Category Archives: Listening

Beyond Emotion Coaching-Listening For Your Child’s Needs

Because children aren’t just small adults, listening to a child is a unique skill. Not knowing this can get parents and kids off to a rocky start.

In fact, very often when adults wonder why their child doesn’t listen to them, one explanation might be that the child is simply modeling the listening they’ve received. Oops!

← This is a terrifically helpful book on the subject of listening to your child, and it’s based on (to my mind) an even more wonderful book, Between Parent and Child, by Haim Ginott.

Both books speak to the importance of ~

listening for the emotions behind a child’s words or behaviors;
naming the emotions as your child experiences them;
listening empathically – which means avoiding the denying, minimizing, interrogating, pitying, defending the other person, advising, teaching, philosophizing and all the other things we do to manage our own discomfort when we are asked to simply be present to someone else.

Reading these books will help you become an emotion coach to your child, and studies show how emotion coaching helps cultivate emotionally intelligent kids. And, for success in life these days, EQ counts.

Here’s my favorite contemporary researcher talking about EQ. John Gottman writes:

Emotional intelligence means being able to read your own and other’s emotions, and being able to respond to the emotions of others in a cooperative, functional, and empathetic manner. Emotional intelligence is a kind of social “moxie” or “savvy” about even very complex social situations. It requires knowing who you are, knowing your own feelings, knowing your own needs, and being able to handle yourself and compromise these needs with the needs of sometimes very complex social situations. EQ (Emotional intelligence) is a much better predictor of how children will turn out than IQ or achievement test scores.

(For the whole article, click → EMOTIONALLY_INTELLIGENT_CHILDREN_Updated2 )

So its good stuff, right!

However, since great resources for emotion coaching already exist, and since I have experienced an even deeper level of listening – both as a child and a parent – I’m here with two questions to push a little deeper:

What is it that sets good-enough listening apart from great listening?
What does it take to go further than emotion-coaching your child?

Remember yourself as a kid?

Were there some adults with whom you could share your thoughts, feelings, hopes, fears, stories, and even your slip ups?

And others who could hardly drag a civil response from you?

What was it about the adults you talked to?

My guess is they checked some of these boxes for you.

When you were with them, you felt ~

safe but not smothered
exhilarated but not frightened
loved but not controlled
significant but not in a way that gave you false airs
capable but not burdened by expectations
inspired but not pressured

Sure these qualities speak to an emotional sensitivity on the part of the adult listener. But there’s more there, and cracking that nut will help you become not just a good enough listener, but a great listener. The sort of listener a child (whether a just-verbal toddler or an articulate teen) will joyfully and consistently turn to because~

not only do you listen
not only do you help the youngster understand him or herself more fully,
but your listening actually helps the child meet one or more of their deepest human needs.

I’m drawing upon Tony Robbin’s work on core human needs. Here are the six as he identifies them:

So – what does “beyond emotion-coaching” look like in the midst of real life?

Four-year old Ian comes running up to you from the sand box at the park where he’s been playing with some other kids using his shovel and pail. He is now empty-handed and screaming.

First – be his emotion coach. There are 3 steps.

1) Listen for the emotions behind a child’s words or behaviors;

Quietly assess what you see – a kid formerly engaged in sand play now running to you empty-handed and screaming … you can begin to guess what might haven gone down.

2) Name the emotion;

“Ian, looks to me like you’re super angry and maybe sad too?

3) Offer empathic listening.

“Tell me, what happened?”

Now you just listen. Pop him on your knee if you want, or crouch down and hold his hands. Look him in the eye and let him unburden all the yukky stuff he’s feeling. Probably some other kid took his things and he feels helpless, angry, frustrated, alone. Listen until you can see he feels fully heard. Keep helping him find names for his emotions, guiding as you go.

If, for example, Ian says “I hate that kid – he took my shovel” show him it’s OK for him to express his emotions to you, but notice the difference between parroting “You hate that kid”

and

“Right now you’re so mad at the kid who took your shovel you feel you hate him.”

