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KindlED
The KindlED Podcast explores the science of nurturing children's potential and creating empowering learning environments. Powered by Prenda, each episode offers actionable insights to help you ignite your child's love of learning. We'll dive into evidence-based tools and techniques that kindle curiosity, motivation, and well-being in young learners. Do you have a question, topic, or story you'd like to share with us? Get in touch at podcast@prenda.com.
KindlED
Episode 61: Coaching Kids Through Anger. A Conversation with Samantha Snowden.
Ever feel lost when a child erupts in frustration? You’re not alone! In this episode, we dive deep into understanding childhood anger, why it happens, and—most importantly—how to guide kids toward healthy emotional regulation.
Our guest, Samantha Snowden, an expert in emotional intelligence and child development, shares powerful tools for parents, educators, and caregivers to help children manage big emotions with compassion and confidence.
What You’ll Learn in This Episode:
✅ Why compassion is the key to emotional development
✅ The root causes of anger and how to address them
✅ Practical strategies for emotion identification and regulation
✅ How culture and language shape a child’s emotional understanding
✅ Post-regulation reflection: Helping kids learn from emotional moments
✅ How to foster emotional intelligence and self-awareness in everyday life
If you're raising or teaching kids, this episode is packed with insights to help you build emotional resilience and create a supportive learning environment. 🎧 Hit play now and join the conversation!
Connect with Samantha
Instagram: @anchored_sam
Anger Management Workbook for Kids
Got a story to share or question you want us to answer? Send us a message!
About the podcast
The KindlED Podcast explores the science of nurturing children's potential and creating empowering learning environments.
Powered by Prenda Microschools, each episode offers actionable insights to help you ignite your child's love of learning. We'll dive into evidence-based tools and techniques that kindle young learners' curiosity, motivation, and well-being.
Got a burning question?
We're all ears! If you have a question or topic you'd love our hosts to tackle, please send it to podcast@prenda.com. Let's dive into the conversation together!
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When I see children suffering from shyness or perfectionism or anxiety or sadness or whatever the suffering is, my heart just bursts open and I'm my best self in those moments. Yeah, and so that's the work that I do. I just bring you know these emotion regulation tools and being able to, like, sit with a child and say we can bring compassion to what we're feeling. Like let's put a hand on our heart and go, wow, this is hard, this is hard. And they know, when you look at them, they know that you've felt what they're feeling Like. They know you get it.
Speaker 2:Hi and welcome to the Kindle podcast where we dig into the art and science behind kindling the motivation, curiosity and mental wellbeing of the young humans in our lives.
Speaker 3:Together, we'll discover practical tools and strategies you can use to help kids unlock their full potential and become the strongest version. Welcome to the Kindle podcast. Today I'm here with Katie, my name is Adrienne and we are talking about anger. Katie, how do you feel about anger? Do any fun, fun stories? I'm down on anger. I don't like it.
Speaker 2:That's emotion. I prefer to not feel it, but I do sometimes and so do my kids. Uh, yes, um, I have been feeling angry the last 24 hours because my air conditioning went out. Um, but guess what my kids like it's, it's my our upstairs air conditioning, where all of the kids' bedrooms are, and so they're like coming down and they're like it's so hot up there you know like they're dying. And then, um, my 10 year old. I hadn't been hearing any complaints from him. And then I walk, I watch him walk over to the freezer and open our freezer and he just gets out all of his blankets. And he literally taken matters into his own hands in the middle of the night and he was like I just was really hot, so I just put all my blankets in the freezer and then I just came and got, came back and got them. He's like just been taking his blankets in and out of the freezer. So that's.
Speaker 3:Yeah, I went to summer camp with a bunch of 4,000 high schoolers in Northern Arizona, and Northern Arizona is a lot cooler, typically, than where we live in the Valley. It was not that cool. It was very hot and we stayed in dorms that did not have air conditioning, and so I did bring some fans but, yeah, the kids were freezing all of their clothes and then my son had a fan because I I drove separately so I'd have to ride the bus and he made his own air conditioner. I don't know exactly what he did, but because there were freezers in fridge like refrigerators inside the dorm rooms, so he's like everyone was hanging out in my room, but it's a thing to put things inside the freezer, I guess.
Speaker 2:I would have never thought of it.
Speaker 3:I feel like they were crispy and not as comfortable. He's taken matters into his own hands.
Speaker 2:So I liked the internal locus of control and he wasn't getting mad, he was just rolling with it. So I'm excited to talk to our guest today about emotional regulation and helping kids through anger and frustration. So today we're talking to Samantha Snowden. Samantha has worked with teens, families and adults from all over the world. She began her coaching career with UCLA, working as a mindfulness coach and educator in communities across Los Angeles. For the past five years, samantha has been a content creator and teacher on the Headspace app and co-host on the award-winning podcast Good Night World Dear Headspace and Radio Headspace. Samantha holds a bachelor's degree in psychology from UCLA and master's degrees in clinical and educational psychology from Columbia University and in emotion science from Mid-Sweden University. She's the author of the Anger Management Workbook for Kids. Let's go talk to Samantha. I cannot wait. Samantha, thank you so much for coming on the Kindle podcast. We're super excited to talk to you today.
Speaker 1:Yeah, I'm so excited to be here. Thanks for having me.
Speaker 2:Yeah, so let's get into it. Can you tell me a little bit more about your background, like why is it that you're, what is the work you're trying to do, and then why do you do that work? What's your big, why?
Speaker 1:Yeah. So my big why goes back to my own childhood and struggling a lot with anxiety and mostly that feeling of loneliness, of being misunderstood or not understood at all, because people didn't have the same kind of baseline anxiety and fret that I just kind of walked around with. So I had to kind of struggle to figure out as a child you know, what am I going to do with this nervous system that I've been given? And so I journaled a lot. I remember buying self-help books at like 10 years old. I would go to Barnes and Noble and like go buy books. I remember buying a book that was called Women who Think Too Much and I was only like 12.
Speaker 3:So I was doing the same thing though at a very young age.
Speaker 2:My self-help mode didn't start until I was like 15. So I'm like a little delayed 15.
Speaker 1:A little behind. A little behind. So you, so you understand, yeah, like we're trying everything we can do to to feel resonance with something when we're vibrating and that with this angst or whatever it is that we've been, the cards we've been dealt you genetically and also from our family of origin, and so I discovered psychology at a young age and I knew I wanted to pursue it and I've always loved working with children. I'm the oldest of four and I'm 10 years older than my oldest sibling, so I was kind of like the second mom in my house and I so I've always been like a camp counselor and just around kids and and loving their energy. Um, so I started working with kids and youth pretty young I was. When I was in college I was a tutor and a mentor and I volunteered as a big sister with the big brother big sister organization and from there did you, yeah.
