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Building Boundary Awareness in Young Ones

Building Boundary Awareness in Young Ones

Released Tuesday, 28th May 2024
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Building Boundary Awareness in Young Ones

Building Boundary Awareness in Young Ones

Building Boundary Awareness in Young Ones

Building Boundary Awareness in Young Ones

Tuesday, 28th May 2024
Good episode? Give it some love!
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Episode Transcript

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0:01

Welcome to Go Mama Pod , a podcast

0:03

for parents who are in the throes of the beautiful

0:05

dumpster fire of parenting , trying

0:07

and , most likely , failing to do it all . In

0:09

each episode , you can expect evidence-based

0:11

insights into mental health while parenting and

0:14

actionable tips to manage the mayhem with littles

0:16

. I'm your host , rachel McKinney , your therapist's

0:18

best friend . I'm also living in the thick

0:20

of the ups and downs of this parenting rollercoaster

0:23

of emotional dysregulation . I'm

0:28

a licensed clinical social worker with a wealth of experience supporting families and young children

0:30

as we all navigate the unknowns and sometimes problematic

0:33

behaviors of childhood . I firmly

0:35

believe that a parent's or primary caregiver's

0:37

mental health is inextricably linked

0:39

to that of their children . You take better

0:41

care of your child by taking care of yourself

0:43

. Hello

0:56

, my friends and fellow parents , today's episode was prompted by a conversation

0:58

that I had with a friend , and all I kept thinking when I was having

1:00

this conversation was me loudly saying

1:02

to her in caring words you are the parent , words , you

1:04

are the parent , you're the parent , you're

1:07

the parent . And so

1:09

I really want to explain this conversation

1:11

and the importance of what

1:14

came out of this conversation . So

1:16

my friend has a daughter

1:18

who is one years old and

1:20

she has a friend who likes to pick

1:22

her daughter up , even when

1:24

her daughter protests vocally . So she's

1:27

one . She doesn't have a whole lot of words , she

1:29

said . My friend said that she loves this person

1:31

dearly but she , but

1:34

he , when he picks up her daughter , will

1:36

shoo her away , shoo mom away

1:38

when she tries to take her baby , to

1:40

soothe her , and he'll say it's good for the baby

1:42

to get used to other people . And he has

1:44

even walked away with her crying

1:46

baby . So my friend

1:48

said am I being overprotective

1:51

or overreacting in

1:53

feeling like this bothered me and

1:56

I said absolutely

1:58

not . Full stop

2:01

, stop

2:09

. So let's break this down a little bit . A crying baby who is reaching

2:11

for their primary caregiver is communicating her needs by vocalizing and using her

