5 principles that make couples’ communications click.

How highly do you rate the communications within your romantic relationship? How well do you rate your own ability to communicate? I’ve been a couples’ counsellor for more than 7 years, and in this article, I am happy to share 5 principles that I’ve seen and learned that will improve your communication bond.

Communication is not just a component of your relationship; it is the one of the greatest diagnostics predicting the success of your relationship. Couples who have conversations that include contempt or criticism, are more likely to experience relationship failure. What can couples do to improve or establish positive communication patterns in their relationships?

Be Curious/Be Generous.

When couples come to counselling one of the regular traits that we, as counsellors see, is a lack of generosity when describing each other’s behaviours. One partner often tells us what their partner thinks and why they do the things they do. When we challenge these perceptions, they are revealed as just that, perceptions rather than realty. Why do we jump to these conclusions, thinking that our partners thoughts and actions are constructed to cause us injury? Firstly, one reason is that  we have lost curiosity about what our partner is really thinking. We jump to conclusions instead. And then, secondly, because we jump to conclusions, we assume motive. Often acts that upset us were not conducted as a means to deliberately hurt one another. Often hurt occurs out of lack of thought, or neglect of feelings, or concern for own needs. There isn’t a specific malicious intent.

Ask rather than assume. Be curious to explore what your partner is thinking. Be generous when considering their motivations.

It’s our commitment to being curious rather than correct in a situation, that allows partners to turn towards each other rather than turn away from each other. This process is referred to attunement. You can spend a lifetime being curious about the inner world of your romantic partner as well as sharing your inner world. It is exciting when we practice and receive love through the process of attunement. This helps couples greatly improve their communication, and their relationships.

You don’t have to “totally relate” and agree with your partner. Simply showing your partner that you are willing to listen and understand, rather than judge can change the dynamic of your relationship.

Feeling accepted by one’s partner is a substantial gift. Acceptance by your partner goes a long way towards building a sense of “we” as a couple. When we listen and understand our partner, we model acceptance.

Bring your best self to your communications with your partner

Unfortunately, we often present the calmest, warmest, most rational versions of ourselves to complete (and sometimes unimportant) strangers, whilst our romantic partners see the worst of us. When you stand back from the relationships in your life, who gets the best version of you?

When we give our romantic partners the best versions of ourselves being curious and generous may become a bit easier to do.

When you are being your best self with people are you critical? With our partners it helps to dial down your criticism. Definitely stop using insults. When you do feel the need to address your partners behaviours avoid comments that use the term “You”, rather make I statements. I statements saying “I want, I fear, I feel”, help you express yourself empathetically with emotional awareness. Avoid saying “I think”.

Remember that constructive criticism focuses on actions, and data, rather than sweeping character judgements.  If you have a tendency to jump to conclusions about the motivations of your partner, I encourage you to talk about what you see going on, without your assumptions. Collect data on how often an event occurs. This helps you avoid the destructively descriptives of “always” and “never” which often lead partners to feel defensive. When we say, “You never take out the rubbish”, you have not acknowledged the one time your partner did. If you want to ask for help, ask for help, and give proper data.

When you are the best version of yourself, could you consider praising behaviours that you want to experience more frequently rather than criticising behaviours that bother you. Saying something like, “I really appreciated that you listened to me last night when I told you about my problems at work. I’d feel valued if you could do that more often”, rather than “You listened to my work problems for one whole minute, why can’t you be more supportive”.

Understand that conflict is normal, and you can respond to conflict in a healthy fashion.

Many couples believe that conflicts are actually a reality of relationships. Conflicts are not a sign that you have married or partnered with the wrong person. Rather, conflict teach us how to love, support and encourage each other.

According to the Gottman Institute, the landmark couples therapy programme in the US, the difference between masterful, successful couples, and those who break up, is how they deal with conflicts that occur in their relationships. Successful couples treat their partners as friends with respect and warmth, starting difficult conversations with soft start ups and attune to their partners’ dialogue.

You don’t have to win a fight, rather see the issue that you are fighting about as external to your relationship. There is you, and your partner, facing the problem. When the problem becomes external to you personally you can step away from a point scoring mentality. Rather than winning you can explore issues and allow your partner to contribute, and perhaps even influence you. You might agree to meet in the middle on an issue, meet on their side, or even meet on it later, when you are able to resolve an issue in a calmer fashion. We can be flexible, we can negotiate. When we treat conflicts as external problems for our team of “We” to be solved, the relationship wins. Glorify the struggle as problem that “we” can solve.

Accentuate the positive.

Sometimes couples can become trapped in negative communication cycles after a conflict. To break this cycle, and even improve the general temperature in your relationship, commit yourself to focusing on the positive practices for a day, or a week.

Successful couples communicate more positively than negatively. The Gottman Institute (see books by John Gottman below) suggest that successful couples communicate positive sentiments at least, 5 x more than the communicate negative sentiment. Sometimes even more.

A dedicated period of positive communication, both verbal and non-verbally, helps repair some of the hurt in a relationship. If you and your partner can commit to even 24 hours of positive communication, you may see a significant shift in your perception about your relationship.

During that day try to share compliments and appreciation for the actions of your partner. Express fondness. It will help if both of you commit to this exercise. In session, we often see couples waiting for their partner to ‘go first’.

Talk Less

When you are talking during a period of conflict, or negotiation, consider talking less. Overtalking on your part can lead to under listening from your partner. When you are talking with your partner, try to make your point in 3 sentences or less. Focus on understanding their perspective rather than getting the result you want. Remember the main goal is to improve your relationship, rather than win an argument.

In order to talk less you need to firstly stay focused on the issue at hand. Don’t kitchen sink during a discussion. Kitchen sinking is a form of complaining where one of the partners decides to ‘throw everything in but the kitchen sink’, meaning every time an argument happens, they decide to list out every complaint and mistakes of their partners. This technique is tempting to use when winning becomes more important that resolution.

Secondly, try to really listen. Try empathetic listening (for more see the book, I hear you).. Empathetic listening happens when we listen with curiously, we give our full attention, invite your partner to open up, observe their verbal and non-verbal communicative tools, encourage our partners to continue talking, and offer validation on their experience.

Listening is not just about hearing and repeating what your partner says, it is about validating what has been said. Offering validation involves demonstrating that you understand your partners’ experiences. You might say something like, “I can see why you felt that way in that situation”, or “I think a lot of people would feel as you do in these circumstances”. Try to stay focused on understanding your partner’s experience. Try not to jump into “fixing” mode, or matching (or surpassing) with an example from your own life.

You don’t have to be silent. Balance in conversations is important. If you feel that your partner talks a lot more than you do, you can ask if you can set a 1-minute timer to talk. This might help both of you focus on your messaging. Remember, keep it kind.

Our romantic relationships are important. Often, we just expect, because there is love, that communication will be easy. Good communication takes work. Make the investment, it pays significant dividends.

About the author. Angela Watkins is an experienced couple’s counsellor working out of Red Door Counselling in Hong Kong. To contact Angela to talk about your relationship email her at Angelaw@reddoor.hk

Useful books if you want to learn more about communication in your romantic relationship:

  • Chapman. G.  (2010) Things I wish I’d known before we got married.
  • Gottman, J., & Schwartz Gottman, J. (2018). Eight Dates – Essential conversations for a lifetime of love.
  • Gottman, J & Silver, N. (2015) The seven principles for making marriage work.
  • Lerner, H. (2012) Marriage rules: A manual for the married and coupled up.
  • Richo, D. (2021) How to be an adult in relationships – the five keys to mindful loving.
  • Sorensen, M. S. (2017) I hear you: The surprising simple skill behind extraordinary relationships.

What about me? Supporting the siblings of children with disabilities.

As the parent of a child with a disability,  and a neuro typical child, I personally understand the complexity of supporting children who have extremely different needs. Having children with SEN (Special Educational Needs) kids, and supporting their siblings, is a common concern when I talk to families of children with disabilities, either as a counsellor or as another parent navigating the world of special needs.

Every day I see our typical child struggling with her sister in a manner beyond the typical challenges between siblings. Our typical child often has hang outs with friends interrupted by her sister who is less capable of making friends and is attracted to this group of younger people. When she was little, our youngest was  occasionally sent to her room (frightened) when my husband and I are dealing with one of my eldest’s  more extreme meltdowns. And like many siblings of SEN kids, our typical child feels jealous of the attention, and “double standards” she perceives about our parenting. 