Speaker 3:We are like totally in alignment.
Speaker 1:I'll just keep my mouth shut.
Speaker 3:No, it's so good to know that.
Speaker 1:I'm not alone in this. You know that there's compassion. We all embody this empathy and compassion based on what we've been through, you know, and then we want to help others. So that's like that's my big why, in a nutshell, is just, I know, you know, when I see children suffering from shyness or perfectionism or anxiety or sadness or whatever the suffering is I, my heart just bursts open and I'm my best self in those moments. Yeah, and so that's the work that I do.
Speaker 1:I just bring you know these tools that I've found so helpful and emotion regulation tools, and I've become really educated in this topic, and so I'm always I mean, there's always more to learn. So I'm always reading, I'm always exploring. But being able to, like, sit with a child and say we can bring compassion to what we're feeling Like, let's put a hand on our heart and go, wow, this is hard, this is hard. And they know when you look at them, they know that you've felt what they're feeling Like, they know you get it. So I think to me that's my big mission and my big, my big purpose here.
Speaker 3:Yeah, I love that so much and, like I said I, there's so much that you said resonates with me and how I found your work is your? Okay, you guys, I'm telling you, if you have a child, you need to get Samantha's book, this anchor management workbook for kids, and I have a lot of books like this on my shelf. I'm telling you the way this one is written, so one. So I have three boys and they're all neurodivergent, all twice exceptional, and my middle child. He is autistic, pda, so sometimes hard for the other kids to live with because the rigidity and black and white thinking. And so my youngest child, when they were really little, you know my middle and my youngest, like the middle, could control everything that the baby did because he was five years older, so everything was great. Then, soon as the youngest started having an opinion and did not want to do everything that you know his older brother wanted him to do, then things started to not be as easy between the two of them. So the youngest started developing anger around. You know, just being poked and being told what to do, and constantly. And you know, and being told what to do, and constantly. And you know my middle child wasn't trying to be hard, it's just everything. His lens is just very literal and very black and white, and so that's hard, especially for my youngest, who has a really high EQ and a very sensitive nervous system, so he's taking on all of that intensity.
Speaker 3:So I found your book and I have to share this with you before I get into more questions. So right at the beginning of the book, you're talking about anger, and I love cause. Like at the beginning of each chapter there it's like okay, who makes me feel angry? This is how anger feels, and there's just a little thing that you can read, you know, or the child can read themselves. And so I, my son, was angry and not that you typically want to do these things whenever they're disconnected from their frontal lobe, but it was going on for some time and so I could start to see it coming down and I was just like I don't know what else to do. My nervous system is starting to be hijacked. And so we sat actually in this room and, uh, I could pull the bed down. I'm sitting on the bed.
Speaker 3:He was in this very spot and he's like flailing, like dropping down to the ground and in this how anger feels. You basically like the clues your body gives you, that you are starting to feel upset, and you'll be able to describe them Um, you know it's angry. By speeding up your heartbeat, heating you up and making you feel like you want to break or smash something. Literally two seconds before that, he threw something and tried to smash it. He stopped, looked at me he's like the book knows me, me and he was like it knows what I'm doing, and so it was how and he still will still talk about that moment, about how his anger got out of control.
Speaker 3:But there's so many other things in here that have helped him just rate how he feels and rate how different situations make him feel. And, like I said, I have so many other workbooks that we've used, especially because of, you know, my son being autistic and we've worked with a psychologist and all the things, and so this has been such a helpful tool. So thank you for the work that you've done.
Speaker 1:That's amazing. Yeah, I think you know, just reading, just saying you know sometimes you want to smash things. There's such relief in that because sometimes it can feel, especially as a child, like unspeakable to say I want to hit, I want to smash, because they've been told by adults like this is totally inappropriate, you can't do it. But to acknowledge the urge. I talk to kids a lot about urges and urge surfing, because we all have urges. We have urges to do terrible things sometimes when our emotions are really big, and just hearing that and normalizing that and seeing that they're not alone in that, it's such a relief.
Speaker 3:Yeah, and Dr Dan Siegel talks about the stairway between the limbic system and the downstairs brain to the upstairs brain, which is the prefrontal cortex where logical thinking and rational thinking is. So as soon as I said that, I could see the baby gate opening and the stairs for him to be able to start accessing the frontal lobe, I'm going to guess it's because his brain was making sense of all these really big feelings that he was having in his body. And, like I said, we try to visit this whenever frontal lobe is online, but sometimes if I just don't know what else to do, I will pull it out to help myself calm down too. And then you talk about the amygdala a lot, and that has been helpful. You talk about the amygdala a lot, and that has been helpful. And so I'm like okay, is your amygdala in charge right now, or is it your frontal lobe? And he'll be like my amygdala wants to fight you? Great, but that helps again the brain like start to make sense.
Speaker 3:So, can you discuss the importance of helping kids identify their emotions? And then, what strategies do you offer to kids?
Speaker 1:You've already named a few. Yeah Well, a big part of emotion regulation is naming. You know, Dan Siegel. I trained with Dan Siegel. I was really lucky to be able to get like a lot of good quality time with him. But he talks, he uses this nice little rhyme, name it to tame it.
Speaker 1:And anytime you think of the prefrontal cortex is putting on the brakes. And when you're I tell kids, when you have a big emotion, it's like it feels like a freight train going, you know, 500 miles an hour. The emotion has so much charge and so much energy. And sometimes trying to stop that train is like, you know, imagining stopping that kind of weight and mass with your hands, Like it's just, it feels impossible, Right, so we want to help slow down the train.
Speaker 1:There's so many metaphors, I'll I'll mix them all up, but like helping that train start to to to slow down, without trying to stop it right away. And one way of doing that is to name, try to name what you're feeling Like okay, this is frustration, this is annoyance. You know we can kind of get granular. The research literature uses that word, which I really like granularity. And so, as we get more granular with what we're feeling, or more specific and nuanced um, we're, it's like our we're telling our brain, we're telling our amygdala I got you, I see you, this is what's happening.
Speaker 1:And then that cuts down on some of the intensity of the emotion itself, because the prefrontal, or with kids, I sometimes call it the wise owl, and then I call the amygdala the guard dog, because it's like the part of us that's looking out for threats to our safety or to our wellbeing, or to looking out for obstacles to our goals. And so when we see that emotions are actually useful and they're helping us to figure out what's most important to us, what we value, what in our lives is crucial, then we understand why we have these big alarm systems that go off. So being able to name, being able to understand and sense what's happening in the body and go okay, anger produces this tightness in my throat and my heart starts to race and I get like this headache right here. It also gives children and adults something to focus on. That's not the thoughts, that's not the ruminating kind of cloud of projection about why this person did this or they're such a jerk, or all the things are direction.
