Navigate Tantrums, Meltdowns & Defiance - Alyssa Blask-Campbell

24:26Hunter Clarke-Fields:Yeah. A bunch of people, I'm going to stop you there because a bunch of people would say, but wait a second, doesn't the kid who hit need consequences for them to learn not to do it again? because I know that that's what people would say here. So I just want to stop you and throw that question out. Yeah, if we wanted like a short-term fix, totally, I think that's the way to go is like in the moment to say like, I want to make sure this doesn't happen again. And in order to do that, I'm going to make you feel shut out from this. I'm going to do it through shame or I'm going to do it through punishment or I'm going to like make you inside deeply regret what you did.

25:03And that's not my goal. My personal goal is to help this kid build tools to do something differently in the future, which requires for us a relationship of trust and connection. And so for me personally, like it's not just to make this stop for now as my goal. My goal is like, all right, next time this comes up and this kid has this feeling, do they have a tool for what else to do with it? And if not, it's my job to help scaffold that and like teach and support that. So it depends on what your goals are. For me, like it's a longer term game that I'm looking at. And so turning to them and letting them know, I'm not mad at you and I'm going to help you figure this out.

25:43For me, it's that relationship of connection and trust. I believe that these kids are good kids and that we don't, that all of us in the same way that like just this morning we woke up and Sage, my two-year-old, had thrown up all over his crib. and yeah cool way to start the day very real and my husband was like getting him cleaned up and I came in and realized what's going on and my husband snapped at me and I don't think it's that he's trying to be rude in that moment I think that he's overwhelmed because he just walked into puke in a crib right and so yeah I think when we can come at this from a place of like these humans who genuinely want to be in a relationship with us and they want to feel connected to their siblings to us.

26:31They want to feel loved and included. And there's something that's coming in the way right now of them feeling connected, loved, included. I think you can shift our perspective then and then shift our response. And so I'd let that kid know, like, I'm going to help you. And then it's looking at, like, who and you're going to know your kids best. Who needs the most support with regulation? Some kids are at this point or at any point will have some tools for regulation and other kids really rely more on that like interdependence kind of co-regulation component. And I would turn to that kid and say like, I'm going to help you feel calm and we'll help your sibling feel calm.

27:11And then we'll figure this out together. Really letting people know, like, I'm not here to punish. We're here to figure this out. And we start with regulation. And so I'm going to, because really like what we do is separate out sensory regulation from emotional regulation in the book and in our approach where we're looking at the body first of like what's happening with your body. It doesn't mean that you stop feeling your feeling. Once you're regulated, you're still going to feel it. You can feel really angry at somebody and be screaming and all fired up and regulate and still feel angry at them, but be able to communicate with words or communicate in a different way, work through that emotion.

27:51And so that's what we aim to do first is focus on the body. How do we get back into a space where we feel safe and calm and able to communicate with each other? And we're doing that through regulation. I'm not talking about the behavior yet. We're not talking about the emotions even really yet. I might validate their emotion and that's about it. Otherwise, I'm allowing them to feel their emotion and helping them get back into a safe, regulated body. We have a whole bunch of tools in the book because this is not one size fits all. What helps one person regulate might be dysregulating for another kid.

28:24I love touch. I love a hug and touch is a sensory sensitivity for my child that's dysregulating for him. He does not like to be touched when he's upset. And as we start to learn these things about our kids of what, how their sensory systems work, then we can figure out what coping strategies in the moment. We have a whole bunch of examples there in the book. And, but getting back to that safe body. And then I'm going to turn to the older kid and say like, all right, I want to hear your story. And to the younger kid, I want to hear your story. Who's going to go first? And they might both be like, maybe you both want to go first.

29:01How are we going to do this? They're awesome problem solvers. They're fantastic at conflict resolution, but we're just there to scaffold. And I don't see it as my job to lead. It's my job to facilitate take this conversation, especially at seven and nine.

29:15Hunter Clarke-Fields:I love this. Yeah, this is something we talk about in mindful parenting is like, this is, it's not my problem, right? Like actually your kid's problem is not your problem. And so you are, you don't have to solve the problem. Like, and then that is just a beautiful example of that. Like, okay, how can we do this? Okay. You both, you know, turn it back on them, improve, bring your kids into it. And they're going to be involved and they're going to be then they're going to want to follow up with the solution and then you don't have to actually like be this enforcer either which is a really stinky role to be in but i'm i just want to underscore this it was all about like hey i am a person my kids are you know people we are primates with nervous systems that are making us like you know shriek and scream like that you know think of the chimpanzee like shrieking like right like this is kind of like what's happening when we're getting all dysregulated like that and what elissa is talking about is the body first like first in you your body first so you can be there you can use your whole brain and then your kids like their body first and how can we do that and so you know you talked to let's throw us some a couple of those tools that do help kids regulate Like you said, touch is one.