 

As parents of special needs children, with IEPs (individual Education Plans) to complete, therapies to attend, extra lessons to consider, and difficult to forecast futures to plan for our SEN kids, we can burn ourselves out providing SEN support, leaving our typical kids to wonder, “What about me?”

Let’s begin with some positive news. Studies suggest that siblings of special needs children are more likely to be extremely caring towards others, unselfish, and more willing to advocate for the disabled. In my personal experience, my typical child may be extremely annoyed with her sister, but will be the first to defend her if she feels that our SEN child has been bullied. 

While these are wonderful benefits, there are many challenges for these “typical” kids who have special needs siblings experience as well. Siblings of SEN kids often experience a range of emotions towards their sibling including pride, embarrassment, love, anger, jealousy, fear, worry, feelings of responsibility, and these intense emotions need an outlet.

For example, a younger sibling may quickly reach levels of independence less possible for their special needs sibling. Rather than feeling pride in their own accomplishments, they may feel guilt that their sibling may not be able to achieve such a milestone.

What has happened in our family, the neuro-typical child has may witnessed her parents’ difficulty in managing their special needs child’s meltdown due to the child’s emotional regulation challenges. This can be scary. While our daughter has a lot of love for her sister, she also finds the anger of our autistic sibling extremely frightening and worrying. My own child often recalls, with fear, incidents of meltdowns that frightened her. 

Sometimes siblings feel like they are an only child, when they are not. For example, they may feel that there are limited activities their sibling is willing or able to do with them in terms of play. They can worry that they carry ALL the hopes and dreams of their parents, and feel like they have to overachieve. 

Outside of the home your typical child may feel fiercely protective of his or her sibling, while also feeling embarrassed when their brother, for example, makes loud noises in a quiet setting. They may experience their friends mocking children from learning support classes, and feel torn as to how they should respond.

Frequently when interviewed, siblings of SEN kids, mention that they often feel jealous of the attention that their parents  pour into the SEN child, and, simultaneously, feel guilty that they feel this way. As parents, we need to recognize that it is highly possible that our easier, typical kid may be missing out on attention, and consider how to redress the imbalance.

 

Activities to implement to better support your neurotypical child in a SEN home
1) Open and honest: Helping your ‘neurotypical’ child can be improved by open and honest communication about the condition, your feelings, the division of labour, and the situation at home. Simply telling your child that the situation is “all okay” and that they shouldn’t worry, won’t allay their fears and may accidentally convey that their feelings are unwanted or not important. If this pattern continues, the child’s desire to express his or her feelings may become suppressed, inadvertently heightening their concerns.

2) Super-model: Model positive ways to interact with your child with disabilities, so he or she can learn how to have fun with this sibling. Also talk with your child regarding their options when challenging situations such as meltdowns occur.

3) Fair division of labour: Try to balance household chores so that each child needs to contribute to the household within their capabilities. Yes, do give your children chores, although you probably have a helper. One child may wash the dishes or fold laundry, while the other helps with more complicated tasks, such as cooking.

4) Do not delegate responsibility: Do not expect, or allow, your typical child to be a teacher or parent to their sibling. Discourage this if your typical child starts to try.

5) Special love: Don’t forget to give special attention to your typical kid. Support them with one-to-one time, and consider basing a family holiday around their interests.

6) Educate: Hep your typical child understand their brother/sister’s condition. They should know that it is not contagious, what to expect and, if they are old enough, talk about your plans for the future of your child with a disability.

7) Listen: let them express their feelings to you. It may be difficult to listen to their complaints, and it may feel hard them to be fully expressive since they may fear offending you. Encourage them to be frank, even though their opinions may be hard to hear. If you and your child are struggling with this dialogue, consider counselling.

8) Find support: Where possible, help them join a support group or make friends with other children who have SEN siblings. Allow them to bicker.  Life can feel unfair, so let them express this. 

 

 

#SpecialEducationalNeeds

#SiblingSupport

#Family Support

If you would like to regularly read our RED DOOR blogs – on a range of topics from mental health and wellbeing, resilience, relationships, parenting, SEN life,  anxiety, sadness, addiction, and so much more – please like our FB page:

https://www.facebook.com/REDDOORHongKong/

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About the Author – Angela Watkins is a counsellor and psychologist working out of the RED DOOR Counselling practice in Hong Kong. Angela helps SEN families build current and future plans in support of their SEN children, helps families learn to cope with the special circumstances that occur as the parent or the sibling of a child with special needs. Together with her SEN clients she builds customised plans that help them accentuate their positive traits, and overcome specific challenges.  Angela is a SEN parent herself, and understands both professionally and personally that different is NOT less, and we all benefit by identifying find our own version of awesome.

Please email Angela at RED DOOR if you are interested to learn more about our SEN- siblings-support programme at angelaw@reddoor.hk

Girls are different: Expanding our understanding of Autism.

In the United States, one out of every 54 children, is suspected of being autistic (1). This rate has increased each time that the CDC performs studies to explore the rate. One of the reasons is our increased understanding of autism and how we define autism. Our ability to detect and label early signs of autism is improving and this allows for early intervention strategies to be employed during key developmental growth time-windows.

Rates of autism vary around the world, and this may be a factor of access to resources, parental feelings about diagnostic labels, and growth in the prevalence of autism in general. Males outnumber females at a ratio of 4.5:1. (6)  In the past 10 years there has been a renewed exploration of girls and autism – to see why autism is less prevalence among females. We are discovering that our diagnostic criteria and approach to girls may mean that many girls have been missed. This has significant impact. Girls do not get access to early intervention which would benefit them. Additionally, they may be labelled as having other disorders that are an element of their autistic traits, rather than a diagnosis on their own. (6)  

Why is autism in girls missed?

When researchers explore clinicians and school records of autistic girls, it seems that they were missed because they ‘fly under the radar” (8). One reason is that girls need to be bimodal- diagnosed – early and late (9) because of preferential diagnosis towards boys. Practitioners have been using indications of social isolation as a method to identify ASD (Autism Spectrum Disorder) and girls simply do not play alone as much as boys (9).

This inability to see autism, and label it as such, seems to happen at all the stages that typically identify a child as being autistic.  These stages include when a)  their parent thinks something is different and of concern with their own child, b) if teachers or another significant adult in the child’s life has concerns or has suspicions that this child is different from other kids, c) if the family doctor believes that this child’s agrees with the suspicions of those adults, and that then, d) a  psychologist observes and conducts appraisals that might be decisive that this girl child is different from other children and that autism may be the cause of those differences (8) .

In describing how it is that girls look different and get missed (7) , Carpenter and his colleagues write, “Many autistic girls have a desire to fit in with their peers. It appears that, to a greater extent than most autistic boys, many girls use protective and compensatory factors to give the appearance of social conformity and integration with their peer group. They may use observational learning to interpret and imitate facial expressions, create scripts for social interaction and apply rules by rote to social-emotional situations and friendships”. (7)

Girls with autism can use compensatory behaviours such as staying in close proximity to pears, weaving in and out of activities, which appear to mask their social challenges (9). Girls can even learn to “linguistically camouflage” using “Um” and “Uh” appropriately to create pauses in conversations (10). We call these compensatory behaviours camouflaging. It includes the skills of Blending and Masking (11).

It appears that girls are flying under the diagnostic radar in terms of being labelled autistic. It’s important to understand that when autistic girls act in a manner that looks normal, it doesn’t mean that they are typical. It is exhausting to mask. But girls do it because they seem to want friendships (11, 12). And there are consequences to this.

Firstly, girls are being diagnosed in a manner that Professor Francesca Happé , from Kings College in London, describes as diagnostic over-shadowing. In this process by which these girls are brought to the attention of psychologists struggling with other problems, or an educational or mental health nature. Happé comments, “Autistic girls seem more likely to conceal and internalise difficulties. Over time this imposes a detrimental psychological burden, making autistic girls vulnerable to emotional difficulties and mental health disorders such as anxiety, self-harm, depressive, personality and eating diseases. There are a growing indications that autism may be an underlying case of a significant number of undiagnosed girls experiencing those difficulties”(7).