See how the first example seems to set in stone that Ian hates the kid, whilst the second example places the emotion in the specific context of the situation so the person with the emotion can be seen to own the emotion – not the other way around!

The two books I recommend above have so much great information on how to listen in such a way that your child feels heard. This IS subtle work, but you can master this.

But now here comes the “beyond emotion-coaching” part.

Second, help him meet his deepest needs.

Knowing Ian as you do, what does Ian NEED right now?

And can you use your understanding of Ian’s needs – not just his developmental needs although those of course are in the mix, but his needs as a unique, particular human being – to help guide the next step?

Here’s the list of our core 6 human needs once more:

Certainty
Variety
Connection & Love
Significance
Contribution
Growth

So, back to little Ian who’s been able to share all his yukky feelings about the shovel and pail incident. Now what?

Does Ian need a bit more certainty, predictability and security?

Has Ian experienced a lot of change lately? Maybe a trip? New sibling? A move? A divorce?

Maybe what Ian needs now is for a solution that creates a bit more stability in his life? In the midst of uncertainty, a child needs certainty. This would not be the day to push him to share, or use his words to negotiate turn taking.

It might be a good day to find a place where Ian could count on having his shovel and pail to himself, with some calm and predictability.

Or, does Ian need a bit more variety, surprise and novelty?

Have things been in a bit of a rut for Ian? Does he play here a lot and often come to blows?

Maybe what Ian needs now is for a solution that opens up some exhilarating new ways for him to relate with this other kid, or with this predicament of his toys being taken without his permission? Or even with his response to the fact his toys get used by other kids?

It might be a good day to brainstorm with Ian to find all sorts of ways to respond to the situation. It might be great to get playful and fun and resourceful.

Or, does Ian need to feel more love and connection with you, or someone else in his life?

Have things been a bit rocky for Ian and his relationships? Has he been running to you screaming a lot and maybe you’re getting irritated and he feels this? Is grandma playing with his new baby sister and he’s feeling left-out and second best?

Maybe what Ian needs now is for a solution that builds connection and love.

It might be a good day to see if Ian would like to play with you a bit? Or it might be a good time for a huge hug and snuggle before he goes back to the sand box.

Or, does Ian need to experience himself as significant in your eyes? In his own eyes?

Has Ian been going through a bit of a regression developmentally so adults have been doing more for him and you sense he needs to reclaim his power a bit?

Maybe what Ian needs now is for a solution that offers him a chance to be brave and creative.

It might be a good day to remind Ian of some prior brave creative thing he did (or of a character in a story he admires) and see if he’d like to find a way to be that boy again in the sand box?

Or, does Ian need to contribute a bit today?

Have you noticed Ian trying to be helpful but not quite getting the thanks and recognition he might be craving? His attempts often fall short (since he’s only four!) but he’s often saying “I’m a big boy now!”

Maybe what Ian needs now is for a solution that offers him a chance to contribute? Maybe the solution involves thinking about how “big boys” might figure out what to do about two boys who want the same shovel and pail?

Or, is it time for Ian to be inspired to grow a little?

Does Ian have a pretty good life? Do things usually go well? Is he emotionally stable and loved? Could he handle a bit of a push?

Maybe what Ian needs now is for a solution that inspires in him an opportunity to grow into a bigger, kinder Ian. What might that look like? Could he lend his toys? Could he give them away?

* * * * * *

No matter the age of your child, this pattern of emotion coaching – followed by a deeply wise recognition of where the child’s needing-edge might be – will deliver to the two of you a connection built upon so much mutual trust, respect and delight that you will be, to your child, a uniquely satisfying resource. One he or she will turn to again, and again.

When s/he grows up, and someone asks , “Who could you turn to when you were young? Was there someone special whom you felt really heard you, really understood you?”