30:32Hunter Clarke-Fields:Just, you know, I find that, you know, just your presence, being there, being, regulating yourself, that's part of it, right? Is like you not bringing more fire to the situation and bringing your own calm. That really helps a lot. What are some other things that you find that helps with different kids? Yeah, movement can be really helpful for a lot of kids. And there's two different types of movement we really look at here. proprioceptive, which is like that big body movement or vestibular, which is going to be moving the plane of your head. So spinning, dipping upside down. This could be like an inversion.

31:11And so we just had a conflict in my backyard. We have like my backyard as a neighborhood gathering space. And we had a conflict with two kids who were five and seven. And in this time where it was like time to regulate, I turned and I said, oh man, my heart is beating so fast and my shoulders are up to my ears. I need to slow my heart down and bring my shoulders down. Do you want to play a game with me before we figure this out? And we did just like a race. I was like, I wonder if I I can beat you over to that tree. I am going to, and now if they were really young, I would have chosen like, I'm going to hop like a kangaroo.

31:53What animal are you going to be? Do you want to slither like a snake or do you want to jump like a frog? And to make it playful, we're going to get some dopamine in here, which is that like reward center of the brain. We're going to breed connection through this game and we're going to start to produce serotonin, which is going to regulate the nervous system, start to calm. When we produce serotonin, And it's going to pump the brakes on the cortisol or adrenaline, which is our like fight, fight, freeze hormones that come in. And so it's going to truly start to like regulate us. But movement can be really helpful.

32:25It's not always accessible. We're not always in my backyard. And so I, with like younger kids, I'm doing a lot of this right now with a two-year-old. I'm doing like big jumps with him. He also, my little guy, really benefits from down regulation or a sensory break. He can get overstimulated. and so he benefits from having a little space and I'll say hey bud before we figure out what's next do you want to read a book with me or do you want to take some space and we can color a picture or depending on the age and stage would would bring into like what are you doing in that sensory break but down regulation so taking a break from stimuli movement deep breathing now when I'm working with kids in like a classroom setting where they can't leave I'm looking at how do I get some of that pressure and movement in.

33:13So literally could be like, we're going to bring our shoulders up to our ears and drop them down. We're going to squeeze our fists tight and let them go. I'm going to push my toes into the ground and let them go. I think it's so important to add, you're not adding any of these strategies in in the moment. We're never adding in a new strategy at the moment. This is it. Yes. This is all stuff that we work on outside of the moment that like Like just yesterday, my two-year-old came out to me and said, mama, my heart's beating fast and I'm feeling nervous. And he's only aware of what's happening with his heart and he's feeling nervous because we talk about it 7 billion times a day in all these other ways, right?

33:53Like I'll be reading a book and I'm like, oh, wow, that person sounds nervous. I wonder if their heart's beating fast. I wonder how they could slow it down, right? So like when he's in a regulated state or modeling it, oh my goodness, I am feeling so overwhelmed right now. my heart's beating so fast and my shoulders are up to my ears. I need to take a minute to slow my heart down and showing what I'm going to do and talking about what I'm going to do. I'm going to bring my shoulders up to my ears and drop them all the way down. I'm going to squeeze my fist so tight and let them go. Oh, I feel my heart starting to slow down.

34:25Okay, this is helping. And really just like modeling that and talking about it outside of these moments then gives them a toolbox to pull from in the moment. I think this is something that's so important. We usually don't think about it till we're in the moment. And we talk a lot about this. We call proactive versus reactive in the book for building coping strategies and building that toolbox for your kid. What I want for kids is to be able to have like two to three things in their toolbox. It doesn't have to be huge. Two to three things that they know help them calm so that when they're in the moment down the road and you're not there, they're like, OK, here's what I can do.