From my personal perspective I meet teen girls that come for help, presenting with learning profiles such as dyspraxia, and anxiety together with communication challenges, or with ADHD, depression and signs of OCD, that are quite possibly autistic. Autism is the core component of their experience and these other challenges, are manifestations of living with autism and masking. Identifying that autism is part of the profile is a mental health, and learning therapy, game-changer.

We need to support autistic girls. Whilst they may look like they can manage friendships, and their cleverness to blend may distract from an autism diagnosis, research indicates that they also have trouble within those friendships. When compared to typical girls, autistic girls encounter more social and communication challenges and can find friendships much more difficult and stressful to manage than their neurotypical peers (12,13).

These problems include troubles with bullying, difficulties with conflict in friendships, understanding flexibility in friendships, understanding who they are versus playing personas, and understanding social rules (12,13). Indeed, it seems that whilst these girls are doing really well, we need to help them do better.

For too long girls’ abilities to fit in may have dismissed their need for support for their autism. Just because you can hide it, doesn’t mean it doesn’t exist. These autistic girls are the potential poster children of accomplishment, and we need to support them as such, not wait until they are overwhelmed and need help because they present to psychologists with another mental problem.

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About the author: Angela Watkins is a counsellor and psychologist working our of the RED DOOR Counselling practice in Hong Kong. In addition to her work with teens dealing with issues such as depression, learning styles, anxiety and perception of self, Angela is SEN educator working with teens with a variety of Special Educational Needs. Angela is the proud mum of Alex – an autistic teen girl. Angela has been identified as the Best Therapist in Hong Kong by Liv Magazine (October 2022)

References and Resources

  1. Australian Bureau of Statistics survey of Disability, Aging and Careers (2015)
  2. US CDC figures
  3. US census data 2019
  4. National Autistic Society UK
  5. Epidemiology and Research Committee, Child Assessment Service, Department of Health, Hong Kong. https://www.dhcas.gov.hk/file/caser/CASER3.pdf
  6. Naguy, A; and Alamiri, B (2018). Girls and Autism – Any sex-based peculiarities? The Journal of Nervous and Mental Disease. Vol 206(7) page 579.
  7. Carpenter, B; Happé, F, and Egerton, J. (2019) Girls and Autism: Educational, Family and Personal Perspectives. Routledge. Quotation from Chapter 1: Where are all the autistic girls?
  8. Happé, F. (2019). What does research tell us about girls on the autism spectrum. Chapter 2 of Carpenter, B; Happé, F, and  Egerton, J. (2019) Girls and Autism: Educational, Family and Personal Perspectives. Routledge.
  9. Dean, M; Harwood, R; and Karsari, C. (2016). The art of camouflage: Gender differences in the social behaviours of girls and boys with autism spectrum disorder. Autism. Vol 21(6), 678-689.
  10. Parish-Morris, J; Liberman, MY; Cieri, C; Herrington, JD; Yerys, BE; Bateman, L; Donaher, J; Ferguson, E; Pandey, J; Schultz, RT. (2017) Linguistic camouflage in girls with autism spectrum disorder. Molecular Autism. Vol 8(48).
  11. Ryan, C; Coughlan, M; Maher, J; Vicario, P; and Garvey (2020). Perceptions of friendships among girls with autism spectrum disorders. The European Journal of Special Needs Education. April.
  12. Cook, A; Ogden, J; and Winstone, N. (2018). Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings. European Journal of Special Needs Education. Volume 33(3), page 302-315.
  13. Sedgewick, F; Hill, V; and Pellicano, E (2018). It’s different for girls: Gender differences in the friendships and conflicts of autistic and neurotypical adolescents. Autism. Vol 23(5).

Activating the Second Wave – Intervention for teens experiencing learning challenges.

If you are a parent of a child with special educational needs (SEN), I hope that I do not need to convince you about the importance of early intervention to support your child.

Between the ages of 2-4 years old you most likely noticed that your child does not respond or develop in sync with their same aged peers. Intervention activities aimed to aid physical, cognitive, communicative, self-help, and behavioural development may have been recommended by your pediatrician. Early intervention activities start at diagnosis and usually lessen when they child begins regular school, with some training continuing throughout childhood.

You may think that was it for your intervention efforts. You have a few more developmental stages to consider for intervention.

I am here to encourage you to think of the period between 12-17 years old as the,  “Second Wave” of intervention. At this time your child, typical or atypical, will go through a lot of change, and similarly to early childhood there is significant developments during these years. As parents and professionals working with teens with different educational needs, the second wave provides a new chance to explore the opportunity for change and positive development. It is important that we honour the struggle that all teens face, and support them accordingly. The Second Wave of intervention needs to meet these children at the stage of development that they have now achieved, not as a simple add-on to, or repeat of,  the original early intervention plans.

Changes during the teen years.

The teen years are a significant developmental period of internal change for an individual. Together with the growth of body and hormones there is significant development in the learning capacity of teens. This is extremely well detailed in Frances Jensen and Amy Ellis Nut’s fantastic book, “The Teenage brain”

From a neurological perspective, the teen brain is seen as only 80 percent mature. The finer connections in the brain are yet to firmly established, and the brain is a time when it is more open to learning and being excited. The neurons in the brain are well connected at the back of the brain, the centre of sex and excitability, but not well developed for the frontal lobes, the centre for rational thought, self-awareness, generating insight, assessment of risk and danger, abstract thought and planning. Jensen likens the teen brain to a sports car that is all revved up, with nowhere to go.

During this time teens are also expanding their knowledge base. It is a period of great flexibility, with windows for great development of learning. However, the open brain is more open to dopamine, the neurotransmitter that makes us feel good and drives us into a, “gotta have it” type of state. If you have your teen responding to situations in a FOMO style of anxiety, you know what I’m writing about.

Put this all together and you have a teenager – highly excited, easy to learn, find it difficult to explain themselves, difficult to stop an activity, irrational under pressure, and not able to see another person’s perspective  very well. And this is for, so called, typical, teens!

Additionally, the adolescent developmental period is one when behavioural and psychiatric issues develop. The general theory is that the onset of such issues may be created with the changes in body chemistry. Therefore, we see issues such as anxiety, depression, self-identify and body image develop during the teen years. Dysregulation of emotion can become common. The atypical teen is as, if not more, susceptible to these mental challenges. Additionally, for some atypical teens conditions, such a epilepsy can suddenly begin in the teen years.

And then there is puberty itself and all that new hormones introduce into and onto the teen: genitals, periods, a desire for physical stimulation (aka masturbation), voice changes, breasts, hair – everywhere – and the new hygiene requirements attached to much of this. You may still think of your teen as a child, but they certainly don’t look like one anymore.

On top of significant internal changes, the atypical teen faces significant changes in their external life. They may be at high school and surrounded by many typical teens, and viewing many behaviours – romantic, personal, oppositional, defiant, illegal – you may have wanted them to avoid, but this is not possible

All of this requires a new intervention plan – one based on their age and the launching pad that the teen years represent. For many children with special educational challenges, they grow into their challenge rather that grow out of it. Rather than trying to change them to fit the world, we have to help them be who they are going to be, but still be able to have a place in the world.

Elements to be considered in the SECOND WAVE of intervention.

The second wave of intervention is different from Early Intervention (ie the first wave) in many ways. Firstly, this wave coincides with the teen years and all the opportunity for growth, and challenge, that those years represent. Secondly, the focus moves away from a deficit model of the child to a strengths model can really help your child.  This is described in detail in another blog from our team , (htps://reddoorhongkong.wordpress.com/2019/04/02/lost-in-the-language-of-intervention/).

Part of this change in focus is to work less areas that your child can not keep up with their same age peers, unless those skills are considered essential life skills, and spend a greater proportion of time turning their splinter skills into academic success, and hopefully career options.

seond wave graphic

Lastly, I recommend that your efforts for your  teen focused training towards new essential behaviours and to revisit some behaviour management issues from the past. These include new and updated behavioural expectations, social and emotional support, relationship advice, academic support, learning about learning, independence and understanding of the self. This really helps your child develop essential skills that may help them build connections and friendships for the future.