2:13

body . She's saying that she

2:16

wants to be by her mother , who is

2:18

biologically her safest person

2:20

and her primary caregiver

2:23

. And it's normal not to

2:25

want to be held by a stranger . That's

2:27

totally normal , even if this

2:29

person thinks they're not a stranger . So

2:31

yes , I have an issue with this

2:33

person walking away with the baby , expecting

2:36

her to cry it out with him , and

2:39

I told my friend as much . She

2:41

is mom , she's

2:43

responsible for teaching her child that

2:45

her child's voice matters , no

2:47

matter if she's creating words or

2:50

not . When she vocalizes

2:52

that she does not want to be with someone , her

2:55

mom or dad needs to step in to provide that

2:57

safety for her , because she's not in control

3:00

of her body and her voice to

3:02

a point where other people will listen , which

3:04

is so sad , and we'll get into that in a little bit

3:06

. So how

3:08

do we set a limit with our

3:10

loved ones , because so often we're

3:13

expected to put others' needs before our

3:15

own , and even before

3:17

our own child's

3:20

needs . So in my home this

3:22

is something that we do to get

3:25

at . This is we teach that if

3:27

someone says stop or if someone

3:29

says that they don't like something , we stop . My

3:32

son was able to vocalize this when a

3:34

family member picked him up and he

3:36

protested by saying stop , put me down . The

3:38

family member laughed but did not put him down

3:40

right away . Meanwhile there's

3:42

me getting up , walking over , and

3:45

he eventually put him down . And later

3:47

my son said to me I don't like

3:49

him because I told him to put me down

3:51

and he didn't . And I said you're

3:53

right , buddy , people need to

3:56

stop when we say stop , or stop

3:58

when we say no . Okay

4:00

, now imagine you're in a public space

4:03

and you observe an adult

4:05

pick up or drag

4:07

another adult or teenager

4:09

. The adult

4:11

or teenager is clearly protesting

4:14

by saying stop , no , put me down

4:16

, all the things . But the adult

4:18

is not listening . They still

4:20

continue to pick this person up or

4:22

hold them or drag them . Would you intervene

4:25

or call for help ? Probably

4:27

, like I know there's not , like we

4:30

all want to intervene on other people's problems

4:32

or maybe we might call the police

4:34

or call someone else or , depending

4:36

on if we're by ourselves or with our kids , like

4:39

that all matters . But deep down , would

4:41

you see a problem with this ? Probably

4:43

. Now

4:47

imagine that there's an older adult or maybe a person with a visible

4:49

or physical disability and

4:52

they're picked up by another person while protesting

4:54

. I bet

4:56

that would also give you pause and make you feel

4:58

uncomfortable and want to intervene . So

5:01

, just like people with disabilities

5:03

and older adults , children

5:05

are a vulnerable population and

5:07

are treated as less than because

5:10

they are little , because of their age

5:12

, their size . Adults

5:15

think that we can do

5:17

whatever we want with a small child

5:19

just because they're little . Now

5:22

we can see that the problematic

5:24

trajectory here when we teach

5:26

our children that their

5:29

needs don't matter , that the comfort

5:31

or feelings of others matter

5:33

more than them , because then they become

5:36

an adult who might

5:38

not say no to something that they don't like and

5:48

that could be benign , like a meal or an activity , but that could also be quite

5:50

serious , like an assault or something that is

5:52

physically harmful . Do

5:55

you see where I'm going ? Like it's . This

5:57

has incredible impacts

6:00

on our child . So back to my friend's

6:02

story . What could

6:04

she do ? She

6:06

could approach it a couple of different

6:08

ways so

6:11

she could . I think she could be proactively

6:13

. Or

6:15

she could proactively talk to her friend about his

6:17

behavior and say something like baby

6:20

girl does not want to be picked up by anyone

6:22

other than mom or dad . I

6:24

know you want to have a special relationship with her

6:27

so you can meet her on the floor and play together

6:29

. So

6:35

you're saying my child does not like this mom or dad

6:37

do not like this . Here's something that you can do . Or

6:41

she could say along with her husband we're really trying to teach baby girl that her voice has

6:43

meaning and power from an early age . So we're asking everyone

6:45

in our family and friend group to acknowledge her vocalizations

6:48

. If she does not like something , she

6:51

could go even further and say this

6:53

might look like her saying no , her

6:56

reaching for mom or dad , her

6:58

crawling or walking away , her

7:02

reaching for mom or dad , her crawling or walking away . We honor that and we don't repeat

7:04

what we are doing to stress her out . So if it happens

7:07

like he picks her up and she's protesting , I

7:10

fully support mom

7:13

going up to him and saying I

7:15

will take her now like kind

7:18

but firm , and

7:20

if he disagrees , use a firmer

7:22

voice and say my child

7:24

is saying no with her voice and she

7:26

does not want you to hold her or pick

7:28

her up . She is scared

7:31

. Give me the baby now

7:34

. You don't need to like , enunciate like that , but

7:36

be very clear

7:38

and there's no room for nuance on

7:40

this . Here's what's happening , here's

7:43

what you need to do . So this person

7:45

knows you're still . You're not being rude

7:47

, you're not being mean

7:50

. You are putting your child first

7:52

. Now , if he

7:54

dismisses this , he probably sucks

7:56

, but it's appropriate

7:58

to explain the importance of consent

8:01

and how a child as young as one does

8:03

have agency and consent

8:06

over what happens to their body , which

8:09

is , unfortunately , very important

8:11

for a young girl to know and understand . Okay

8:16

, so I got a little deep in this , but it got me

8:18

really fired up , because

8:20

this is something that I

8:22

try and teach parents every single

8:24

day , as well as young children

8:26

. Because with my own kids

8:29

, if they tell me something that they don't like , I say

8:31

, okay , thanks for letting me know . Not

8:33

, mom , I don't like this food . And I say , oh

8:35

, try it anyway . Or oh , have three bites . Or

8:37

oh

8:44

, I don't know some arbitrary thing . I say , okay

8:46

, then don't eat it . Is there something else that you want ? Because

8:50

my child knows what they like . They know when they're full , and then it gets

8:52

even bigger when it involves other people . So my kid says

8:54

I don't want to be around so-and-so . Okay

8:56

, thanks for telling me . If they ever come over

8:58

or you're around them , you can come to me or

9:00

you can say to them no , I don't

9:02

like that . So we're teaching our children

9:05

the skills to say no , so

9:07

that they are not more

9:10

vulnerable than they actually are because they're

9:12

little when they're around

9:14

other adults . It's keeping them safe and

9:17

teaching them that they can be an advocate for

9:19

themselves and their own bodies . So

9:24

you are your child's first advocate , because

9:26

they cannot advocate for themselves when they are

9:28

teeny , tiny little potatoes . So

9:31

work on teaching your child that their voice matters

9:33

in those small moments during your day and

9:36

that other people's feelings are not more

9:38

important than their own . This is something that I

9:41

continue to unlearn , being

9:43

a former people pleaser . It's

9:47

okay to set those firm

9:49

boundaries and be kind

9:51

in them . You can explain

9:53

them , or you don't have to , because it's your child

9:55

, your family , your decisions . So

9:59

I wonder do you have a tricky situation

10:01

with a family member or a friend

10:03

that involves your kids that you might want help

10:06

talking through ? Just send me a DM on

10:08

Instagram , go underscore

10:10

mama , underscore hub

10:13

, and I will

10:15

work through that with you because this

10:18

is important . My friends , that's

10:21

all for today . Take care

10:23

of yourself and know that you are

10:26

the best and the most important

10:28

parent to your child . Thank

10:31

you .

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