Speaker 1:Right, yeah, it's like, okay, that is happening. But let's go to the body, let's do some like, um, what's the word? When you're in a hospital and you have to triage, that's the way you're doing triage care on yourself. Like, first, we gotta name it, we gotta take care of our bodies, and we have to let that emotion know that it's okay to be here, that it's not, um, we don't, we shouldn't try to name it. We got to take care of our bodies. And we have to let that emotion know that it's okay to be here, that it's not. We don't, we shouldn't try to suppress it or push it away or judge ourselves for having it, but we can really allow it to be here just as it is. And then they can start to feel.
Speaker 1:Like I use a feeling thermometer so they can tell me before, during and after where they are on that thermometer. Like when you first came in and you started doing all these things we talked about, you were at a 10 maybe. Then you started to name the feeling. Notice, sensations allow the feeling to be there. And now you're at a five. Look at that. You came from a 10 to a five just by using those tools, um, and then helping them to see the like associate the sensations of ease in their body, how they know that they're back to equilibrium or back to normal, where the emotion has subsided. How do they recognize those symptoms in their bodies and minds, so empowering them with that self-awareness so that they're able to sense clues. That's why I use the word clues in the book, because it's clues that your body's giving you, that let you know where you are in that intensity and that can be really, really helpful in regulating.
Speaker 2:Yeah, this is kind of reminding me of Mark Beckett's work Permission to Feel Bracket. Okay, Bracket, Bracket.
Speaker 3:Yeah, and he has an app called how we Feel. It's so good. Oh, I don't know about that, because you can get very granular with the feelings.
Speaker 2:He brought like mood charts to like. The app is kind of like a mood chart and at every I I did not grow up with permission to feel, I will say so all of this is kind of new to me. I'm like, oh, feelings are okay and I can feel them and they don't hurt me.
Speaker 2:I'm in my late thirties and I'm just learning this just in time to give that gift of knowledge to my kids hopefully, um, but yeah, just under like taking time to sit with your feelings and like really trying to think like am I angry or am I disappointed or am I afraid? Like to like really get granular and it really does kind of put you in this kind of like meditative state and helps you get to know yourself. I will say a little bit better, so that you can really be more metacognitive of like think, you can think about your thinking, think about your feeling, would we say. Metacognitive means like thinking about your thoughts, but is there a different word for thinking about your feelings, like meta emotional or something I don't know?
Speaker 3:I'm just coining new psychology terms here, don't mind me, but yeah, it's, yeah, but it's exciting.
Speaker 1:Well, that's why, too, we have kids draw, because sometimes you can't, depending on their age, they can't put a word to it. Because in the research literature I always think about this U curve that describes human development and how our emotions, the complexity of our emotions, change as we get older. So when children are really young, the emotions tend to be pretty concrete, right, it's like sad, mad, happy, worried. And then, as they approach puberty, the emotions start to get more complex and that's a time of a lot of confusion, identity formation, like who am I, what am I good at? How do I navigate the social milieu of my school, my groups, and then on top. So there's pressure, but on top of it they have the pressure to self-regulate as their emotions are becoming more complex and nuanced.
Speaker 1:So, yeah, so, and then it rises again as they go through adolescence and, like into adulthood, their ability to emotionally regulate gets easier because they are more familiar. They've had more time with nuance now and now it's more familiar and they can like, oh, okay, that's what that is. I'm with nuance now and now it's more familiar and they can like, oh, okay, that's what that is. So, um, yeah, I don't know how old your children are, but you might see that curve happening. Um, and that's a big reason why a lot of teens like I have a stepdaughter who's 16 and she went through this period. I think she's just coming out of it.
Speaker 1:But every time we asked her, how are you doing, how are you feeling, what do you want, how do you, what do you want to do, she would say I don't know. That was her blanket answer to everything. And we would get so frustrated, my husband and I, because we're just so. We're just like we love to dig and we're trying to figure things out. We talk about our feelings all the time, and she and she'd just be like very nonchalant, like I don't know, I don't know, and yeah.
Speaker 1:And then I learned that I mean I started applying everything I teach, but I'm I realized, like if we talk about our feelings. So I would, example, for example, ask her do your friends, do you, ever do anything that annoys you? And I could see her thinking. And then she would a few seconds later say I don't know. And I'd say, yeah, sometimes it's hard to talk about things that annoy you about your friends, because you don't want to speak badly of them. Sometimes, if you think about it too much, you you suddenly don't know what to do about it. So it's scary to think about it. And I just kind of explored why there might be hesitation based on my own experience. And as I did that, she opened up, she started talking about it because it was just an acknowledgement that talking about difficult things is difficult, you know and these are the reasons why I am seeing this, you and my kids.
Speaker 2:So I have a five-year-old, a seven-year-old, a 10-year-old and an 11-year-old and I can see them all in these different phases where, like my five-year-old, a 10-year-old and an 11-year-old and, uh, I can see them all in these different phases where, like my five-year-old is just like ticked, like she doesn't get what she wants. She was just like I want that thing Right. Like clearly obvious she's angry, right. And then my 11-year-old, he'll seem kind of like, yeah, off put. Or you know, he'll be like kind of like gloomy, sometimes starting to go through, you know, getting into the teen years, and I'll kind of read that one way. I'll be like oh no, like he's annoyed, or he's like I'll label it and then I'll be like how are you doing? And he'll think about, you know, we've been practicing kind of talking about feelings more and more and he'll say things like I think I'm feeling a little bit melancholy and I'm just like, okay, like you're putting your.
Speaker 2:He really likes to read, so, like his vocabulary is, is his literature vocabulary is meeting his like feeling internal world now and I'm like, oh, this is so interesting to have you like have more words, to be more granular about this and to know that, like, oh, I really need to get curious about this as a parent, because I'm misreading, I'm mislabeling and like it's it. We really have to have this dialogue, this, this, uh, collaborative conversation about this stuff. Have you heard of the book um, I was just looking it up over here how emotions are made. It's by Lisa Barrett. When I when I read this, I was like, oh, this kind of like flies in the face, a little bit of like how these things are normally talked about. So I'd be. If you've heard of her work, I'd love to hear, like, what your take is on her work.
Speaker 1:Okay, yeah, no, I haven't read the book, but yeah, if you what?
Speaker 2:is what's explored. It was a while ago, but it was really like.
Speaker 1:That caught your interest.
Speaker 2:The idea that anger lives in a certain place in our brain and like, or the anger is a certain like combination of like physical feelings Like we've talked about, like heart, like you know, like those things, that that is anger. She talks about more like how that is kind of like a social construct that we give to kids. It's like, oh, you're feeling these things. That's anger, right, because we all agree. So we think that, like this is what's going on. I guess she's just kind of switching it. It's like, actually, yeah, that's what's happening in the body and then we name it and that's what causes that to be an emotion.