35:06Hunter Clarke-Fields:stay tuned for more mindful mama podcast right after this break as we get older and our kids get older keeping up with the schedules can be so hard my daughter sora has been doing the tech for the play mama mia there's a lot to do and we're busy and that's why I really love the Kozilla calendar plus two. You get your calendars, your to-do lists, and your reminders all in one place and not in, yes, it's in your phone in your pocket, but it's on in a centralized place in your house. So it's a beautiful frame. It has a calendar sync to keep everybody's calendars up to date, real time, avoiding conflicts.

35:51Hunter Clarke-Fields:And we don't have to like crane our head next down and pull out these objects to check it we can all do all the planning and we can do event creation all in one place together it even has a reward system to encourage kids independence and meal planning i mean it's great and it really supports kids who are developing independence and you can have independence without having the you know device in your pocket. Kids with ADHD can benefit from structured routines and you get this large display that is really easy to use. Seamless, easy syncing. There's also flexible size options. Really a different way to do it to make things simpler, to really reduce the mental load in the house, to manage schedules and encourage kids' responsibility and just coordinate family life so it is less stressful go to kozilla.com and use the code hunter to get$30 off your first order at checkout that's c-o-z-y-l-a.com to get$30 off your first order with the promo code hunter okay so yeah so this is something we should be teaching from the beginning right like modeling and teaching from the beginning so that our kids aren't like, oh, surprise, I have all these feelings.

37:17Hunter Clarke-Fields:I don't know what to do with them. And I'm at a complete loss. Like, what do they do? You know, I was thinking that I'm picturing you like in your house, like reading to your toddler and like saying these things that I'm wondering, like, I wonder, like, does your husband say these things? Does your mother say these things? You know what I mean? Do they feel like it's a little funny because it's not the language they grew up with and they feel like they're coddling their child. You know, like I'm curious about how does this sort of play out in IRL? Yeah, it's so uncomfortable at first. At this point, it really is a part of my vernacular, but it's uncomfortable at first, especially like given what I grew up in.

37:55No one was saying these things to me. And we can't do something differently if we don't make any changes. Right. So I was like, I know I don't want to do what my parents did. And I don't want someone to like produce my script either. Like, I want you to find what makes sense to you. Like one thing in our family often will, I'll just say like, oh man, that sucks. And like, that's not a phrase that's going to work in every household or every cultural context or whatever. And it's one that works for us and it like feels connected. It's language we use, but that's, it's not a mother-in-law's. Yeah.

38:28My mother-in-law's never going to say the word sucks. Like it's just not going to come out of her mouth. Right. And so like how this shows up is different for for different folks and my husband isn't he's pretty on board I mean he's been around it for years and years and years the research ended five years ago so he's he's been very exposed for a long time but and he's seen how it changes how kids respond right he's had the that's been a privilege of mine and going into parenthood with him is before we even became parents. He'd seen me do this work with so many kids where he was like, oh, I now see that like this kid has these tools and now they respond in this way.

39:06Whatever. He got to see the fruits of the labor, if you will, that it helped kind of convince him a little bit of it. But still his scripts or what comes out of his mouth is different than what comes out of mine. And it doesn't super matter to me like what you say. It's more for me about like, is it authentic connection, right? And I think of this with like babies where people do it with dogs, where we like say what we're doing out loud to them and like talk about the day or whatever. We're not having a back and forth with a baby where they're verbally responding to us. The dog isn't going to verbally respond to us, but we still talk to them and explain things to them and share what we're doing or just even have any sort of conversation.

39:53And I think like we do this for a little bit with babies on certain topics and with toddlers on certain topics. And for us, we're just opening up like we're going to also do this with our emotional experience or our sensory experience. I'm going to also talk to them about that. They're like, man, I'm feeling overwhelmed. Here's what's happening in my body so that they can start to learn that.

40:16Hunter Clarke-Fields:I love this so much. And the fruits of this labor that you get kids who are emotionally intelligent and get have tools and things like that. Now, one of the things I see, the hurdles that I see when people come to me with this, they're afraid about this idea of they don't want to dump their feelings on their kids. Do you get that question about? Yeah. About this as well? Yeah. And I would say like, yeah, first of all, don't. Like that's not an appropriate place to dump your feelings. And also sharing your feelings and having your kid be responsible for your feelings are two different things. When I share my feelings, oh man, I'm feeling overwhelmed.