Your child will not hesitate, but will be able to turn with confidence and say

“Yes, absolutely. It was X. And do you know why? Well, when I was with them, I felt ~

safe but not smothered
exhilarated but not frightened
loved but not controlled
significant but not in a way that gave me false airs
capable but not burdened by expectations
inspired but not pressured

WOW ~ What a legacy!

FIRST TIME HERE?

This is the latest article in a year-long series on the “12-most-important-relationship-skills-no-one-ever-taught-me-in-school-but-I-sure-wish-they-had.”

Click the box for the full list. →

If you are interested in reading this blog in sequence, below are links to the series to date, beginning with the first posting at the top.

OVERVIEW

SKILLS FOR UNDERSTANDING

SKILL ONE ~ Recognize (and get to know) the many “yous.”

SKILL TWO ~ Learn how to be pro-active: choose how y’all show up.

SKILL THREE ~ Accept (and get curious about) other peoples’ complexity

SKILLS FOR CONNECTING

SKILL FOUR ~ Master the Art of Conversation

SKILL FIVE ~ Learn How To Listen With Your Whole Self

Who’s Listening?

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Ever considered what an astonishingly powerful tool deep listening really is?

The summer holidays are coming.

David turns to his wife Judith over breakfast and sighs;

“I’m dreading summer this year!”

See if you can hear how Judith responds differently to David depending upon what Part of her is doing the listening. Or, to put it another way, depending upon who Judith is as she listens.

Judith has a Part of her who likes to keep things light and fluffy…a sort of “Don’t rock the boat” Part. This Part says:

“Oh heavens – what are you saying? You love the heat and going to the lake house.”

And, Judith has a Part of herself who is hyper attuned to what-is-fair between her and her partner. This Part senses the balance may be off and from there Judith responds:

“Look whose talking! It’s a pain for me with both kids home all summer, you gone all day, me trying to get work done and no routine!”

And, Judith has a Part who gets easily triggered by guilt and this Part smells a guilt trip coming so she says:

“ OK, OK… we agreed I’d go part-time and have some flexibility to be with the kids in the summer, and now you complain….You love your job, right?”

And Judith has a Part finely honed in response to her high-achieving-but-distant-and-grumpy-Father whose expectations for year-round hard work cast a shadow on Judith’s childhood desires for fun. This Part comes out as a snarky “don’t tell me not to have fun!” teenager so when this Part hears just those 5 words from David she quips:

“You’re just like my father! It drives me nuts when you pour cold water on the kids’ summertime fun. Stop being such a grouch!”

So three questions immediately arise here.

What might Judith’s responses trigger in David?
What did David really mean?
Instead of this, is it possible for people to listen in a way that fosters ~
- understanding and love for oneself?
- understanding and love for others?
- more relationship satisfaction and closeness?

What might Judith’s responses trigger in David?

Since I see variations of this theme in my offices pretty frequently I can tell you how David is most likely to respond.

When someone initiates a conversation with a partner hoping for some solace, and that partner listens only through the narrow prism of his or her needs, fears and ghosts, and responds from those places, the speaker will not feel heard at all.

In fact, they’ll feel ~

dismissed (answer #1)
attacked (answer #2)
manipulated (answer #3)
unreasonably accused (answer #4)

And when a person feels any of these emotions, they are likely to respond with some combination of

frustration
counter attack
anger
defensiveness.

Not helpful – right?

What did David really mean?

Do we know?

All he said was “I’m dreading summer this year!”

Without being curious with David about what he meant, we have no idea what’s going on for him.

How can we ever know what someone really means?

Which brings us to the last question:

Is it possible for people to listen in a way that fosters ~

i) understanding and love for oneself?

Yes yes, self first!

Going back to Judith, she’s not wrong for having being triggered. This is the magic of relationship! Being in this relationship with David allows Judith to discern these Parts of her. They all have a role to play. To grasp this point more fully if “Parts language” is new to you, you might find this post helpful.