Speaker 2:And like she does this really interesting cultural study where, like you know other there and emotion. And like she does this really interesting cultural study where, like you know other, there's another culture who has like a specific word that describes the shame you feel after getting a bad haircut or something. It's like we don't have that feeling, right. So it's like it just shows that like our language is really tied to the like our emotional constructs as we age. And I'm just like I don't know how I feel about all that or what I feel, like I'm not a neuroscientist, I'm not a psychologist, I'm just, like you know, watching people that know about all this stuff talk to each other and, kind of like push ideas around. So I just thought it was interesting, kind of like not not the norm, not what I've typically read. So, anyways, something interesting to think about.
Speaker 1:Right? Well, yeah, and there are cultural differences when it comes to emotions, how people talk about, different cultures talk about emotions, and then, of course, that has an effect on how we our relationship with our own emotions. Like, I remember reading about Japan and their relationship to shame is very different than the American relationship to shame. So in Japan they'll, they'll teach um, starting in preschool they start, they teach kids that shame is an important clue that we did something you know, not wrong, but we did something that we don't feel good about or that might have had a negative effect on our friends and our um, our society. And so they talk about shame at a young age and then, when it happens, it's more of like it's an expectation that this is part of the human experience. It's not something I have to push away or I can't talk about it, right, but in America shame is such a kind of like horrifying emotion for a lot of us to feel that we do all kinds of things to get ourselves out of it.
Speaker 1:There's a suppression numbing behaviors, exactly so I don't hear a lot of people talking about shame or even being able to say in a conversation wow, I feel really ashamed, especially at work, like in the workplace or in your family, being able to pause and go, cause the feeling of shame, the, the, the actual sensations and the thoughts that come with it can be really, really, um, devastating in that moment because it makes us feel completely worthless. Um, but if we know in Japan, if you know that it's just a signal letting you know that, oh, I signal letting you know that, oh, I did something.
Speaker 2:This is information. Might have been the other um exactly linguistic thing that I've heard is that, like I think, in french they don't say I'm angry or I'm frustrated.
Speaker 3:They say I have anger in me, I have frustration in me, and I think that that's a really helpful, like little tweak to make it's like you aren't anger you know, just a little language tweak can help them change their relationship with that exactly in Spanish too, yeah, the Latin languages yeah we had Richard Russick on from the art of problem solving and I don't remember if we talked about this on the podcast or off the podcast, but we were talking about the Kumon logo and it's a face and it just has a, just has a line, and he gave a really interesting story and said that you know, he had a friend from that culture and they were no, I think this was after it was after it was like offline, but it's funny, yeah.
Speaker 3:And so he was at a chess tournament and he was like I can't read like that, it was Japanese, right, I can't read their um their faces. And then his Japanese friend was like, well, the Americans just like, have all of their, you know everything like right on their face. And he said, oh, I can read their faces really well, Even though they all looked like this you know, to us because culturally we're not used to being able to.
Speaker 3:They're not as expressive. So he said he was able to identify and so we were talking and like laughing or like well, maybe that is a really joyful maybe we're misreading the kumon logo.
Speaker 1:I have always wondered about the kumon face. I've taken photos of it and showed it to people because I went to kumon as a little kid yeah, it was like a pre-logo.
Speaker 2:Why is it so sad? And then I went to Kumon and I'm like oh, it's actually very accurate. I do feel sad.
Speaker 1:Yes, yes, it's torture, but maybe helpful. I don't know, they try to increase the speed of your arithmetic, but it's torturous Okay.
Speaker 3:So what are we've?
Speaker 2:been circling around in these things. But can you think of any other things from the workbook that help kids understand how their brains work? You've talked about the owl and the wolf. Like talk through that a little bit more. I think that's really interesting. And then any other like analogies or like kind of ways that you talk to kids about their brain.
Speaker 1:Yeah, I use a lot of Dan Siegel's tools as well, like he always uses the hand model of the brain and talks about the amygdala and the prefrontal cortex and how we flip our lid when we have big emotions and then we need to do certain things to help bridge that communication again. So that one I think is is really helpful for kids. And then again the guard dog and the wise owl. So I'll have kids talk about, like, how do you know your wise owl is online? What do you? What does your wise owl say about this situation? And that works really well with young kids too, because it's these are animals that they know very well and they're familiar with.
Speaker 1:And yeah, talking about how our guard dog or our sometimes I'll talk about the reptilian brain and how reptiles are very reactive, right, they either go towards something, away from something they don't really think about what they're going to do, they're just reactive and how. We have that as part of our brain, that tendency, and it kept us alive for many thousands of years. So it sometimes gets overactive, you know, or we perceive a threat that's not necessarily a real threat, like if someone gives us a look, or they have a certain tone of voice that we misinterpret. You know, our guard dog could get poised to attack because it's misinterpreting what people are really feeling. So we can start to notice that and again notice the signs that that's happening and take a deep breath, do all the tools we talked about and then use tools like reframing, like I use the question what else could be true? Just as a simple question, what else? Ask yourself what else could be true?
Speaker 1:My immediate assumption was that they don't like me because they sat with another group of people, another group of friends. But what else could be true? Maybe someone brought gummy worms today and they really want to get some of those gummy worms. That was my candy of choice in middle school. But, yeah, you start to like ask them, have them ask themselves what other possible interpretations they can make and then notice how that affects their emotions, because if you realize oh, it might not be me, you know, we know that kids and adults with mood disorders tend to over blame themselves for things that aren't necessarily their fault, right, so having them imagine other scenarios can be really helpful. And then relating that to that being the wise owl, and they're strengthening their inner owl and their ability to think flexibly and not get stuck in.
Speaker 2:I like how that helps them kind of like identify with the value or characteristic of being wise, because I think that that's something that they. That's a really healthy label to be like. Oh yeah, I have a deep wisdom in me that I can tap into when I choose to. And like feeling that about yourself as a little kid is really powerful, instead of kind of like, oh, you're a little, you don't know anything like teaching someone. Teaching a little kid that they are very wise is just so empowering to me. So I really love that.
Speaker 2:And also the guard dog. I like that because it's like, oh, this feeling feels yucky and hard and I want this feeling to go away, right, but it's like, oh, it's actually just trying to protect me. And when I realized like that it's actually a really good, healthy part of my brain, I can stop like numbing or distracting myself or just like telling like a lot of kids, a lot of my kids, not other people's kids I'm sure my kids will come up to me and they'll be, they'll be injured and they'll be like can I watch a show or can I have a treat? And I'm like no, because we're just going to sit here and feel sad that you hurt your finger and we're not going to use sugar screens to teach you this early to go numb your feelings with that so.
