multiplying fractions, spelling three syllable words and so on. Right now they are struggling with changes in their schooling just as you have been struggling with home schooling or managing to share the house with a family with different needs who all feel fed up. 

Once you believe you have the skills and just need to figure out where you have them, you have the answer. 

Sometimes it will help to ask someone else who may have the answer. This in NLP terms is called modelling. We grab someone else's model and apply it for ourselves. Look around you. Perhaps someone in your family can help. Rather than asking them to do it for you, ask them to talk you through their structure. You need 

a) all the steps
b) the belief that underpins them

Because - you won't succeed in doing this thing with your existing belief that 
- it's complicated
- you can't do it
- you're not techie

As I know now! 

Notice the finger pointing in this image below and the way Cinderella puts her hand to her heart in a 'what me?' pose? 

Here we have what Stephen Karpman calls the 'Persecutor' and 'Victim' roles. The 'victim' is a role we choose to adopt when we feel helpless and hopeless, we have no power at this time and in this situation. The person or situation we hold responsible for feeling like this, is the persecutor. In the case of the Cinderella story, it would be the ugly stepsisters and the stepmother. The finger pointing and the shouting indicate the 'persecutor' role. The persecutor role can also be occupied by a situation or condition such as 'covid', 'having ADHD', 'exams', 'lack of money' and so on. 

The third role in the triangle is the 'rescuer'. Like the 'persecutor' the rescuer has power. The 'rescuer' is the 'fixer'. They choose how to resolve the problem, taking power away from the 'victim' and although initially the 'victim' may be relieved and grateful, they soon realise that they now feel even more useless, having had their problem fixed rather than persevering and finding their own solution. 

Notice in the image below how the 'rescuer' is being comforting and the 'victim' is at a lower level, with her head in the lap of the 'rescuer'. 

The triangle is called a 'two up, one down' triangle, reflecting where the power is held.  

So why am I explaining this triangle to you? 

Have you ever felt like the 'persecutor', getting angry perhaps, shouting, pointing your finger, blaming? 

Of course you have. 

So have your children at one time or another, haven't they? 

But what happened just before they stepped into that role? 

Usually we experience 'victim' just before. 

Think about it. You've done everything for the family, you feel tired and stressed. It feels like no-one appreciates all you're doing. In that moment, we feel like Cinderella don't we? Our 'ball' may be a cup of tea with a friend, a relaxing bath, some time at the gym, an evening out with friends' but we can't go. We may blame 'covid' or 'the situation' but we're feeling a bit sorry for ourselves. 

In that place, it doesn't take much to trigger us into feeling angry. We move into 'persecutor' and shout, slam a door, or whatever we can do in that moment to be seen and heard because that is our basic human need.

The kids or your partner, move into 'victim' - "what did I do?' (see first image) and you feel guilty for losing your temper and move into 'rescuer' to apologise and may give them a hug (second image).

Another common situation is where your child steps into 'victim' saying they can't do their schoolwork, don't have any friends, miss their friends, feel bored and fed up perhaps. As loving parents, we step into 'rescuer' to fix this, coming up with suggestions, making plans, solving the problem. At some level they are thankful but may then become annoyed at your attempts and stomp off to their room, moving into 'persecutor'. We may bring them a cup of tea saying "I was only trying to help" (rescuer). But they may say 'go away" and you then move into 'victim' feeling sorry for yourself, after all you meant well. 

Your own family situations will vary of course but the essence is that 
- we move around the triangle
- we can occupy any of these roles in any situation
- no-one actually gets their needs met

I hope the diagram below shows this.

My new book, 'Empower your kids! A coaching guide for parents', shows how to do something different. By accessing the relevant chapter; anxiety, anger, change, fear, friendships, learning struggles, sleep and so on, you will find a range of coaching tools to enable you to help your child without fixing. By guiding them through a exercise, explained in full, you give them the power to resolve their problem and feel good about themselves. They can now step away from the 'victim' role and feel confident and resilient, proud of themselves. You become a coach rather than a 'rescuer' and you meet your own needs of helping your child but in a different way that enables them to feel empowered, not have power taken away. 

This book will be a great reference book for parents of school-age children. 