The work – for yes, coming to understand and love yourself does take effort – is to cultivate a relationship with these Parts of you so that you can:

a) know what triggers this pattern of feelings, fears and beliefs (what I call a Part of you),

For Judith, can she become aware of situations that get interpreted by this Part of her as “Potential for some upsetting boat-rocking here.” ?

b) understand why this Part is concerned since all Parts are trying to help and protect you;

For Judith, can she hear that this Part is on high alert because it vividly remembers a time she was disobedient as a child and her mother yelled at her saying “Can’t you see how tough things are for me? How dare you rock the boat! Your father and I are at breaking point!” ?

c) listen for the deeper beliefs which fuel this Part’s protective triggers

For Judith, can she allow herself to connect the dots between her belief that emotional instability leads directly to overwhelming pain and chaos and that it’s all her fault? That she has a belief if she does not keep things calm, bad things happen?

d) and might she be interested in releasing these long-held but unhelpful beliefs?

For Judith, can she witness this inner pain and let go of the belief that emotional pain is dangerous and it’s up to her to never let it be expressed?

This is the gift of relationship: it offers opportunities for us to understand, love and unburden (or de-trigger) ourselves.

ii) understanding and love for others

To the extent we allow this gift of relationship to help us understand, love and unburden (or de-trigger) ourselves, we can offer the gift back.

If we can be clear about how we get triggered, and bring compassion to our own inner Parts so we can stay clear, present and untriggered as we listen to those we love, we can help others come to understand, love and unburden (or de-trigger) themselves.

Let’s see what that looks like for Judith and David.

Here’s their “do-over.”

The summer holidays are coming.

David turns to his wife Judith over breakfast and sighs;

“I’m dreading summer this year!”

Judith’s been doing some emotional homework.

She’s immediately aware of a bunch of feelings which bubble up inside of her.

She notices a pang from her “Don’t rock-the-boat Part” which she quickly calms with a warm inner hug and a reminder to this younger Part of her that she is safe in her adult relationship and not vulnerable to her parents’ volatility;

She has a momentary pang from her Part who worries David might be saying he is working harder than her and reassures this Part that she and David check in each week with how each is feeling in their respective worlds and both are mature enough to take responsibility for getting their needs met;

Her guilt-detector runs a quick scan but knows David doesn’t do guilt-trips, and she’s been working to liberate herself from the grips of this bad-boy for a while now;

And that Part who got so triggered by adults preventing kids from having summertime fun also gets a warm inner hug of acknowledgment.

Now Judith feels clear. She is centered in a calm and curious inner space from which she can say, with warmth and genuineness:

“I’m sorry you’re dreading the summer David. Do you want to talk about it? What’s going on for you?”

David might need to test the waters a bit to see if he really does have permission to be curious; to be sure Judith is not going to pounce on him if he is not coming up with what she needs to hear.

“I’m not sure. It’s odd – I usually love the summer but lately I’ve been feeling this sense of gloom and dread. Are you sure you want me to talk about it?”

Judith can reassure him with a compassionate nudge.

“Yes absolutely. Tell me more. You’re right, it’s odd. You do normally love the heat and the lake. What do you think is going on for you?”

Now Judith is listening.

She’s created a deep pool of space, permission, curiosity and compassion for David to explore what is going on for him.

In that place of quiet permission, David can explore.

“Well, now that you ask, I think there’s a mix of issues.

I DO love the summer, and time with you and the kids up at the lake. It’s one of my favorite places. And, I feel good about my work right now. I’m getting ahead and doing well. I guess one of the issues is I feel so pulled. I want to be with you, and yet I’m needed more at work to cover when others are on vacation. And then I feel bad – whichever I choose, I’m letting the other one down. I think that’s what it is.”

What a difference – right?

iii) more relationship satisfaction and closeness?

Need I say more?

When one partner can bring self-awareness and self-compassion to his or her listening, it’s a game changer.

How much more deeply satisfying is an exchange like this, than the Parts-triggered and Parts-led alternative?

Hence my question at the top of the page: “Who’s Listening?”

If you want to build great relationships, do your best to clear the decks and show up with curiosity and compassion. For the both of you.