Speaker 2:I love the caveat.
Speaker 1:You'll learn that eventually Go for it.
Speaker 2:Well cause Katie said that this is how she rewards herself.
Speaker 3:Is she'll like?
Speaker 2:have little pieces of candy. I've done that to myself. Yes, it's different.
Speaker 3:So, you're allowed to do it. I mean, we do that all the time, right.
Speaker 1:I certainly do that for sure. I think it's fine. I think it's like the locus of control, right, is it someone?
Speaker 2:else trying to control you or like you know, am I the one saying like, oh, you're hurt and you're crying, and I don't like you're crying, that's making me uncomfortable. So here's a, here's a treat, here's like a screen to distract you. So I'm more comfortable because I want to be. I want to show my kids like your feelings and everything you're going through I can handle that. Like I am here for you and like your feelings aren't too big, no matter what you're going through. Like I can stay calm through that, even though I struggle sometimes. Full disclosure. We all struggle. I'm not perfect, but when I can, um, just demonstrate that to them. Like, no, like we can overcome a bruise knee or whatever, like without this thing.
Speaker 2:We can just feel that and feel sad for a minute and we can cuddle and you know um get over it, move through it, grow from it.
Speaker 3:Yeah, powerful, a really. It's huge, a really powerful story. Lael Stone I don't know if you're familiar with her work. She's in Australia and she wrote a book about resilient kids and we had her on the podcast to talk about emotional regulation and resilience and she talked about imprinting. She told a story about her daughter falling and, you know, getting hurt, and so she just came alongside her and just sat with her and her daughter's body, you know, convulsed and did all the things to process all this pain. And then after about 10, 15 minutes she looked up at her mom and said I think I broke my arm. And Leo was like, yeah, you did, but she allowed her daughter's body versus automatically, let's go into triage, let's call the, you know, just allowed her to process that.
Speaker 3:And I found that to be so powerful, because how many times as parents or adults, we do this to ourselves, where we're just like, oh, you're fine, just get up and go Especially if we were raised that way, and because you know lots of general pack generational patterns but to also give that as a gift to our kids and what Katie's saying, I think that's so beautiful, katie.
Speaker 3:No, we're just going to sit here and feel this feeling and sadness I can handle. I can sit with sadness. I actually prefer sadness, and I know Katie talks about Gordon Newfield and how to like anger, frustration into sadness and turn your mind into sad. So that one I can handle. It's the anger, especially because I have very, you know, kids with intense behaviors and it is loud and I'm a highly sensitive person. I have a really sensitive nervous system so I take on all that energy and it's so the sadness I can sit with. It's the anger. Do you have any suggestions on like how to help I mean obviously working through, like a workbook like yours, but also any other suggestions for parents that can't handle the crying or the anger or, you know, intense feelings that their kids may have?
Speaker 1:Yeah, that's such a good question. I think taking time to first of all developing a mindfulness practice and it allows you concentrated time every day to witness yourself just as you are, which is going to increase your resilience and your ability to be with all the intensity that comes up within your own nervous system but also then increases your bandwidth for your children's emotions. So that is like a muscle that you can grow and get stronger in just with daily practice 10 to 20 minutes a day of just a mindfulness meditation practice.
Speaker 3:Do you recommend like an app or a program or just sitting still, and I have OCD, so just being able to do meditation on my own, I can't do it. I think I have gotten up to like a minute, which is really huge for me. Do you have any recommendations? Sorry to interject, I'm just curious. No, no.
Speaker 1:That's a great question. Well, I know I mean, headspace is a great app for beginners and actually anywhere you are in your journey, but I really like this app, too, called Healthy Minds. It's not very well known, but a few colleagues of mine started it and it's really nice because you can choose if you want to do the meditation while you're walking, so you can.
Speaker 3:Actually it's adapted to movement if you find it hard to sit still Because that's how I do a lot of my meditation. I walk in the morning and it is hard. It's like sit still and listen to the sounds in the room. I'm like I'm not in a room and I'm not sitting. So I love that.
Speaker 1:Yeah, yeah. So walking and when you're upset too, like if your child's upset and it's really hard going for a walk, um, or even pacing or moving side to side while they're talking to you or while they're emoting allows you to ground your attention in your feet, which can be really, really grounding and settling because it's something more tangible. It's a stronger anchor than, say, your breath sometimes I also, like Kristen Neff talks about this where you take in a breath for you and as you exhale, the breath is for your child and you can just think of the word compassion or I'm here, I like the words I'm here, I see you, yes, and then you breathe that out to your child yes, I see you, you're here and feeling this, and then you, that's another anchor for you as you're listening, as you're trying to stay present in the midst of that's helping me right now.
Speaker 2:I just all of a sudden start breathing for me and breathing for you. What's his?
Speaker 3:name Adrienne Andrew, With those awesome kids books we just had. Andrew Newman. Oh my gosh, have you heard of Conscious Stories, samantha? No, I'm going to write this down, you have to check them out. We had Andrew on the podcast.
Speaker 3:His work is so good and he does a what's his last name Newman Newman, and he does a snuggle breathing meditation at the beginning of all of his books, and it's I breathe for me, I breathe for you, I breathe for us and I breathe for all of those around us.
Speaker 3:And at the end of all of his books he has, you know, like a just a little thing that kind of goes over what the story was about, but you can do it with your child, and so this one's about hugs and the hug factory, and so we didn't even just read this book last night to my seven year old it was two nights ago, and I could tell he was having a tough day and with emotional regulation, and so he pulled this book out and I said, oh, do you want to read it? He said no, I just want to do the hug meter in the back. I said, oh. I said where are you in your hug meter? And he said I'm in survival. I said, oh, so what do you need? Lots of hugs. And he's like. So I gave him a hug and he said I need two hugs for it to even go up to one. And so I think we hugged probably 25 times, and by the end, though, he's laughing and he was making up all different types of hugs, but his books are really, really good.
Speaker 1:Oh, I can't wait to get that. Yeah, I feel like we all need a hug meter in our like, on our wall, like a poster size hug meter as soon as I pulled in the driveway today.
Speaker 3:He runs out because he doesn't start school till next week and everyone else in Arizona has started school and he runs out and he's like I need a hug right now. I said, okay, I need to put the car into park first and then I can give you a hug. So just helping our kids have language around like what they're needing, which is like what you know, everyone I feel like in your space is doing, and I'm just so thankful for the work.