I hope this short video goes some way to introducing myself to you so you learn what I do, what is important to me and what I bring to my writing, training and coaching. 

I have been very busy over the last year writing two books, I can hardly believe it myself! 

The first came out in November and it is primarily aimed at those of you who work professionally with children who are experiencing problems. 

You'll find chapters on every NLP and EFT technique, how to use Art and mix it up with EFT to do picture tapping. Every exercise and technique is explained in detail and I've included examples to show how I've used the techniques with children and teens. 

If you are a parent this book will also be helpful although if you're not so interested in the NLP and EFT theory and want to simply help your child with fear or anxiety, anger, low self-esteem or coping with change, learning etc then my next book is for you! 

It's called 'Empower your kids! A coaching guide for parents.' The first part covers more general parenting use of NLP and EFT to improve communication with your child or teen. The second part takes every issue, a chapter at a time and talks you through techniques that will help as well as tapping scripts for each. 

I don't have any copies of this yet but you can pre-order it now on Amazon. Once I have copies you can buy it from my bookshop. 

If you're looking for workbooks that your children can use to learn basic NLP and EFT techniques to help them with confidence, learning, resilience, anxiety and so on then buy them the Engaging NLP workbooks. You'll find each one gives you an extract so you can decide if they will be able to understand and enjoy the material.  

I’m getting lots of calls and emails from parents who are experiencing behaviour in their child that is concerning them.

Many parents are also behaving in a way that isn’t normal for them and they feel guilty and ashamed of themselves, upset and remorseful. Children pick this up and it adds to their own anxiety when their parents also don’t seem to be coping very well.

Many parents aren’t getting much time alone together to share their worries or just to comfort and support each other as children are staying up later, struggle to get to sleep, have nightmares and want to sleep with their parents.

We all need new tools for coping with our mental health. We also need to go easy on ourselves. Now is not the time to set ourselves challenging goals nor expect our children to be able to concentrate on their schoolwork when they are wondering when they will see their friends again. Some children will, of course, find attention to schoolwork reassuring, it is what they want to do, but others will find it hard some days.

It is natural to be afraid, fear keeps us safe. It is fear that stops us getting too close to someone walking by us. It is fear that makes us sanitise when picking up some post or put away our food shopping, when we’ve returned from an activity outside our home.

In her book ‘Big Magic’ Elizabeth Gilbert talks about inviting ‘fear’ into the car on a road trip and asking them to sit on the back seat. By fear being on the journey (a metaphor for our life) it will stop us driving too fast, taking the bends too tight, going too near the edge of the road. Fear keeps us safe. It is a good thing to have.

However, Gilbert warns us that we should never let fear drive our car or fiddle with the controls. In fact when I was speaking at an event in London earlier this year, I suggested we imagine reaching back and pulling the screen across between us and our back seat passenger. They can be there and indeed we are grateful that they are but they may not control our driving.

When I explain this to children, they completely get it and understand that they should not be embarrassed or upset with themselves when they are fearful or anxious but instead be grateful and appreciative that they have this passenger to keep them safe. Having thanked fear for being there, they then need to acknowledge that they are ok, they can cope with the situation and have the skills they need to tell ‘fear’ that they can relax, all is well.

Another little explanation I give that they find helpful is to explain that our fear and anxiety is a bit like a smoke alarm going off when all we’ve done is burn the toast. The amygdala in the brain is designed to send out an alarm when danger is near but whilst that was essential in caveman times when there might be a sabre tooth tiger around the corner, being asked a difficult question by your teacher really isn’t a life or death situation and there is no need for the smoke alarm.

Children find these explanations helpful because teachers and parents frequently ask ‘why’ they feel this way. The ‘why’ question sends them to their conscious mind to find a logical answer that makes sense. But they can’t find it. Why? Because of course it isn’t about logical answers, their anxiety stems from core beliefs imprinted at birth or during the early years before their prefrontal cortex was even developed sufficient to process what happened.

Understanding what happens, understanding that it is just their brain’s smoke alarm being a bit over enthusiastic and knowing that it is a good thing that they are aware of their emotions, really comforts them so that when it happens next they can just stop and say, ‘there’s that smoke alarm, no need to panic, it’s just burnt toast’.