Areas of training: There will be some behaviours that were cute when your teen was a child may be perceived extremely negatively now that they look like an adult. For example a young boy’s fascination with girls with blonde hair may seem cute, or even charming, when they are a toddler. When they are 6ft tall, very few people will find amorous fascination acceptable, or cute. We need to help these teens navigate the teen and adult rules of engagement around expected behaviour, conversation topics, expressing themselves, etiquette, personal reputation and dressing appropriately, personal space, and personal hygiene, as well as sexual urges. Many of these topics benefit from some peer-to-peer work, discussion and explicit instruction.

Counselling/Emotional sensitivity: It is extremely important that atypical teens are given the opportunity to learn about and express their emotions. After all their experience in the world is very different from ours, or that of other teens. They are more likely to be ostracized, bullied, or overwhelmed. Yet at the same time like many teens they appraise values such as “independence” and “having friends” as important. So we need to help counsel and guide teens to navigate the world of belonging, the importance of a growth mindset, self-acceptance, mindfulness, self-advocacy, resilience, emotional understanding and regulation.

Relationship navigation:  Friendship is a major need of all teens, although the intensity of relationships may differ. Our kids need to learn the basics of making, and being a good friend to another teen. They also need to be able to distinguish a good influence on them, from a poor. Some atypical teens are being bullied by the very people they consider “friends”. During teen years romantic interest will also be piqued. One needs to learn the expectations and restrictions around interpersonal romantic relationships. This is particularly true for those teens who are poor at reading social cues so may come on a little strong, and risk complete rejection. 

Explicitly learning what doesn’t come naturally: Many teens with special educational needs have difficulty is executive function (learning how to learn, how to think) and theory of mind (understanding how other people see the world differently from you) are sometimes easier to train in the teen years, rather than to children, because of the expectations of all teens are explicit around these topics. Teens passionately learn to express their opinions confidently, and listen to those of others. Performing on tests, and comparison of marks, can be a mixed blessing. Knowing that you didn’t do as well as a classmate on a test can open the door to discussion on your learning practices. Whilst we may have explicitly taught  our kids that, “it’s okay to ask for help”, we may need to update this to include the comment, “but try to do it on your own first”.

Cognitive development: remains important: Some atypical teens may have subjects that they are extremely good at (splinter skills), as well as areas that they perform less well in. As teens age, specialisation allows them to drop some topics that hold no interest or remain too difficult and focus on those skills that may help them form success stories, future studies, or even a career. Some topics – specifically basic math, and English, remain essential skills that require continuous learning within age appropriate contexts. It insults the teen to perform reading comprehension around topics or stories aimed at young children. I encourage children with SEN to take on learning communication training – persuasive text, expression, vocabulary banks, as a lifelong education plan.

Independence: Independence is the reward of the teenage years. All of the teens I have worked with over the years see Independence as a positive trait, even if they are not, yet, capable of many aspects of independence. As the parent of a child with special educational needs I have occasionally found offering independence very challenging – what if she gets lost, what if something bad happens. My own daughter has navigated getting home from school when she lost all her money, dealing with flirtations by weird men, and having to ready herself for an exam which we had recorded on another date. In every challenge she was stressed, but responded. In the exam, she actually passed! Independence can, and must be trained.

I am Me: The last special area that is to be considered within the Second Wave is appreciation of the self. This is not just part of the emotional growth that needs to be undertaken during the teen years, this is understanding your unique position in the world., what you contribute, what you want to contribute and how you are different from others. When our children with disabilities are young children we may focus on trying to fit in. In the teenage years this can change. Their strengths become a pathway to the future. Their quirks may become how they are to be defined. To quote a phrase from the fantastic book about being different, Wonder, “Why try to blend in, when you were born to stand out”?

I hope you found this detail of the Second Wave helpful. If you have any questions about the Second Wave, and your child, feel free to contact us via angelaw@reddoor.hk to see how our team of psychologists can help frame support for your child.

#specialeducationalneeds #earlyintervention #teens #autism #relationshiptraining #socialskills #reddoor #theoryofmind #executivefunction #splinterskills #secondwave  

Useful books

Frances Jensen and Amy Ellis Nut – The Teenage Brain

John Donvan and Caren Zucker – In a different key

Tony Attwood and Temple Gradin (and others) – Aspergers and Girls

Delia Samuel – Against the odds

Barry Prizant – Uniquely Human: a different way of seeing autism

Tony Attwood – The complete guide to Asperger’s Syndrome.

Blythe Grossberg – Autism and your teen

Liam Dawson – Teens therapy: The mental emotional and physical challenges with teenagers.

Travel into better mental health

One of the unfortunate side effects of the COVID pandemic is that our homes became our workplaces, and for many hours of work became without boundaries. Use your time away to disconnect from your job, and also some of your social media habit. Write that out of office message and mean it. If you like to check emails determine that you will only do it once a day, not constantly. Allow your workplace to miss you for a change. Taking some time away from devices especially your phone is extremely good for you. It helps create more space for you to be creative again. Look at the time you spend on your time by checking your screen time and your first 3 apps that you use, can you get those numbers down over your holiday. Set yourself a limit and see how you do. Consider reading more on this issue. My personal recommendations include the books, “How to break up with your phone” by Catherine Price, and “Digital madness” by Nicholas Kardaras.

Any digital detox could also include gaming consoles for teens as well as time on social media apps – particularly Instagram and snapchat.

Take time to connect – in the right way.

Often holiday time is family time. When you slow yourselves down from your busy day to day activities, you can build more special memories together. Make sure that you are not racing from one Instagram-able event to another. Really connect with your partner and your children. Ask them about their favourite books, films etc. Take time to get to know your family again.

Rest.

Please make sure that take a break if you need it. Rest. Your body will thank you for you.

Reset

Consider what has been working well in your life and what you could do during your time away to help you improve your health. Some light exercise, more fruits and vegetables might be great choices. Watch your alcohol consumption whilst you are away. The occasional celebration is great, but takes it toll on your body and your mind.

Reflect.

If you can consider journalling over the break. I often tell client that journalling is a free form of therapy. For more information on journaling see some of our articles on this topic.

Build memories.

Try something new, see something new. We are really a collection of our experiences, not the things that we have.

I hope you get to get away this summer. And if you do, invest in your mental health.

The benefits of using a thought log.

Sometimes in therapy we ask clients to capture their thoughts so that they can better examine how they are interpreting events in their lives..

Our thoughts influence our feelings, which in turn, effect our behaviours (responses). If your thinking is not rational then the feelings and behaviour may be out of whack.

Our thinking can be influenced by forces such as cognitive filters (see article link below) and cognitive bias, we need to be constantly reviewing our thoughts so we respond constructively to situations rather than react in negative ways.

To help you challenge some of your thoughts process one useful way is to write down your thoughts in a thought log. A thought log helps you organise your thoughts and the events that stimulated these thoughts and the consequences of those thoughts. By capturing and examining your thoughts you can see how they influence your behaviour

Many times, your thoughts and behaviours are unhelpful to you. Events, are not as you think they are. Reflecting on your thoughts, and reactions allows you to consider different ways to interpret situations and potentially change your behaviour.

Forms like this are often used in CBT therapy. Sometimes they ask you to capture them, sometimes they also have segments to dispute them. A typical thought log will help you capture notes about the situation, your thoughts, the evidence in support of your thoughts as well as alternatives.

If you have been reacting to situation in a manner that you consider unhelpful or potentially unhealthy, a thought log might be a great first step to helping you capture what is happening between your thoughts, and your behaviour.

Read more about Cognitive filters and how they influence your thoughts at the following link:

Break free from the prison of SHAME.

So many people are living in a psychological jail created by a sense of shame. Shame doesn’t have to dominate how you feel about yourself, and the decisions that you make. Break free from the prison of shame.

Shame is a complex, painful experience that most of us experience at some point in our lives. It is characterised by the mental distress, often together with unpleasant feelings within your body including feeling like you have knots in your stomach, chest pain, lumps in the throat, and heated skin, when you feel you have done or are wrong in a situation. There are usually accompanying negative intrusive thoughts such as, “I am bad or messed up”.

When our shame becomes chronic, it can take over our identity and our energy to live fully. When we experience this type of shame, we are steeped in the fear of being ridiculed, diminished or feeling flawed. Whatever, we feel ashamed of, at its foundation is an unconsciously belief of inferiority or being unacceptable – even being unlovable. I call these our root shame beliefs – they include thoughts such as:

  • I am unlovable
  • I am dirty
  • I am disgusting
  • I am inferior
  • I am a joke
  • I am a bad person
  • I am a fraud
  • I deserve to be punished
  • I am nothing

Shame is a common denominator in low self-esteem, high reactivity, perfectionism, intimacy issues and co-dependency. Shame traps us. Shame breaks us.