Speaker 1:Like what you know, everyone I feel like in your space is doing and I'm just so thankful for the work. Oh, and how empowering to be able to trust that you'll. You know you won't push him away or make fun of him or ridicule him for that, or you know that you're there and responsive, like, yes, hugs, I'm here. I'm here for that, and it reminds me of an exercise at the end of my book about forgiving ourselves, because so often when we've gotten angry and we've said something we've regretted, I mean I remember stuff I've said at 14 15 that I still feel guilty about. I've apologized to my mom multiple times, but it sticks with us, right and it can can have a negative effect on on the formation of our If we think of ourselves as a mean person or Ooh, I can, I can be really mean sometimes From guilt to shame, like Brene Brown talks about just from like I did something wrong to.
Speaker 1:I am wrong, yes exactly, so I put this forgiveness ritual at the end of the book, and it's so simple.
Speaker 3:I haven't gotten to that yet.
Speaker 1:Oh it's, it's good. I do it all the time in silence, just with a hand on my heart, and it's may I forgive myself for anything I might have said or done, intentionally or unintentionally, to hurt this other person. And then you think of the other person and you say may they forgive and release themselves for anything they might have said or done. And then you say may they forgive and release me, may I forgive and release them, and may we forgive and release each other. And it's just this ritual. Sometimes I'll do it 10, 20 times in my head until I can feel the guilt and the shame release. You can actually feel the moment when it's evaporated because you've truly forgiven yourself.
Speaker 1:So I learned this and then I thought let me try it with kids, because a lot of people say, oh, you can't teach kids self-compassion, they don't understand that yet. And I was like, no, we're going to teach them all the tools, I'm just going to adapt it to where they're at. And they just like. It meant so much to them to have this kind of you know, when you're in the midst of a big emotion, having a ritual or like specific words, almost like a script in your head that you say, can be really helpful because it kind of interrupts the intensity of the emotion. So you don't have to think or strategize, which is that you know higher order thinking that we don't really have access to in that moment. So having a script, having a ritual, it gives you something to focus on while that emotion is in progress, like while it's downloading and processing, I say you are safe.
Speaker 3:And I'll say it out loud too, so that my son, who's extremely I mean frontal lobes completely disconnected, he doesn't even sometimes have full memory of that's how flooded his brain becomes, and so I'll say you are safe, out loud to myself, but then he's hearing it as well. So that is kind of my go-to. If it's really, really intense and it's starting to cross the boundaries from just anger to aggression, you know, into violence is, which we haven't experienced that in a couple of years, because we've done a lot of work with biofeedback and just helping, you know, even his nutrition and his gut health and all the things. So we've done a lot and he's done so much work. I'm so proud of him. But if it does get to a place, I you know, you are safe. You are safe, you know and then that just helps me go.
Speaker 3:Okay, you really are safe, and then he's hearing that you are safe as well. So do you have specific like reflection exercises kids can use to, you know, understand their behaviors like after the fact, kind of like what we're talking about right now, and if they're just so flooded with stress they may not really be connected in that moment. Can you kind of talk about what's happening in flight or flight as well?
Speaker 1:Yeah, absolutely so, when we've, you know, perceived a threat or our goal is interrupted. This comes from emotion theory. So Magda Arnold is a great theorist who talks about the appraisal theory, how our brain is always making appraisals about our environment if it's safe, unsafe, potentially unsafe. And then we get, we have a response, so our amygdala fires, letting us know that something is potentially dangerous to us or interfering with our goals and objectives, and then, and then we have this cascade of, you know, the sympathetic nervous system response, so our digestion kind of freezing our, our tension narrows. We, you know, we get all the, we all know the symptoms, so we have that experience. So I talk to kids about this, just giving them a basic foundation of understanding that this is human. We all go through this and we have the parasympathetic and the sympathetic nervous system, and and then and you're sorry, I'm Like what your question was Like.
Speaker 2:how is the fight, fight or freeze involved in helping kids like reflect on, like after they lose regulation, Like yeah, how do we help them like learn from it, the reflection?
Speaker 3:after yeah and help them understand that state that they, you know, get to.
Speaker 1:Yeah, yeah, that they, you know, get to, yeah, yeah, so. So explaining that foundation of what's happening in our bodies physiologically and then helping them to understand that there's a moment and to again recognize when they are that's why I keep referring to this feeling thermometer when they're go from like an eight to a one or a seven to a two, so they can start to recognize those symptoms and those clues that their body and mind are giving them. And then using that as a good time to reflect, like when they have come back down and when they're ready. So I'll have parents kind of check in. You know, it might be an hour, it might be another day, you know that you take to, you come back to it another day.
Speaker 1:But framing it in a way that is all about learning like this, really hitting home that this is how we learn about our tendencies, our habits, our patterns, who we are, what we care about, um, what's most important to us. This is the way we learn. We don't learn just by being happy all the time. Right, we learn from witnessing ourselves unhappy or fearful or worried. So when it's framed that way, there's more of a willingness to talk about it again instead of feeling like oh, we have to do this again.
Speaker 3:I'm in trouble.
Speaker 1:Yeah, exactly Exactly so. I'll often have parents describe times that they felt angry and what caused it, like what prompted it. So, getting clear on what the action was, was it? Did someone cut you off? You know, for me it's like always being cut off on the freeway, or it's all road related, it's all freeway related as an adult, but yeah, you like name what, what it was, and then what the emotion was and then what the need was. I think explaining to children that every emotion has an underlying need, an unmet need, and telling your own story of how you discovered what you need in those situations helps them to identify the needs that they might be having, and I love using the nonviolent communication organizations list.
Speaker 3:Yeah, yeah, we had someone on from NBC, yet we had Morris Irwin Jr. We had him on to talk about NVC, oh cool.
Speaker 1:Yeah, so I trained in that when I was studying clinical psych and I love that modality. I often just send a kid-friendly list of feelings and needs over right away when I first meet with families, so that they have that up like on the fridge or somewhere where they can see it and they can start to expand their feeling.
Speaker 2:I don't think I've seen that.
Speaker 1:Um because.
Speaker 2:I would love to post that for everyone and on my fridge and as you're.
Speaker 3:As you're talking, I'm like we always we always talk to the adults about, oh, it's an unmet need, but not until this very moment. I'm like, oh, I should be talking about that to the child too. I was just like, oh, light bulb, why have I not thought of that? I'm always telling myself like, okay, this is his unmet need and this is how it needs to be filled. So thank you for that, right.
Speaker 1:Yeah, absolutely. And then it's. I'm sure after you spoke to someone who has expertise in NVC, they talk about how it's not about when we're expressing, when we end up making a request or asking to get our needs met, that we're not making a demand, right? We're not saying you have to be cooperative, you have to be responsible, right? It's more like I would really appreciate if you would be willing to show respect in this way next time, or to show or to cooperate when X, y and Z is happening and and you make it a question like are you willing to? And then allowing a no to take place, right, if, if the child, or if if it's between two adults and someone says no, I I'm not willing to do that and saying, okay, how else can we, you know, get, how can we help me get my needs met in another way? And you and you take it as kind of a problem solving willingness to collaborate on an answer.