So now we understand and can help children understand, what can we do to help them?

1. Remind them that they are brave and resourceful. Focusing on when they are anxious and looking at them in that concerned and loving way we do as parents, simply draws attention to a state of mind that they don’t want. We are people of influence so what we do shows them where they also need to out their attention. Instead, mark out times when they are brave, smart, resourceful, creative anything positive.
2. Make a mindfulness jar. Take an empty jam jar and fill it with water. Invite them to choose different colour glitter for each of their thoughts – worrying thoughts, sad thoughts, happy thoughts, cross thoughts and so on. They can add the colour glitter representing each emotion into the water. Close the top and shake. Sit and watch as the glitter whirls around like their busy worried mind and then watch quietly as it settles just like their thoughts will do when they breathe deeply and slowly, noticing the worrying thoughts but letting them settle.
3. Self-compassion break. Invite them to put their hands on their chest and tune in to how they feel (this is a great one for you too!)

“I feel……………..”
Then stretch out both hands in front of you and say:
“Children/Mums/Dads/Teachers all over the world are feeling this right now.”
Then take your hands back to your chest and say:
“And what I need now is……………”
This is a great way for children to realise that they are part of a universe of children all over the world who are feeling just like them. They aren’t alone. It also encourages them to become aware of their needs. Maybe they need a hug, a glass of milk, to say sorry, to have some quiet time.

1. Five finger breathing. Hold your left hand up and use your index finger on your right hand to trace up the side of your left hand and gently run the finger up and down each finger of your left hand finishing with your thumb. As you go up one side of the finger, breathe in and as you go down the other side, breathe out. Now go back round repeating the action until you arrive back at the base of your little finger.
2. Keep a gratitude journal. Encourage them to write in it every day before they go to bed. Ask them to make a short note of what they are grateful for from that day. Many children are struggling with sleep at the moment and it is worse at night, alone in the dark worrying about what tomorrow will bring. I like to ask them to write three things to encourage them to be curious to find things they’re grateful for and ideally something specific not simply ‘mum’ or ‘dad’ but something they specifically noticed and were grateful for. Again you might like to do this too. Remember they will pick up on how you are… no matter how much you think you’re hiding it!

About the author
Judy Bartkowiak is an International NLP and EFT Trainer for parents, teachers and existing Practitioners/Coaches/Therapists. She shares her passion and skills in working with children and teens through training and has written myriad books on the subject. Judy owns and runs NLP & EFT Kids, which is a family coaching practice in Berkshire, England. Clients are typically children aged four to 18 years, their parents and sometimes the whole family.
Understanding Children & Teens: A Practical Guide for Parents, Teachers & Coaches By Judy Bartkowiak

Today in my Facebook group I have a guest speaker talking about her My Mood Stars which are used my parents and teachers to encourage emotional literacy in children from the youngest age. We are used to using emoticons in our messages and social media posts and these small squidgy faces are brilliant for children because without having to use words, they can recognise the emotion and show mummy and daddy what they are feeling. Many takes Sleepy star to bed with them or snuggle up with Sad Star. You can play games with them, hiding them or asking children to name the emotion and Wendy has written lovely books to accompany the Mood Stars. 

But how do we get our mood in the first place? 

Here's a diagram showing the NLP Communication model. 

Let's start with the 'external event' this is something you see , hear or feel, touch, taste or smell. 

That experience has to be filtered otherwise we'd be in 'overdrive' all the time trying to figure out how we feel about it. So we 'generalise' by comparing it to other similar events we've experienced, maybe deciding that whatever it is doesn't matter because 'mummy always says that'. We 'delete', pay more attention to certain parts of the event (the parts that matter to us) and we 'distort' which means that we make a belief or a decision based on the event that may or may not be a fair representation such as 'mummy loves my sister more than me' or 'my brother is mean'. 

Other filters are called metaprogrammes and these are ways we prefer to process the information; maybe we like to have choices but we aren't given one so that makes us cross. Maybe we like to know the detail about the homework assignment but we've just been given an essay title so we are confused and don't know what to do. You can read all about these in my book 'Understanding children and teens' see the link below. 