There are different types of shame – some is attached to situations, when you break an norm or expectation, or existential shame, when you come to realise something about yourself (e.g. you drink too much). When shame internalised/toxic shame it becomes especially problematic. Internalised/ Toxic shame is when you believe that something is fundamentally wrong with you. Often this is the result of external experiences or commentary.

Shame is different from guilt. Guilt is about a specific behaviour or fear of a punishment, whilst shame is about feeling that something is unacceptable about us. When we feel shame, blame is never far behind.

Some cultures place a particularly high value on reputation, face, honour and one’s contribution to their community. In such societies, shame may be used as a tool to modify the behaviour of a member of the community. In some cases, if a ‘wrong’ can not be corrected a traditional expectation may even include suicide.

If shame has been shaping your experience, we want you to know that you CAN move out of those associated experiences of being disconnected, rejected, diminished and reduced.

What are people ashamed of?

People are ashamed for a variety of reasons. In therapy we see shame from which we try to free our clients. Often, as people who care about our clients, we wish we could help them see that they should NOT be ashamed of the things they are ashamed of. Shame is rarely fair or even rational.  Shame destroys our sense of self, and our feeling of acceptance, unnecessarily.

People feel ashamed about:

  • Their appearance
  • Their culture, ethnicity
  • Their addictions (drinking, drugs, gambling)
  • Their mental health
  • Their sexuality
  • Their identity
  • Financial troubles or status
  • Their learning challenges
  • Their marital status – particularly if they have been forced into divorce
  • Being rejected by their family of origin
  • Being in an abusive romantic relationship

Defence mechanisms against shame.

We respond to shame in a number of maladaptive ways. Have you been using these techniques to maintain or avoid dealing with your shame?

  • Denial/ Repression – we refuse to believe what has happened or bury it because we or others think it is unacceptable. This can lead us to become easily triggered as we mask our sensitivities. Paradoxically we try to make a stimulus have no impact, but instead we can become hypersensitive to trivial criticism that we worry could reveal the source of our shame.
  • Projection – when we project, we disown our unacceptable feelings, thoughts or qualities onto someone else. Sometimes we blame another person before we think they can judge us.
  • Self-Pity victimisation – sometimes we really are victims, but we can also portray ourselves as a victim as way to avoid growth. It is rare, but some adults provoke abuse from others in order to receive the punishment they believe they deserve as part of their shame.
  • Withdrawal – we can force ourselves to live in the shadows so that others can’t see the source of our shame. Introverts are more likely to follow this approach.
  • Avoidance/ Addiction – When we have strong shame we may choose to self-medicate to escape the negative feelings and thoughts associated with our self-hatred.
  • Contempt – sometimes we make use arrogance as a defence. Using and inflated sense f ourselves to avoid our feelings of inferiority.
  • Envy – we can compare ourselves to others and blame them for our situation.  For example, “I have to be this way because those other people have all the resources and I have none”
  • Oversharing – when we asked about our circumstances we share the whole story, including all the ugly details of our experience because we feel obligated or compelled to share our shame.
  • Acting out in anger or aggression – aggressiveness may become intensified if we believe that another person stimulates our self- judgement. We may become vindictive, physically aggressive, or passive aggressive.

A way out of shame.

Shame makes us silent, defensive, hypersensitive, combative, forced to live in denial or anger. The opposite of shame is also part of the cure for shame. The opposite of feeling shame is being self-accepting, being compassionate to yourself, accepting that perfection is not ideal or realistic, being forgiving of your problems and shortcomings, understanding that progress is made in consistent effort (i.e. resilient), and being connected to people rather than treating yourself as if you deserve punishment.

Easier said than done, I hear you say.

In counselling we recommend a number of techniques and have sessions focused on various recovery practices. Some that I particularly recommend are quietening your inner critic, creating an inner champion, and reflective journalling to help you recover.

Whilst you can do this work on your own, using some of the books listed as recommendations to this article, working with a counsellor will probably be more efficient. A counsellor can help frame questions to help you better see your shame traps, and navigate the practices that maintain your shame, as well as help you prioritise activities that could help.

Shame reducing exercises

Shame makes us silent, defensive, hypersensitive, combative, forced to live in denial or anger. The opposite of shame is also part of the cure for shame. The opposite of feeling shame is being self-accepting, being compassionate to yourself, accepting that perfection is not ideal or realistic, being forgiving of your problems and shortcomings, understanding that progress is made in consistent effort (ie resilient), and being connected to people rather than treating yourself as if you deserve punishment.

Easier said than done, I hear you say.

In counselling, we recommend a number of techniques and have sessions focused on various recovery practices. Some that I particularly recommend are quietening your inner critic, creating an inner champion, and reflective journalling to help you recover.

Whilst you can do this work on your own, using some of the books listed as recommendations to this article, working with a counsellor will probably be more efficient. A counsellor can help frame questions to help you better see your shame traps, and navigate the practices that maintain your shame, as well as help you prioritise activities that could help.

Recovery from shame.

When we explore how people react to shame, we can summarised that, in response to their shame, people move against people, away from people, or move towards people. Moving towards people means being vulnerable, showing love. In order to be able to be vulnerable and show love we need to free ourselves from the power we have given our shame.

Quieten your inner critic

In order to free ourselves from shame, you will need to quiet your Inner Critic. Each of us has an inner critic, who often picks away at our sense of self, building a kingdom of shame. In session we will often confront a client’s inner critic so that they can, often for the first time, realise that they are feeding themselves a series of unhelpful and poisonous thoughts. This inner critic maintains your shame. The inner critic writes excessively long to do lists of “should” in response to your reaction whatever you are ashamed of.

Remember Many of us give a full stage and podium to our inner critic, but little air time to soothing words of self-affirmation of our inner champion. Remember the words that you say to yourself can build you up or strip you down. If you are suffering from negative self-concept you need to feed yourself positive words. The thing you are ashamed of, is probably not really that shameful. You need to change the record that plays in your head. Remember nothing changes, if nothing changes.

I often encourage clients to name their inner critic, usually with a name that I dislike. Mine is called Kevin, simply so I can say to myself, “Shut up Kevin,” whenever I find myself in a labyrinth of self-criticism. This quietens the critic AND makes me smile. You need to then work on its antithesis – the inner champion or cheerleader.

Engage your inner champion.

Engage your inner champion/ cheerleader.  creating a character or component inside yourself whose role is to be the champion you need. This voice needs to help you accept your shame and turn your vulnerability from something to hide from to something we can be proud of. There is a reason that the movement towards acceptance of the LGBTQ+ community is called PRIDE.

When deciding what your inner champion might need to perform in support of you, consider the opposite elements of shame. This key inner voice needs to help you stay connected to the world, be compassionate, feel pride in yourself, help you to be resilient, accept that you are imperfect being and that, that, is okay. Self-acceptance is a priority.

For example, your inner champion could:

  • Encouraging you
  • Give you empathy
  • Supporting you when you feel unfairly treated
  • Help to build your self-esteem
  • Help you to feel empowered
  • Validating your feelings
  • Talk to you  positively about our looks, feelings, experiences
  • Understand that when people judge people like you, it demonstrates their problems, not ours.
  • Helping you identify and regulate your emotions
  • Help us face up to our responsibilities rather than feel “less than” because of parts of us we don’t accept

Your champion is going to respond to the demands of your inner critic – using self compassion and acceptance, and even forgiveness to free us from the tyranny of should that the critic will list for us to live under. We can sometimes explore these internal dialogues by using journals.

Using journal pages and prompts to help you break free from shame.

I am a proponent of journaling. I see it as an essential component of self-therapy. I’ve attached a link to an article about journaling to help you better appreciate the benefits of journaling at the end of this article.

The creative process of journalling allows all of your voices to be expressed on the page. Internal self-dialogue, is much more clear when captured on paper. I prefer prompted journals as an empty page can be daunting.

Exercise series 1: Let your shame speak

In this series of journal pages, you will give your shame a voice to allow it to express the thoughts associated some of your fundamental shame beliefs. For example, you write your response to a root belief that you hold within your experience of shame. You can know what your root belief is by reading each of the common shame root beliefs and feel in your body the one that gives you the biggest response. We have created these pages for your consideration.