40:54And then I share, I have tools for regulation and I list them out. Like I need to slow my heart down. I'm going to squeeze my fists and let them go. I'm going to bring my shoulders up and let them down. I'm showing my kid like I'm having this feeling. This feeling is totally normal. and I have tools to calm. It's not your job to calm me down. Those are two totally different things. If like I'm dumping my feelings on you and it's your job to fix them or to take care of me, then it is to like I have feelings too, which makes your feelings feel normal. And I also have tools for regulation so that you don't have to take care of me, which also means you can come to me with your hard stuff without worrying that if you if I feel upset or I feel disappointed or I feel frustrated that I don't have a tool for that you know that I do have a tool for that it's okay for me to feel frustrated or disappointed yeah I think that is part of the

41:51Hunter Clarke-Fields:hurdle right is that we were told that it's not okay to feel these feelings so then when we if we talk about them this is our own you know baggage that we feel like it is dumping even if we are just talking about our feelings we feel like there's something wrong or bad about it because we were shamed for having those feelings yeah yeah punished yeah yeah okay so you talk about shame in your book and you say you know you say that parenting should be shame free why do you think shame is such a big factor and you know and and what can parents and caregivers do to move beyond it how can they even identify it if if they don't even know they're using it and also like just i think it's important to think about too like the idea of big difference between shame and guilt because i do think like that's what i'm talking about guilt is actually quite helpful like guilt is very helpful yeah okay so let's go there talk yeah the research is actually pretty good on this.

42:51Brene Brown has really good research on this of like shame versus guilt and what guilt does for us versus what shame does to us. And my goal actually isn't totally shame free. It's shame resilient. So they're going to encounter shame inside of them, outside of them. And I want kids to be able to translate it, to be able to like translate that message of, oh, that's somebody else's thing, right? Like they projected that onto me, but like that's their bag to carry. Yeah. Right. Forever work in progress. That's also a fun note. There is no perfection here. We talk about it seven times in the book and I've never left a day as a parent, but like, well, I was perfect today.

43:37It's not the goal. Yeah. No. And like, thank goodness, because I want kids to know they can make mistakes too. And we talk a lot about what repair looks like in an emotionally supportive manner. But from a shame guilt perspective, guilt is, oh, I like made a bad choice. It's about the behavior or the thing. It's not about me. It's not the I am bad. It was, or I am dumb, or I am, it's I made a dumb choice. And so I said just the other day to somebody like, man, I know that you're so kind and that wasn't a kind choice. I want to help you. And so there is the like shame would be that they aren't kind, that they are bad.

44:17And the guilt is in the no, you made an unkind choice. And it's OK to feel a little guilty about that. Just the other day, Sage did something like hit me or move towards me. He didn't strike me. It's something where he like then pulled back and he wanted to hide. And I said, are you feeling embarrassed? I'm wondering if you're feeling guilty for hurting me. and he said yeah he just like it with his face hidden said yeah and I was all to talk about it yet but I want you to know that I'm not mad at you and it's okay to feel guilty it means you did something that doesn't feel good inside and we can talk about it and I want them to have that that's your conscience right that's like oh I'm outside of my values alignment and what I'm doing or what I'm saying isn't in alignment with what I believe or how I want to show up in this world That's really healthy for us to have to navigate the world because we're going to teach you what your values are.

45:16Hunter Clarke-Fields:Right. Yeah. You're feeling terrible about something. You're feeling a lot of guilt or something. I mean, that can actually be an indicator of what you do value enormously. Correct. Correct. And that's different than like, oh, I'm a terrible friend or I'm not smart or I always do this thing. I'm so lazy. like those that's shame ridden that's an anytime we're looking at those i am's and it's about us as a person rather than i was feeling really lazy today and i didn't move my body or whatever like those are different than i am this thing and that's when we're seeing shame this identifying thing i think that's that's so important and you know we want to think about it and that's one of the things I think about with that is this idea of like the, you know, freeing ourselves from the labels that we're giving kids, right?

46:06Hunter Clarke-Fields:Because it's like, you are this thing, you are that thing. No, let's actually practice to be open to who we are in every moment, which is really different, right? And so I like the idea that guilt can be a part of that because actually, you know, I find is that when, you know, when we confront kids like in a skillful manner about maybe some behavior that they did that like impeded on our needs or made us feel, you know, whatever, uncomfortable or stressed or whatever, they feel a little guilty. And that's actually really good. That's a good thing because it means they care about you and they want, you know, it's feeling wrong because they're a good person and they care.