After all this filtering, each child will create their own internal representation of what that even means to them. This will be unique to them based on their filtering and also their previous experiences and memories of similar events. 

From there they express a physiology and that is where the mood stars come in, this will be a facial expression and a body stance. 

This then morphs into a behaviour and this becomes the next external event. And so it goes on. 

Some people thrive on choice and enjoy the element of selecting from a number of options, whether it be what to wear, what to buy, what to cook or eat or even what to say but others prefer to just pick something and go with it. In NLP terms we call it choices or process to indicate that those who don’t like choices want to work their way down a list of task as a process rather than branching off or pausing to make decisions. It isn’t really a bipolar scale, these are just the two ends of it.

“Having just one choice is no choice at all. The more choices you have, the more freedom you have to be in the driving seat of your car.” Steve Bannister

“The whole point of NLP is having more choice.” Richard Bandler

“You’re not just a leaf on the wind.” Anthony Robbins

“We are making hundreds, thousands even millions of unconscious choices every day about what we pay attention to and what we don’t. And this is fine, provided those choices work for us. However, if we are not getting the results we want, we can learn to make new choices until we find what does work.” Sue Knight

“Identifying, acknowledging, examining, and employing our parts, rules, and inner wisdom help us transform our internal process and deal with present circumstances. By removing our self-made limits, we expand our choices.” Virginia Satir

There may be situations in which you want choice, when you go out for a meal perhaps or in the boutique but in the rush of the morning you may prefer not to spend ages choosing what to wear or what to eat for breakfast. This means that you will be sliding up and down the scale depending on the situation. However, being aware of whether you want a choice or not can be helpful. If as you think about the situation presenting itself you decide whether choices will help or hinder the process you will work more efficiently. This is particularly the case when working with others.
​
In a family situation it is very important to make it clear to your children what are options and which are not. There has been a growing trend to encourage children to make choices even at a very young age, whether to drink out of a red mug or a blue one, whether to wear this or that dress. This is inclined to make children capricious as they assume they can make decisions about everything which isn’t of course the case and can lead to some very lengthy preparations for leaving the house! You need to prepare your children for accepting your decisions and make it clear when they can choose and when it isn’t possible or appropriate. You can signal this by asking ‘would you like to choose?’ when there is a choice.

In the family you would similarly offer false choices to children who want choice so “would you like to do your homework with a cup of tea or a glass of milk?” Note that not doing homework wasn’t an option! Also, with ‘like’ and ‘homework’ close together in the sentence you are giving them a slightly hypnotic connection which might not have been present for them.

First decide on your compelling outcome. What end result do you want from the discussion or negotiation? What will you concede and what is non-negotiable? Simply going through this process has a remarkably calming effect and puts you in the driving seat. If for example the pick-up time is non-negotiable you can give them a choice of how they come home, with whom and by what means of transport. If the time you have to leave for the school run is non-negotiable give them a choice about getting dressed before or after breakfast or whether to wear a jumper or not, whether they need to give their shoes a clean.

There is always a choice, not just in terms of the ‘how’ but also a choice in how you ask. You can speak in rapport, using your child’s preferred language pattern – visual, auditory or kinaesthetic. If they are talking about what they don’t want e.g. “I don’t want to put on my shirt” mention something you don’t want in order to match them “and I don’t want to be late for the bus.” If they say ‘yes but’ or ‘no’ this is a mismatch pattern which you can still match for rapport by using the same pattern ‘yes but homework needs to be done first’ or ‘no, it has to be done first, then TV.

Learning about NLP means that we have choices based on more knowledge about ourselves and how we see our world and a better understanding of the other person’s world. We can then choose how we want to communicate with them.

Find out more about the NLP metaprogrammes and about how to apply NLP principles and techniques in your parenting. Maybe you'd like to talk with me about becoming an NLP Kids Practitioner yourself or learning about how to combine NLP with your existing job in teaching or other child-related work.  

As parents or teachers, carers of children, you have a very important role to play in giving them feedback. Feedback is a gift of love that shows you care about them and have an investment in their personal development. Can there be anything worse than being ignored? Children need to know that you’re paying attention to them and they want to know where they need to make changes because that’s your job as a parent, to guide them so they can achieve all they can in life. 