Step 1: Let your shame speak –responding to a root belief

Step 2 Separate the shoulds based in fact from the shoulds that are based in shame

Step 3 Imagine an alternative future

Step 4 Create a rebuttal.

Exercise series 2: Reprogramming messages from the past.

Step 1: Identify messages from your youth that have come to affect you and your perception of yourself. Think about the messages that your friends or family, or culture, impressed upon you when you were young. List these out.  These might include

  • Be nicer
  • Don’t be so sensitive
  • Don’t act crazy
  • You are a psycho
  • Act like a lady
  • Don’t be so stupid
  • Be nicer to people
  • You are lazy

Step 2: What was the impact. Did you feel embarrassed or humiliated by these messages. How are you allowing them to affect you as an adult?

Step 3: Have you turned these messages into a tyranny of should that your inner critic reminds you of regularly. Does it seem fair that you are so tough on yourself?

Step 4: Consider listening to your inner champion instead. Are these messages needed or helpful to you? If you were showering yourself with self-compassion and protecting yourself, would you listen to these messages and the tyranny of should any more?

Try these activities to help you work through your shame. Sometimes it is hard to be objective when you are looking at and within ourselves. You can consider working through a counsellor to help you find pathways through tough spots, when you get stuck, or find some elements too painful. A good counsellor can help you move through the shame reduction process, and break you free from the thoughts that have been keeping your trapped.

About the Author: Angela Watkins is the lead counsellor at RED DOOR. Angela helps adults, teens and families break through emotional road bumps. You can feel better. To contact Angela for an appointment email angelaw@reddoor.hk.

Other blogs about Journaling:

Useful books:

Darlene Lancer (2014) Conquering shame and codependency: 8 Steps to freeing the true you

Rebecca Mandeville (2020) Rejected, shamed and blamed: Help and hope for adults in the family scapegoat role.

Hilary Jacobs Hendel (2018) It’s not always depression: Working the change triangle to listen to the body, discover core emotions and connect to your authentic self.

Brene Brown (2007) I thought it was just me: Women reclaiming power and courage in a culture of shame.

Stephen Guise (2015) How to be an imperfectionist.

Understanding your Mother Wound – Repair is possible.

The term mother wound is used by psychologists to describe the emotional pain or trauma that can be result of a difficult or disruptive relationship with one’s mother. You do not need to have had “bad” parents, or a history of trauma, to acknowledge that a part of you feels wounded from how interactions with your mother have left you feeling incomplete or unloved.

Many people identify that they have experienced a lack of emotional validation from their mothers. Individuals have a plethora of reasons to be unable to provide emotional care for their children. Whilst this creates pain in the children of these mothers, this article is not about blaming that parent.

It is unfortunate that you did not have the type of parent that you needed, and deserved. You can stay stuck in that pain, or consider looking at how to heal that hurt.

Healing the mother wound is about actively providing the care for yourself to heal what remains. In the same way that if someone accidentally cut you with a knife, it does you better to pay attention to treating the wound than shouting at the weapon that caused the injury.

You may feel angry because of the perceived failings of your parents. I encourage you to talk through that anger with a professional. You do not have to forgive or forget. That said, this venting, whilst cathartic, does not completely heal the wound. Blaming your current status on other people might feel good, but you will still need to actively work on a repair for yourself. This probably feels unfair. An alternative way to look at it would be to say that you are seizing the reigns of your future and will do the work to deliver your future, rather than waiting for someone else to do the work for you (not possible) or stay stuck in the past (in which case repair rarely occurs).

Understanding your mother wound

Take a moment to reflect on your relationship with your mother. Think about how that relationship affects you today. Did you feel loved and secure? Were you let wondering if you were good enough? Did you need to act in a role that didn’t allow you to be a child? Did your needs take second place to the needs of other family members? Were you labelled as lazy, crazy, a troublemaker? Write these observations down so that you can reflect on this commentary later. Recognising the ways that your past experiences affect your present can help you begin to heal.

Some of the symptoms and signs that you may be experiencing as a consequence of having a mother wound can include the following:

  • Perfectionism
  • Low self-esteem
  • People pleasing (being a Yes-person)
  • Poor personal boundaries
  • Self-sabotaging behaviours
  • Problems with being assertive
  • Difficulty caring for your needs
  • Idol worshiping other people
  • Being conflict avoidant
  • Difficulty regulating your emotions, feeling over emotional
  • Constant feelings of shame and guilt
  • Trouble in interpersonal relationships including fear of abandonment, difficulty trusting people and/or co-dependency
  • A sense of emptiness.
  • Lack of confidence to parent your own children
  • Difficulty accepting responsibility for your role in situations
  • Vulnerability to addiction or self-medication
  • Regular negative self-talk

What can you do to heal your mother wound?

The following activities will help to heal your mother wound. Whilst you can do these alone, these tasks are often more effective when performed in collaboration with a counsellor. Counsellors are trained to help frame questions in a constructive, reflective manner that helps clients to focus on the feelings and their responsibilities rather than noise and excuses, additionally they can help you to feel safer, and more calm, during these painful explorations.

Reflections and recognise An important first step is to understand how your past is affecting your present. We listed a series of symptoms in the section above. It is important for you to consider particular instances where you have demonstrated these behaviours so that we can consider what thoughts, reactions, or triggers are occurring in those situations.

Let me give you an example. A client recently told me a story about a recent frustrating her interaction with her boss. In the recount, Janice (not her real name), was annoyed that her boss had not yet repaired the air conditioner in the classroom where Janice teaches thirty 5-year-olds. Janice identified that she was angrier about the air conditioner than she felt was logical. Knowing Janice well, as well as her history with a mother who often dismissed the impact of events in Janice’s early life, I asked if her current reaction could be related to feeling ignored by her mother when she had made bids for emotional validation as a child. Suddenly Janice’s overreaction made sense. Janice was reacting not only to her boss’s current inaction, but to a repeated, old wounded belief, that she was not important enough to be listened to, a mother wound.

If you have overreacted to a situation, do not stay locked in the shame you might feel about it. Be curious. Could the present actually be reminding you of the past? We call this type of reaction a trauma response. It is usually attached to a traumatic event, but isn’t always. If certain circumstances remind you that you feel ignored, dismissed, labelled unfairly, or mocked, it may be as part of your history, and pain from your childhood.

Throughout the recovery from a mother wound, and especially at this time, journalling your thoughts is particularly helpful. Start writing some helpful prompts that can start your ability to reflect on these situations. Here are some prompts which might help.

Pick one symptom that you suspect may be attached to experiences from your childhood. When did you start to notice this behaviour in yourself? What could have happened in the past that planted the seeds for this behavioural choice? If you could, magically be rid of this problem, how would your life be different?

Pick one symptom that you suspect may be attached to experiences from your childhood. What are the benefits to you of feeling this way, or performing this behaviour? What does it mean for you as an adult to be experiencing this behaviour/ feeling? Are you ready to consider changing this behaviour/feeling? Do you know how?  

A key component of recovery from the persistent challenges from a mother wound involve the essential element of re-parenting. Re-parenting involves creating a character or component inside yourself whose role is to be the parent that you need. That role is sometimes refered to as your Inner Parent.

Counselling provides a objective, yet non judgmental way to look at yourself and how you interact with the world. All of us can benefit from the process of self-exploration which is an essential component of the counselling processing.

When deciding what your inner parent might need to perform in support of you, it will be helpful for you to consider what you want/wanted your parent to do in their role as parent.

For example your inner parent could:

  • Encouraging us
  • Calming us
  • Taking care of our basic needs
  • Organising our health checks
  • Supporting us when we feel unfairly treated
  • Help to build your self-esteem
  • Looking after your safety
  • Validating your feelings
  • Nurturing you
  • Helping you identify and regulate your emotions
  • Help us face up to our responsibilities
  • Prioritise us over other people

When you write a list of these activities you can use it to start to set an agenda of what your Inner Parent needs to provide for you. The questions that remain is how can you achieve these goals. Talking this through with a counsellor, or close friends will be a great place to start.

Do yourself a favour – write the agenda of your inner parent today, and start re-parenting yourself tomorrow.