Speaker 2:You really have to set it up before. It seems like, especially. It's like my job as an adult is to take care of their needs. Their job is not to take care of my needs. Like it's not, oh, two, it's like that's not how we want to parent.
Speaker 3:Um, though many try, it's fine, um, but it's like I can't get my three-year-old to care about my needs right, like through conversation and logic.
Speaker 2:um, so I need to get my needs met a different way and I think it's like in order, but like I am here to meet the need of the child. So it's like, yeah, there is an unmet need and I'm going to meet that need or collaboratively discover that need and brainstorm a way for them to have that need met. But holding those I think. I think that the needs thing is kind of like a social contract which we like to set up.
Speaker 2:In our micro school we have like a needs conversation right. It's like every one of us has needs and wants and all of our needs and wants are well, at least all of our needs are equally as important. So like we kind of agree that in this situation we're all going to care about each other's needs, but it doesn't necessarily naturally occur that another, that a child, would care about someone else's needs, cause kids don't have that prefrontal cortex development yet that that enables them to be like oh they, I have this need, they're a human, they also probably have this need into, like project their own, you know, like the theory of mind, into like someone else's situation. So, um, yeah, but all good, all good concepts, so helpful.
Speaker 1:Yeah, what you were sharing reminds me of um this activity I've done with families to make a mission statement like a collective mission statement together, where I have a pinnacle.
Speaker 1:Yeah, yeah, it's really, it's really great. And this I remember my studies. I came upon this term emotion culture. I was talking about like reflecting upon the emotion culture of your early childhood, like what emotions were off limits, how were emotions dealt with? And then looking at patterns in your family and seeing areas where you want to grow and and shift the way that you as shift the way that you as a culture, as a small, intimate culture of your immediate family, how you talk about emotions, how you react to them.
Speaker 2:But it sounds like both of you are doing such a stellar job at this.
Speaker 3:I love that language though emotion culture. We have the knowledge. I don't know.
Speaker 2:Yes, trying and failing every day, failing, failing forward, um, but I love that you're doing well.
Speaker 3:I love that.
Speaker 2:Uh, failing forward that word emotion, culture, because it just makes it more tangible. It's like, what is all this stuff that's going on between people like?
Speaker 2:it's like, oh yeah, that's a thing and we can talk about it we can name that to tame that, and you know, we can, um, begin to be intentional about intentional and a lot more. Like, uh, transparent, right, it's like. Oh, when you're like all of the ways that humans communicate is just like so subtle, it's like, oh, I said this and then you responded this way, but your tone of voice was like a little bit like this and your eyebrows went down a little bit. So now I think you hate me and, like you know, like all of the deep, like subtle things, like calling those things out and just being able to like talk about that, which is not a normal thing to talk about.
Speaker 3:Yeah, yeah, this adds a whole different layer, because you're not seeing nonverbal text with a period text. And I'm coaching my game over.
Speaker 3:Oh my gosh, it's so true, I am coaching ninth grade girls at church and you know, I had one that came to me and she's just I could see her going to dorsal, vagal, shut down, and I'm like, how much time are you spending on this thing?
Speaker 3:And while I'm talking to her, I'm currently anxious generation and I'm like trying to give her the data, but I'm like wait, she doesn't need the data, she just needs to be seen and heard and understood in this moment, and I'm like you need to put this thing away. But it's so hard though, and I think I I remember someone saying that they had done studies and, you know, do functional MRIs or hook people up and they can like see brainwaves. And if someone says I hate you to your face, it's very different than if you say, hey, I hate you over words. Or you can say, or like the way, if I'm the one writing it versus if I'm saying it to you, I'm still getting that response from you. Even I mean the computer screen I talk about this all the time Like this doesn't have the energy that I need, but it's still. I can still see your faces, whereas with the phone you know the brainwaves there's not as much activity and that's why people are not very nice on the internet.
Speaker 1:Yes, Is my conclusion. I know, I remember, I'm just going to write down that book? I haven't heard of that. The Anxious Generation.
Speaker 3:What? Oh my gosh, you gotta listen to it.
Speaker 2:It's really it has all the.
Speaker 3:It came out like just a few months ago. Oh good yes.
Speaker 1:Oh good Good good, good, what was I going to say? Oh yeah, it reminds me I was watching some. I was watching like a lecture on YouTube and I got halfway through. It was long, I think it was like two hours and I got halfway through and I was instinctively about to just turn it off and I thought, wait a minute, what Cause? I was really engaged, but I think I got bored for a second.
Speaker 1:So my instinct was to turn it off and I said what if I imagine that I'm in the room with this lecture, like I'm there in person? I wouldn't just walk out. I would imagine, like that's rude, I wouldn't do it and I probably would benefit greatly from staying. I probably will get a nugget of wisdom or some knowledge that I really would like. And so it made me stay and I and I felt really good about it and I remember talking to kids about it.
Speaker 1:I'm like what if you? You know, have you ever felt that urge just to shut something down, open a new tab or open this? And they're like, yeah, all the time I do that without even thinking about it. I'm like, yeah, but what if you try imagining that you're in the room with a person, like you're sitting across from them and you're and they're talking to you. You wouldn't just turn around immediately when you're bored and leave, would you? And they were like, no, but but we're not in person.
Speaker 1:And I was like I know it's an exercise to try to imagine and like there was, there was such a disconnect with that, like they just couldn't piece that together. They were just like they to them. The world online is so different from the world, um, in real life. And I was trying to like bridge the two and try to see, like say, you can imagine that you're really in person with this other person, but I think, yes, exactly, they're a real person. They put in real energy to create this talk or whatever they're offering you.
Speaker 1:And then, but when I you know, I never go on to, or rarely go on to like threads like Reddit threads or look at comments on posts on Facebook, but recently I've heard so many stories about how mean people are, and so I went on just to explore that world, I was like I'm just going to go in with an open, curious mind and I've just been so shocked by what I see Like just that people talk to other people. They know people are going to read it. They know it's, it's going to be seen and it's going to. Their words are going to be felt, but it's like there's a complete disregard.
Speaker 2:Something that will make you feel better about that is that, like maybe 25% of those accounts are actually robots, so they don't have the human empathy. It really is like we have yeah, we have this tool. So we do a bunch of social media for Prenda and we actually have a tool where you can put in a, like, an account and it will tell you how many of their followers are fake.