The giving and receiving of feedback is how we learn. At its simplest level a stand-up comedian will adapt his programme constantly to suit his audience with more of what they are clapping and cheering and less of what gets no reaction. We need to be a bit like the stand-up comedian and notice where we get a connection with our children when they do what we asked and being resourceful. When they are not we need to use feedback to get them back on track. We need to constantly be open and curious to what is working and getting a result, the result we want anyway! We are getting feedback from them and giving them feedback, it is a constant flow of energy and learning. 

Many people feel that they learn more from their mistakes than from successes. In fact, apparently pupils who struggled with maths at school become excellent maths teachers because they understand how to get it wrong. As parents we can be inclined to jump in and do things for our children, take responsibility for organising them and their free time, even decide when and where homework should be done. Allowing children to take responsibility from an early age means that they will make mistakes and our job is to allow them to do that and let them get the learning so that the next time they do it, they do it better. Encourage them to be curious because that is how children learn, by wanting to know more and to understand rather than being told.

Feedback is how they learn whether that is feedback in terms of a bad mark at school or school report, losing a tennis match or football game, losing a friend, missing the miss, getting a detention for homework not completed correctly; these are all feedback from which they will learn how to improve and get a better result. When these sort of things happen to children let them get the feedback rather than believing that unless you tell them they won’t know.

When we aren’t introduced to feedback as learning we can find ourselves taking it as criticism and becoming defensive or we feel a failure and lose self-esteem. You can show your children how to respond to feedback by how you demonstrate it yourself. The best way to show them how to respond is to pause, be curious about the learning and thank the giver of the feedback. 

Encourage children to give themselves feedback. We all, even children, have a nagging little inner voice that gets cross and tells us off but it needs to learn how to give feedback in a way that we can learn from it, not feel permanently stupid and lose confidence.
Here’s how to do it:
a)What specifically went well today? (3 things)
b)What could have been better? (1 thing)
c)How could I do that better next time?
d)Overall, what lessons have I learnt? 

 You can find more about feedback and tips for homeschoolers on my Facebook group and I've recorded several videos that talk about how to apply these NLP principles at a practical level. You'll find them on my You Tube channel

Have you heard the expression “Don’t think about pink elephants!” What do we find ourselves doing? Thinking about pink elephants of course. In order to make sense of the instruction, we first have to get a picture in our head of a pink elephant. So we have now done exactly what we have been told not to do even though it wasn’t our intention. That’s how negative goals work too. As we focus on what we don’t want, inadvertently we are actually getting it.

 “In order to say no to something, your brain must first make an image of the thing you don’t want and then negate it. The problem is that at this point you’re already heading in the wrong direction.” Richard Bandler

Thinking about what you don’t want is problem thinking whereas thinking about what you do want is outcome thinking. Problem thinking arises when we focus on the thing that’s happening now which is of course the thing we don’t want. So the only way we will change and experience more of what we do want is to move away from the present problem state and towards the compelling outcome.

There are two directions in life, forwards and backwards, towards and away from. When Bandler and Grinder developed NLP back in the 60s they found as they studied successful people that they were all ‘towards’ orientated. They didn’t waste their time and energy on what they didn’t want but focused on getting what they did want.

‘Away from’ thinking focuses the mind on the present unsatisfactory situation that they want to change. When we try to get our brain to focus on what it doesn’t want, it gets confused. Think about some of these goals, have you ever had goals like these?

“I want to give up snacking”.
“I must get rid of all the junk in this room.”
“I’ve got to lose weight.”
“I don’t want to come last.”
“I hope I don’t fail.”
“I better not catch his cold.”
“I don’t want to be late.”

Have you ever told yourself ‘I mustn’t forget to…………’ and then found that you did indeed forget whatever it was. Your brain is saying ‘forget …..’ whereas if instead you told yourself ‘remember to……’ you’d have a lot more chance of being successful. On leaving the house for work my husband often tells me ‘don’t forget to………..’ and consciously I have to reword it ‘I must remember…..’otherwise I know I’d forget. It happens sometimes with children doesn’t it? You say ‘Be careful not to fall!’ and then they do just that. It’s because subconsciously they’ve heard the instruction to fall and they’ve focused on that word.