In order to set up a compassionate inner parent for success, you will need to quiet your Inner Critic. Each of us has an inner critic, who often picks away at our sense of self, building a kingdom of shame. In session we will often confront a client’s inner critic so that they can, often for the first time, realise that they are feeding themselves a series of unhelpful and poisonous thoughts. I often encourage clients to name their inner critic, usually with a name that I dislike. Mine is called Kevin, simply so I can say to myself, “Shut up Kevin,” whenever I find myself in a labyrinth of self-criticism. This quietens the critic AND makes me smile.

To help recover from the emptiness we may feel from the way we were raised we need to practice self-compassion and self-validation. Being kind to yourself is an active process. Many of us give a full stage and podium to our inner critic, but little air time to soothing words of self-affirmation. Remember the words that you say to yourself can build you up or strip you down. If you are suffering from negative self-concept you need to feed yourself positive words. You need to change the record that plays in your head. Remember nothing changes, if nothing changes.

Look up self-compassion workbooks in Amazon to start building and enterprise of exercises to help you. Or talk to your counsellor who can help create a customised programme around your needs and messaging.

The practice of mindfulness and mediation to create a greater generalised sense of calm so that you can better observe your reactions to situations and be curious and more reflective over your behavioural responses. Working with a mindfulness trained coach can help you better notice and react to situations that trigger you.

Utilizing healthy creative practices can help you reflect on emotions and create a vision of your future with the help of your Inner parent. Creative expression of ideas, feelings and conerns decrease stress and anxiety, increase feelings of calm and help develop self-awareness. Engaging in creative endeavors is good for your mental health. For example, you can use colouring, painting, needlecraft, clay work and writing to express yourself.

For those of you who know me, you will know I am a fan of reflective journalling. Journalling allows your internal dialogue to be played out on the page. If you use journal prompts you can better capture your thoughts to be expressed on a particular issue or worry. Its harder to start journalling from a blank page.

Some journal prompts that might help you could include:

When was the last time I was truly kind to myself. How did I feel when I was looked after by myself?

Am I able to allow myself to “parent”? If not, what thoughts and concerns are holding me back?

What kindness or support could I provide for myself that would make a big difference in my life?

If I had to compare the amount of time that a listen to my inner critic rather than my inner parent, what would the balance look like? What could I do to make the ratio of air-time better for my mental health?

Lastly, be patient with yourself and your healing journey. You may want to rush to be whole again. It might be better to change one small thing at a time, so that you can reflect and re frame your world around the small changes that could be made. Allow yourself time to grow , after all that’s what a good parent would do.

About the Author – Angela Watkins is a psychologist and counsellor helping teens and adults recover from hurt and shame. Angela helps clients make the changes that take back their control of their lives. To book an appointment contact angelaw@reddoor.hk

Helpful books about the mother wound and reparenting:

Larry ALLEN (2023) Unearthing the mother wound: Healing and growth for a happier life

Maria CLARKE (2022) Healing your wounded inner child

Natasha LEVINGER (2023) Healing your inner child: Re-parenting yourself for a more secure and loving life.

Other articles you might find helpful: 

Changing your thinking:

about writing a journal

breaking free from narcissism

when parents and children become estranged

Warning signs: when to consider couples’ counselling.

warning signs

Can couples counselling save your marriage?

 

Whilst most counsellors would like to say an unequivocal “YES” to this question, reconnection is very dependent on the couple, the history of their relationship, the degree of contempt in the relationship, the commitment of both parties to try to work at the relationship, and of course, the involvement of other parties.

 

When couples come to me for counselling the first diagnostic that I look for is the “sign of life”. We’re these people happy together once? If they were happy once, and both believe this, this is a promising sign of life and hope for the relationship. There will still be a lot of work, but you cannot make something that was never good into something great, but you can, again, like someone who you once loved.

 

The reality of couples counselling is that some couples  come to counselling after a serious disruptive act – such as having an affair, long standing contempt, and the echo of other significant life events (death of a parent, loss of work).  Whilst walking back from those challenges can be accomplished, it may be better to consider counselling when there are warning signs, rather than war wounds.

 

You are having the same argument again and again, for more than 6 months. Sometimes these arguments are a cover for other, even more complicated issues. Counsellors can help couples learn to communicate more effectively, and also dissect underling issues.

 

You live separate lives from one another. If you feel like you are more like flatmates than life mates. The process of counselling may help you build positive shared goals and set rules of engagement to help you reconnect Sometimes marriage partners feel determined, because of past hurst (inside or before the marriage) to express their independence from their partner. Counselling may help you face and resolve the opportunity to reconnect and enhance your shared feeling of like, and love.

 

You want different things out of life from your partner. Once upon at time you may have been best friends, and shared everything. As we grown, partners can become disconnected, especially as children enter the equation. A love relationship requires investment. People can change, and you may believe different things, but could an remain connected. A counsellor could help you navigate your shared values and help build better connectivity.

 

Intimacy is lacking. Intimacy is not just sex. All affection – hand holding, touching, kissing, and sex, matters. Couples counselling can help partners describe and discuss the reasons behind their challenges to intimacy.

 

You or your partner is tempted to have an affair. Relationships can be significantly damaged by disruption to expectations of exclusively. Even harmless Facebook flirting with ex-partners. Couples counselling can help individuals connect and consider their needs of their ego, and their current relationship.

 

Trust has been broken. Trust is the foundation of a healthy relationship. When we do not trust our partner, we may try to build defences around ourselves and these compromise our future of the relationship in our relationship. Trust is an essential, yet fragile, component of relationships. Counselling can help couples explore reasons to trust (or not) and their own personal values and viewpoints that compromise their barriers to trust in the future.

Counselling can help couples reconnect. When choosing a couple counselling options you will find different modes and options. At RED DOOR we are the only provider in HK to provide the Conjoint therapy of Couples Counselling.

The advantage of Conjoint therapy in Couples Counselling. The model we use at RED DOOR. At RED DOOR we use the conjoint couples therapy approach. In Conjoint therapy two therapists work with the couple during couples’ sessions and then one counsellor will meet with you for any one-on-one sessions. This is an advanced method of couples therapy. Since there are two therapists in the room there is less chance of either of the partners feeling blamed, or favoured. If you have felt that any previous couple therapist sided with you, or your partner, you will appreciate the objectivity and inclusion that this model supplies. There are a number of therapeutic options available in the conjoint model including pairing vs individual counsellors , role play and modelling of problems and techniques, as well as  break-out sessions within couples sessions (which is helpful if one client becomes flooded, or some negotiations are required) . This model also keeps the therapist moving sessions forward constructively. Often if sessions become heated much of a therapist’s attention is moved towards “traffic control”. Traffic control whilst necessary, is not the goal of therapy. Therapy is to help blockages in communication and find the right tools and skills to help remedy the problems. Having a second therapist on hand helps keep the therapeutic goal on track. In conjoint-couples therapy you each have someone who understands each of your perspectives in the room. The team of counsellors work with you, and together to formulate a plan to understand and overcome the challenges in your relationship. At RED DOOR, we use a Gottman informed approach, but will also include emotionally focused therapy, CBT and narrative therapy tools. Because two therapists are involved there are cost implications. At RED DOOR we try to manage this by asking each of the therapist to reduce their standard fee for the sessions.

If you don’t feel ready, or your partner will not go to counselling, you might consider reading relationship building books

I personally like Gottman & Silver, “The seven principles for making marriage work” and M. Kirshenbaum’s “I love you, but I don’t trust you”. For some quick ideas to reconnect, please see our blog on making your relationship better:  https://reddoorhongkong.wordpress.com/2019/02/14/make-your-relationship-better/

Best of luck keeping your relationship on track. Please remember the words of American relationship psychologist Barbara De Angelis , “Marriage is not a noun; it’s a verb. It isn’t something you get. It is something you do”.

#reddoor #couples #relationships #trust #mentalhealthessentials

When families break-up: Parent- Adult Child Estrangement.

There are a number of ways that families can break-up. Death of a family member, divorce, rejection of a child by a parent, break ups due to strained adult sibling relationships, and, the topic of this article, parental estrangement by an adult child.

