B (18:54)
There's always something to look forward to. Yeah. So. So here we are. So. So he had this great ratio that he came with through his, his research years ago, that five to one ratio of, you know, five kind of positive emotional experiences to one negative emotional experience to kind of balance things out. That's because of the negativity bias. But he found that in his research, there's also correlational stuff with other research that shows something similar in the corporate world. I sometimes think about my, my teenagers and, and think about, hmm, having that, having that 5 to 1 ratio wake me up to kind of figure out, like, is there a way we can kind of play together? What's our mutual sense of play? And so opens me up to kind of thinking about that. For those who don't know, I have three spirited boys. And, and so, yeah, and so we, we want to kind of, we want to, we want to kind of play with. Savoring to increase that. Okay, so with the difficult moments, this is, this is where we get really practical. Your, your kid dysregulates in some way. They don't want to go to bed at night, or it's a teenager who's not. You've asked 30 times, download the dishwasher, and they keep saying, yeah, I'll get to it. And, and so you get frustrated because, you know, you're nagging, you know, you're wanting. In the first scenario, you know, you're just kind of wanting to rest because you've been at it all day and you want your child to go to sleep. And the second scenario is you've, you know, if you, how many times can you follow up? I know, I know both of these scenarios intimately. And, and so you. The first thing that we know from the world's wisdom traditions for thousands of years, by the way, as well as current modern psychology, as well as neuroscience, is very simple, something that everyone here is familiar with. But again, I want to remind you as you're hearing this, that insight, cognitive knowledge is different than practice. Practice is what creates change. So we want to make it simple, tiny shifts. And so the first thing is we just recognize it. Like, we, we recognize the feeling that's there, we recognize the loop. And you can make it humorous like this is the frustration loop. This is the oh my God, I can't believe my kid won't empty the dishwasher loop or oh my God, my kid won't go to bed again loop. Because the idea of naming and labeling and noticing gives you a little bit of space from it. That's the kind of classic mindfulness. But when you mix it with emotional intelligence, you're adding in the emotional piece, which is around being clear about how you're feeling. And then what we want to do, and this is what most people miss in this particular practice, is we have to realize that emotions are biology. So as parents, we have all kinds of parents and humans and our kids as well. We have all kinds of feelings that come up for us through the day in relationship with the work we're doing, the parenting we're doing. And our emotions are physiological. So we're having a physiological response in, let's say, both of those scenarios I just gave basically to make it simple. It's really the fight flight, freeze response. Our body, our body starts to get tense and our heart rate goes up and cortisol starts flushing. And when we get that low grade cortisol over time creates inflammation. We have other associations with that too. But in that moment we have to redress that. So in order to have the cognitive capacity to make a decision on how we want to relate to our kids or even ask ourselves, how is my kid feeling right now? My kid's tantruming or having a difficult, you know, they're clearly hurting inside. Even to have that cognitive awareness, we have to release a little bit. So what does that mean? That means notice where your body's holding like we did in the beginning of this practice. Notice where your body's holding tension, whether it's in your neck, your shoulders, your back, your stomach. And just like we did in the beginning of this episode. And see if you can take a breath and in your mind as you exhale, just kind of say release. And one of my favorite practices for me, and there's a, you know, something behind it, is that when you breathe, I hold a lot in my shoulders. I hold just. I don't know, my shoulders come up. And so when you breathe in, same a lot of people, right? When you breathe in, your shoulders rise a little bit. Try it out for yourself. And when you breathe out. Yeah, yeah, that's because. And that just says like, hey, I'm a little tired. That's good. Good to be aware of. And so our shoulders fall. And when your shoulders fall, check out what Happens your muscles elongate a little bit, which sends a signal to your brain that I'm safe right now. And the reason we react, you know, let's say to our kids, we snap or we say things we wish we hadn't or these different things, is our brain feels like there's a threat there. Maybe it's a threat to your self worth, maybe it's a threat to your identity as a parent, of how you think you should be in some way. But we, we react. And so when we loosen our muscles, this is the release stage. Recognize, release. We send a signal to our brain that we're safe. We have, we're safe enough even to exhale in the moment. And, and that's very important for doing this next thing. Cause you wanted to get very practical here. So the model that I work with, that I've kind of been working with and kind of forming over the last couple decades, is just something simple because we want to be able to remember, right? Because we're living in this state of overwhelm a lot of the time, even though we don't. It's the water we're swimming in. Recognize, release, refocus, reinforce. That's the model. Recognize, release, refocus, reinforce, recognize helps us get that space. It's not enough. Typically we need to release the somatic reaction that's happening that allows us to send those safety signals to our brain. Also kind of allows us a little bit more space to do the next thing. The release piece is what most of us miss. We think if we can name something and label it, we can just redirect our attention and make a good decision. Or we can, if we name something and label it, we can ask ourselves like, well, how's my kid feeling right now? I want to be able to co regulate and connect with him or her, that kind of thing. But if we don't release, oftentimes we get hooked back into what I call a slippery loop. The slippery loop is when we fall into, let's say, I'm frustrated. I tried to work with my kid, they snap back at me. Then we go into this, we get back, we get hooked back into that frustration loop. Or maybe we go into one of the quickest loops that gets us as parents or in general is the shame loop. What's wrong with me? I'm so bad as a parent. Other parents are so much better than me. Lisa's nodding. She has, she has, she probably has some awareness of this. But you've worked with so many parents that we know that this is so common. We all have this. By the way, if you're listening or