46:50Hunter Clarke-Fields:And so, yeah, I don't know, you know, maybe. Yeah, it's a really crucial part of repair and like feeling sorry for something or apologizing like guilt plays a big role in that. And if somebody doesn't actually feel guilty or remorseful and they come and apologize to you just because they think they're supposed to apologize to you, you can feel that as the recipient there's really good research on this too that like it actually yields um not great results uh to to give an apology that's forced because the other person isn't actually feeling guilty or remorseful versus if you feel guilty you're like oh man i'm sorry i was not being a supportive partner there i'm having a tough day and i just took that out on you.

47:37I'm really sorry you didn't deserve that. Like you can hear and feel the genuine remorse or guilt that's happening and it leads to this repair which can deepen connection.

47:48Hunter Clarke-Fields:I love this. I'm like this having these conversations with you Alyssa makes me so excited so hopeful for the next generation but I wanted to I wanted to ask you also about the idea of defiance right like this is the thing that is triggering for you and a lot of people feel, you know, that's a big thing for a lot of people. I feel disrespected by my child. Like, when they feel disrespected, they feel defiance. Can you talk to, I mean, can you help us understand a little bit about if all behavior is communication? Yeah. And defiance is some kind of communication. What are our children trying to communicate there?

48:23Hunter Clarke-Fields:What do we need to understand about those kind of moments? Yeah. Well, I think this is one of those, like, another Brene Brown two things can be true situations of like behavior can be manipulative or defiant or disrespectful behavior can be this is the guilt versus shame the behavior can be that and it doesn't mean that kid is that the kid is trying to meet their needs they're doing this in the only ways that they know how in those moment and it's usually a sensory need or an emotional need emotional need being a need for connection and need to feel seen and valued and loved and connected. A sensory need could be hungry, tired.

49:06It could be my body needs to move. It could be I'm overstimulated. And we go through all of that in chapter three of the book of like the sensory systems and those needs. And then you get to be a detective of like, what's the actual need? But first is looking at like, yeah, that might be defiant behavior. If they stare you in the face and they do something anyway that they know they're not supposed to do. Like that is defiant behavior. Label that like, yeah, that's defiant behavior and it feels disrespectful. And I feel nervous that if this pattern continues, they're going to do this with other adults and they're not going to get their needs met down the road.

49:47They're not going to be liked by that person and that person's not going to want to be their friend or whatever it is that's coming up for us actually. And being able to say like, that makes sense that I feel that way about this behavior. I learned that, you know? And so then as you like can have those conversations and we do those deep conversations outside of the moment with ourselves, but in the moment you can say like, oh yeah, that's defiant behavior. I wonder what they need right now. And when we can get curious about like, what do they need right now? Now, sometimes we might still have another narrative come up with like, oh yeah, they need connection.

50:20It feels like a leaky cup. I've been with them all day or I just played with them. And now I have to go cook dinner, do this thing. And they're still asking for more. And other things might still come up for us about it. But when we can at least get to the point of like, oh, they have a need here. That's what's driving the behavior. It's going to be huge for us then saying like, OK, where do we go from there? And then how do I teach them another way to ask for that need? And so for Sage, my little guy, we started teaching him to say like when he wanted connection, he was doing things that were very annoying, right?

50:57Like poking me with the fork or whatever. And yeah, right. And so I started to just say like, oh, did you want me to notice you? Did you want to feel connected? And or were you feeling left out and you wanted to feel included? Zach and I, my husband and I are having a conversation. And so we started to like adopt that language. I would just call out what it was I thought he was experienced. And now and then I would tell him, you can say, what are you talking about? Or, mom, I want to play with you. Letting him know what he could do instead of the very annoying behavior to get that need met or to communicate that need.

51:34And then with repetition, he starts to pick that up. And it's not like the next time he was like, great, I'm going to use that. It takes repetition to build new habit. But now he'll largely say, like, I want your attention. Or what are you talking about? Or I'm feeling left out. I want to feel included. And that's all really from us just getting curious about what's the need here when he's poking me with the four.

52:00Hunter Clarke-Fields:I love this so much. Let's get into our place of like moving from judgment into curiosity. And this is all sort of based on all of this like wonderful research methodology. I love it. Love it so much. Alyssa, obviously we could talk for hours about this i've been thinking about this i was like well there at some point we're gonna like have to like have like have like a conference where we get together and i love wouldn't that be so fun dear listener if you like that idea let us know alissa's book is called out today is called tiny humans big emotions how to navigate tantrums meltdowns and defiance to raise emotionally intelligent children i couldn't recommend it more.