A few years ago I received a text from a parent living in Europe. Mary*. Mary’s son, John*, lives in Hong Kong and Mary was looking for a way to reconnect with him. She detailed that John had asked for them to cease contact, for reasons that, “she knows what she had done”. She supplied John’s email address and requested that I broach contact with John to check if he would be willing to engage in family therapy to reconcile their relationship. (*these are not the real names of these individuals)

I reached out to John to see if he would like to start a discussion about what had happened from his perspective, with a view to considering if relationship recovery could be possible. He was clear in his intent to remain estranged. Reconciliation requires two willing parties.

My attention turned to Mary and providing some of the support that she would require to understand her situation and be able to move forward. One piece of “comfort” I could provide is that parental estrangement from their adult children is a growing trend among families. She is not alone.

The trend for adult children to choose estrangement from their parents might be increasing as individuals value their individuality over group membership (ie staying in touch with family) in modern societies. Adult children, more often do not live in the same town or city as their parents. Isay (2007) suggests that members of society are driven by external safety requirements. In times of war families try to stay together. In times of peace, deliberate estrangement seems to become more likely.

Regardless of the societal factors behind the trend of estrangement, adults today seem to feel more enabled to consider separation from their family of origin.

Estrangement is painful and confusing. You will likely be consumed in a haze of emotions including shock and disbelief, shame, anger, rejection and you will be stressed. It is normal to worry and catastrophise over how bad it can be and how long this can last. Unfortunately, estrangement usually lasts a matter of years, rather than a matter of weeks and months.

“When they are adults, our children, posses the ultimate weapon: distancing. In order to keep from feeling hurt or put down, they just recede from us and get on with their lives”. Isay, 2007, Walking on Eggshells.

Why do adult children choose to distance themselves?

I don’t think that adult children are obligated to maintain a relationship with a parent, especially if there has been a history of abuse in the family. Sometimes parents do very little to cause an estrangement. Sometimes they have done a lot.

“However painful the separation, many adult children report that ending the relationship with the parent was the only way they could find to take control over their own lives” Coleman, Rules of Engagement, 2020.

In researching the main causes that adult children choose to distance themselves from their parents the following causes are the most recorded reasons.

Family therapist Joshua Coleman surveyed 1600 estranged parents and suggests that 75% of the cases that he reviewed were estranged as a result of a divorce between biological parents.

While the revelation of a parent’s affair is a lot for a child of any age to work through, it is especially damaging if the other parent uses the affair to punish their ex by poisoning the children’s opinion of that parent.

Parental alienation Syndrome (PAS) is a major factor driving some children’s decision (including adult children) to distance themselves from a parent. When one party in a divorce engages in parental alienation behaviours (such as listed below) it can create the circumstances where a child (adult or a minor) may choose to distance themselves from their biological parent.

A word of warning to the those parents utilizing alienation activities – when children identify that they have been exposed to such practices, which can happen when they become adults, this can become a reason that they choose to become estranged from their parent that they believe weaponized and manipulated them during the divorce.

Any discussion of reasons why adult children reject their parents has to include the impact of third party influencers. Your child’s romantic partner, or their family may be partly involved in their decision to distance themselves.

If your child is struggling with mental health issues, they may choose to become estranged as part of that condition, or because of their shame attached to their condition. Addicts, particularly if they are not ready to consider recovery, do not like their families to witness their struggle.

If your adult child has felt suffocated or controlled during their childhood they may feel like they have no means to become self determining that involves your parenting style.

Studies have showing that differential treatment – where parents behave more positively toward one of their children (favoritism) can affect the overall well-being of children even after they have grown. Whilst this is only one of the potential causes of ongoing sibling conflict, it may be one of the reasons that sibling conflict can split up the family of origin.

If parents expect their children to mirror their own values and beliefs this can cause particular challenges. Gay adults find it extremely difficult to maintain relationships with parents who are rejecting of their identity. In such circumstances parents will need to consider the price of the reconciliation. They can have a relationship with their gay adult child, or no relationship with their preferred/imagined straight offspring. Differences in viewpoints can break down connection.

Can you reconcile?

When a parent reaches out to facilitate a reconciliation I make no assumption about their guilt or innocence in regard to claims by their adult child. What I want to emphasize is that if you want things to be different, it will require change on the part of the parent. It is important that the estranged parent ties to empathize and understand their perspective of their adult child. This doesn’t mean that you are saying that the adult child is right, you need to consider to stop telling them that their perspective is wrong, or invalid.

It is easy, but not productive to resist the need to empathize or change. You might feel you have done nothing wrong. You might believe that being willing to listen to your child’s version of events will reinforce their immaturity, reinforce the position of other, third, parties, or be used against you. You may even fear that becoming tolerate to your child’s narrative might make you feel bad about yourself. Being vulnerable is sometimes more possible if a family therapist drives the reconciliation process.

In the below graphic we detail some of the elements each party needs to be prepared to commit to in order for reconciliation to be possible:

As I detailed in the case of Mary and John at the beginning of this blog, it takes two collaborative parties to make reconciliation possible. Often a family therapist provides the space and perspective required for each party to be able to express themselves in a constructive manner where their feelings can be managed. Even then success is not guarenteed.

You may therefore need to consider how you will survive the estrangement, whilst you hope that reconcilation may become possible.

How to survive Parent- Adult Child Estrangement.

It is extremely distressing to be cut off from any group, and particularly if your own child decides to distance themselves from you. From my work, and research on this topic I have the following practices that you can consider.

If you are going though any challenge to your mental health, including estrangement from your child, find a support group if possible. Your experience is unique to you, but not uncommon in society. Find a physical or online support group. Google search for parents of estranged adults to see if you can find a forum online or in person.

Empathizing with your adult child is an essential ingredient of reconciliation. Take some time to reflect on their experience. For example – what pain could you acknowledge may have been hard for them. Is it possible that you have dismissed this pain or invalidated your child’s experience? Even if your adult child continues to distance themselves, these reflections may make it more possible for you to forgive them for their choice.

Give your experience a voice. Estrangement is painful. Write about your pain. Try to capture your thoughts so that you can reflect upon them. Write about the shame that you might be experiencing. Challenge if you need to really feel ashamed. Social media paints pictures of families wrapped up together in a loving embrace. Many of those images are fabrications, not reality.

Be careful in any communication with your child. Be careful not to create further reason for estrangement. It may be tempting to lecture your child . It is reasonable to expect you treat you with the kindness and sensitivity that you expect from any other adult, but understand they want to be heard and respected as well. Communicate at a frequency that you are comfortable with. For example you might choose to communicate around significant dates – birthdays and Christmas etc. Consider a letter of amends.

Joshua Coleman recommends that his clients (parents) write a letter of amends to their adult child. This letter shows you care. Such a letter will demonstrate that that you are willing to model reflecting, taking responsibility and offering an apology. This letter can help clarify what you accept and take responsibility for in the parent-child relationship whilst emphasizing that no harm was intended within that relationship. This letter provides proof that you acknowledge that your child is now an adult, and able to make the decision to continue to distance but you would like them to consider an alternative. In writing the letter you can demonstrate that you can take responsibility for yourself, whilst also offering yourself some self-compassion.

Counselling – both regarding the reconciliation, and for yourself will help you frame your emotional state, explore your responsibilities, and consider a path forward. Counselling can help you address the shame and the weight of the stereotype of the pitiful rejected parent.

You will need to spend time, with your counsellor, or on your own capturing your thoughts and ruminations. It is hard to understand what to do, and how to process some of these thoughts on your own.

Whilst you wait for reconciliation, do you not put your life on hold. Make friends, spend time with people.

You decide what you share with other people about the condition of your relationship with your adult child. You can be honest, but economical, about the estrangement with new acquaintances. For example you do not need to explain the whole situation to everyone. If you are asked if you have children, you can simply say, “I have a child but we are estranged at this time”. You do not owe anyone the backstory.

Remember you can survive.

About the author of this article: Angela Watkins is a counsellor at RED DOOR Counselling helping adults, teens and families navigate various mental health challenges including divorce, special educational needs, family relations, romantic relationship challenges, substance dependence, depression, self-harm, and recovery from abuse.

Parent – Adult Child Estrangement books

Coleman, J (2020) Rules of Engagement: Why adult children cut ties and how to heal the conflict [RECOMMENDED]

Isay, J (2007) Walking on eggshells: Navigating the delicate relationship between adult children and parents.

McGregor, S (2016) Done with crying: Help and healing for mothers of estranged adult children [RECOMMENDED]