When people are focusing on the problem and being in a problem state there can be fear about what they’ll do when the problem’s fixed. What will they focus on next? Will there be a void in their life? Some people worry that they won’t know what to do with themselves when they are no longer worrying about this thing. This is another very good reason for focusing on something enjoyable, something they do want or who they want to be.
 
At the time of writing this we are going through a pandemic with thousands dying. Whole nations are confined to their homes, people are off work and incomes slashed. It is very easy to think about what we haven't got and what we can't do. But this thinking will not keep us safe. Instead we need to change from

I must keep away from other people to I must ensure I have a 2m space around me 
I mustn't forget to wash my hands to I must remember to wash my hands

Focusing on what we do want rather than on what we don’t want is a matter of thinking first what we really want, imagining what it will be like and taking it on as our identity. This moves us from a state of problem thinking where the focus is on what we don’t want and moves us along the road towards what we do want which is our compelling vision for ourselves.

Looking for a great book to read with bite size chunks on how NLP can help you across all areas of your life? Examples cover relationships, family, health, sport and work. You can buy it here 

​If you're struggling at the moment and need some help please book a free first chat by emailing me

Feedback is the response we give and get from communication, either verbal or non-verbal. Distortion is the effect of mind reading and making assumptions about a person’s behaviour rather than checking it out with them. 

When we give feedback it needs to be clear and specific and it needs to be what we think based on what we have observed rather than assumptions we make based on our view of the world. Distortion occurs when we make 1+1=3 , where the evidence doesn’t point to the conclusion we’ve drawn because we’ve added in something of our own into the mix. An example of this is ‘my children are fighting to annoy me’ or ‘my boss has given me extra work because he doesn’t like me’. You can also recognise this type of distortion where you have sentences divided by the word ‘so’ or ‘therefore’ for example ‘he hasn’t told me he loves me recently so he must be having an affair’ or ‘she is playing on her computer therefore she isn’t doing her homework’. When we add our own meaning we are distorting the original meaning. It assumes we know better what the intention of the behaviour or communication was. We compare what they say and do with our own map of the world and it becomes our truth. Feedback needs to be given in the spirit of curiosity and respect for the other person’s map of the world.  What else could they mean? Where someone has presented two linked statements for them there is an association or meaning in their map of the world. We need to challenge this using clean questions such as ‘in what way…’ or ‘and how is…and that’s like what?’ we’re looking to understand how 1+1=3 in their map.

When we are given feedback the same thing applies. Be curious about the content, what they have observed and question any assumptions they have made which have distorted it. This is all part of the feedback because you need to know what it was that you communicated that gave them this impression because you are responsible for your communication.

Reverse mind reading is also distortion. This is when someone says ‘if you knew me …..’ or ‘if you cared about me you would……’ or ‘you should know that………’. Here you are criticising someone for not responding in the way they should yet you have never told them what you wanted.

Another type of distortion is cause and effect when we feedback to someone that they ‘make’ you feel a certain way. This isn’t true because someone can’t make you feel something, this is your choice however what interests us is how this can be so for the other person so we’d ask ‘how exactly did I do that?’ or ‘how did x do that exactly?’ 

Parents frequently distort feedback to and from their children partly because the relationship is so intense and emotional that it becomes difficult to objectively observe behaviour. There is a huge amount of mind-reading that goes on because parents unecologically assume that they can do this because the child is theirs, of their own flesh and blood therefore they ought to be able to read their mind. Of course they can’t.
When children disobey their parents it isn’t usually because they want to ‘make ‘ them angry or upset even thought his is often what parents say. Parents often take the action of their children at a very personal level assuming they are involved when usually they are not. Next time you respond to your child feedback what you have noticed without putting any interpretation on it from your own very different map of the world. Be curious about their map as you feedback to them how you feel about what they have done or said. By taking this slightly more disassociated stance you allow for improved rapport and connection. You also model for them how to give feedback and how to receive it.
When you children are giving you feedback that seems distorted , question the assumptions using clean questions such as ‘and how exactly did I do that? or ‘and how exactly did I make you feel this?’