52:49Hunter Clarke-Fields:Go get it. Support this book. You'll learn a lot and your kids will be better for it. Alyssa, thank you for doing this work. Where can people find out more about you and what you're doing? Yeah. Well, since you're all podcast listeners, I have a weekly podcast, Voices of Your Village podcast, The Hunters Been On, and those drop every Thursday. Seed and Sew, Seed and Sew, So S E W is where I hang out. So on Instagram, seed.and.sew and threads and Facebook and we have seedandsew.org is like the mothership of all things. And yeah, I just like have so much gratitude for folks who are taking a look at what they came to adulthood with and are wondering, like, what do I want to pass on and what do to dive into this work with us.

53:46I'm jazzed to get to do it with you.

53:48Hunter Clarke-Fields:Yay.

53:57Hunter Clarke-Fields:Hey, I hope you loved this episode. I love talking to Alyssa. We share so much. There's so much overlap, clearly, with what's happening here. If you love this episode, I would love it if you could subscribe and leave a rating. on Apple Podcasts. It's super easy to do that. You just open up your podcast link where you're listening to this right now. You just go to the Mindful Parenting Podcast show page and scroll down past like five episodes or so, and you'll see ratings and review. And you scroll down and right before a review in like a purple box, there's like a purple link that says write a review and just click on that and write a review.

54:39Hunter Clarke-Fields:And maybe I'll give you a shout out, which I would love, love, love to do. Today, I'm going to give a shout out to Maluhia777, who left a five-star review saying grateful and saying simply, this podcast has helped me so much with my parenting. Thank you, Hunter. Thank you for leaving that review. I really, really appreciate it. Okay, this has been amazing. Thank you so much for being here. I'm so glad we get to do this work together from me and my team, from everybody who works on this podcast. Shout out to Chelsea and Emma and Lynn and Alex. We all appreciate you being here and we all wish you, you know, that you can also do these practices, focus on what's working, you know, in your life.

55:29Hunter Clarke-Fields:You know, practice those changes, right? Practice that growing and learning from the things you learned here, but don't make it be about perfection because you're not going to get there okay it's not possible you are good enough as you are and good enough parenting is what we're going for so just bit by bit slow changes if you know as you make those mistakes as you inevitably are human and fail it's okay mama papa you just gotta pick yourself up offer yourself some kind words give yourself some understanding about how hard it is and know that you are not alone I'm so glad you're here with me you are not alone and I will be here with you again next week more stuff to help your parenting and I hope it helps and I hope you have more bits of peace and ease in your life this week and I really thank you for watering your good seeds by listening to this Wishing you a great week, my friend.

56:30Hunter Clarke-Fields:Namaste.

56:40Hunter Clarke-Fields:I'd say definitely do it. It's really helpful. It will change your relationship with your kids for the better. It will help you communicate better. And just, I'd say communicate better as a person, as a wife, as a spouse. It's been really a positive influence in our lives. So definitely do it. I'd say definitely do it. It's so worth it. The money really is inconsequential when you get so much benefit from being a better parent to your children and feeling like you're connecting more with them and not feeling like you're yelling all the time or you're like, why isn't things working? I would say definitely do it.

57:16It's so, so worth it. It'll change you.

57:18Hunter Clarke-Fields:No matter what age someone's child is, it's a great opportunity for personal growth and it's great investment in someone's family. I'm very thankful I have this. You can continue in your old habits that aren't working or you can learn some new tools and gain some perspective to shift everything in your parenting.

57:43Hunter Clarke-Fields:Are you frustrated by parenting? Do you listen to the experts and try all the tips and strategies, but you're just not seeing the results that you want? Or are you lost as to where to start? Does it all seem so overwhelming with too much to learn? Are you yearning for community people who get it, who also don't want to threaten and punish to create cooperation? Hi, I'm Hunter Clark Fields, and if you answered yes to any of these questions, I want you to seriously consider the Mindful Parenting membership. You will be joining hundreds of members who have discovered the path of mindful parenting and now have confidence and clarity in their parenting.

58:24Hunter Clarke-Fields:This isn't just another parenting class. This is an opportunity to really discover your unique, lasting relationship, not only with your children, but with yourself. It will translate into lasting, connected relationships, not only with your children, but your partner too. Let me change your life. Go to mindfulparentingcourse.com to add your name to the wait list, so you will be the first to be notified when I open the membership for enrollment. I look forward to seeing you on the inside. mindfulparentingcourse.com

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