Speaker 2:yeah, so sometimes when I see like really outrageous behavior, the thing- that I like find peace in is like just telling myself that person's probably a robot, this person's probably a robot, that person's probably. No, it's like someone's, just like they're trying to get conversations and like um, like make this account go viral, or something like. They're just like gaming the algorithm because you'll see yeah, things go viral.
Speaker 3:Yeah, if it's negative versus positive, which is another thing, but that's why this work is so. So, yes, I mean, I just think about my son. He was in a really bad dirt bike accident a couple months ago and he was flown to a local children's hospital and they weren't going to let me in the helicopter. They ended up letting me on and all these people, because it was camping. We were in the middle of the woods and the helicopter landed right in a campsite. There were campers everywhere and they all have their phones out recording us. You know, and they're waving to me and you know, and I don't know if my son he literally had no idea who he was Um, really, really, really bad concussion, and so afterwards, um, I was looking, I was like, does who, uh, does anyone know who was there? Because I saw them recording us and I would love be able to see that footage and see the pictures.
Speaker 3:And so I found it on Facebook. It was a big group of like 90,000 people and I found the post and they had posted it before they found us and just a lot of people were nice and praying for him and reaching out and encouraging and support. And then someone posted oh, we heard it on the scanner that he didn't have a helmet on. Oh my gosh, you guys, I cannot. People were just tearing us apart as parents. They didn't even know if he was alive, if he was okay, and people were just going at it saying that we're the worst parents ever. The details weren't even true and so it's just.
Speaker 3:I had to stop and go. Okay, they're robots. No, I did not say that. But there was one particular guy I mean cuss words, like just telling us that we were taking his taxes.
Speaker 2:I have no idea. Robots love to swear. That guy is totally a robot.
Speaker 3:Yeah, robot, yeah, so, but it is. So I'm like, okay, I had to stop and pause. And then it's like, okay, you know, find all the things that we're talking about, emotional regulation is so important. And then I don't know how we got on the topic on like online, but I think it's because this is the world that our kids are growing up in.
Speaker 3:It's really, really important that we're looking at how it's affecting them and their emotions and help. Like what you said with the exercise trying to bridge, try to think if you were in person and they couldn't even do that, it's like, okay, that to me is a clue you talked about clues of me to do some work here on in person, because that is how we evolved and how we were created and wired. So this is all brand new and that's what Jonathan Haidt talks about is that's why we're seeing such an anxious generation from 2010 and on.
Speaker 1:Yes, yes, it is, there's. So what brings me hope is there's so much we can do around this as educators, parents, just role models, non-robots. There's so much we can do. And, yeah, non-robots, you could. You could Even robots. We could probably program them to teach that. My nickname in high school was Robot Heart.
Speaker 2:Because I was not very empathetic.
Speaker 3:Oh no, I was going to say please explain that.
Speaker 2:And I would do this. I would do this the robot dance and I would say I am only moved by empirical data. So I've grown a lot, yeah.
Speaker 1:You played with it.
Speaker 2:That's good, it's good that you let it like not offended.
Speaker 3:You took it on and played with it. Okay, samantha, we can keep talking. As you could see, we, we just geek out on all this stuff. We love it with it. Okay, samantha, we can keep talking. As you can see, we just geek out on all this stuff. We love it so much. Yeah, so, but this is a question we ask all of our guests who is someone who has kindled your love of learning, curiosity, motivation?
Speaker 1:or passion.
Speaker 1:Oh man, I'm thinking right now of my husband. I mean, we're both nerdy and we both love trivia. We go to trivia like nights, two or three times a week sometimes, but he's, he's always curious. I'm also thinking of teachers, but I'm I'll just go with him because he's a great guy. No, but he, he's always learning, he's constantly research. If there's something he doesn't know, he researches it right away. He's.
Speaker 1:You know, we have really amazing dialogue about philosophy and history and I just I'm so grateful to have a partner that it just loves learning as much as I do, so there's not ever a dull moment. How can listeners learn more about your work? So there's not ever a dull moment. And how can listeners learn more about your work? Yeah, so I do a lot these days via Instagram, and my Instagram handle is anchored, like we talked about mindful anchors today, so anchored underscore Sam. And then I have a website, samantha Snowdencom, and yeah, so between the two I offer, I post about the events I'm leading lots of four to eight-week workshops online. I'm going to be doing a teacher training for folks who work with kids, so bringing tools like all the ones we talked about into the classroom, into your home, and doing it in person, so we actually get to hold the books and play with the toys that we use.
Speaker 3:And yeah, so I'll be posting that as well, and you can grab this on Amazon. I'm sure there's other places to grab it too, anger.
Speaker 2:Management for Kids, yeah, amazon's the main place.
Speaker 3:Oh, here we go. Workbook for Kids.
Speaker 1:Love it yeah, Anger Management Workbook for Kids, Samantha Snowden.
Speaker 2:Thank you so much for coming on the Kindle podcast.
Speaker 3:Oh, thank you so much for having me. This was so much fun. That's it for today. We hope you enjoyed this episode as much as us. If you couldn't tell, katie and I were totally able to geek out on all the emotions and Katie, what did you think?
Speaker 2:It was great. I'm so excited that all of these things exist in the world and can help parents and educators, help kids, make more sense of their internal world, cause that wasn't really happening for me and it's been. It's been a good life since that's happened. So a little less Katie, robot heart, it's good.
Speaker 3:And more. What did it turn into then? I don't know.
Speaker 2:The hug factory heart.
Speaker 3:I don't know.
Speaker 2:I still struggle honestly, but I am at least more aware I still might be a robot inside. We don't know.
Speaker 3:Only time will tell. You're the one that's going out on the internet? No, I would never do that. There's good robots too, but what I yes, what I got from it was just all of the people that are doing this work, and we will make sure we link all of the books, all of the resources in the show notes, because I think this one we definitely name dropped a lot, but there were just so many people that.
Speaker 3:So that tells you right that this is really important and, like Katie said, it just helps you live a more joyful life when you understand what emotions are, for that they are here to stay and so let's not fight them or stop them in our kids. And then what a beautiful gift we are able to give our kids and our students to develop in a very emotionally healthy way so that when they become adults, they can then, you know, keep giving that gift back. So if this episode was helpful to you, please like, subscribe and follow us on social at Prenda Learn. If you have a question you would like for us to address, all you need to do is email us at podcastcom. You can also go to our website, wwwprendacom, and you can sign up for our weekly newsletter, the Sunday Spark.
Speaker 2:The Kindled Podcast is brought to you by Prenda. Prenda makes it easy for you to start and run an amazing micro school based on all of the ideas and principles that we talk about here on the Kindled Podcast. If you want more information about becoming a Prenda guide, just go to prendacom. Thanks for listening and remember to keep kindling.
