Tag Archives: Feelings

Feelings from fiction?

In a recent  workshop I made up a story of a  situation between my son and myself.  As I went through the dialogue steps, I found myself having the same feelings as though it was a real event!

A great example and demonstration that feelings can be stimulated through false information and stories we tell ourselves!

Proof Positive in my opinion why coming into present moment brings happiness

Wonderful explanation of mind wandering versus being in the moment.  It includes a few sentences on the ability of the mind to organize only known to wo/man kind.

Awareness Education against Bullying: My Perspective

I wanted to share my perspective on bullying with you.  I believe change can happen if we culturally begin to shift our long-term focus from first aid solutions for justice and begin to look at the root causes of bullying together with a  commitment to educate the parents and educators in our children’s lives.  
 
Our children learn through a process of observing what those around them are doing and mimic it.  We call this modelling.  Parents and educators do not teach a child how to roll over, sit up and come to stand as they develop movement which tells us that we (wo/man) have the ability to learn through experience and observation.  Speaking even begins with hearing those around them and babies first words are the most important ones to them like mommy or daddy.  Therefore the relationships they see around them are their sources for taking in information and learning.
 
As a parent myself and now sharing programs for educators and parents, what I know to be a commonly shared experience is in this statement, “We are not trained to be parents.”  I would like to add we are not trained in the art of honest expression and skills of listening.  Therefore it is my opinion that we aren’t developing healthy, understanding relationships.
 
Imagine for a moment a child who has met their own need for play together with a rushed parent who wants them to do something different from what they are doing, like go to bed.  How does the parent phrase it and how does the child receive the information from their parent?  Would the child hear what they are doing valued in any way?  This step is usually overlooked by busy parents, yet imagine what’s going on for the child who’s needs are not being recognized as being separate from the parents and who isn’t able to express it yet.  
 

As parents we may think children are demonstrating poor behavior when they are simply trying to  demonstrate and express their needs. Parents and educators have power over children in our current culture.  Power over simply means hierarchical.  Think about our organizations, business and western world in general ~ hierarchical models.

We are teaching our children dominance through existing structures without including the development of skills for understanding their own behavioral process.  Our culture lacks the speaking literacy for a developing child to understand and connect to what is being said in the way that they perceive information.  We receive information through our senses of feeling, seeing, touching, tasting and hearing sounds. Now imagine hearing the use of  feel in a sentence that does not accurately describe any feeling at all or misuses words to describe feelings.  Some simple examples:

  • I feel we need groceries.     (Replace, I think instead of I feel)
  • I feel you should go and play.   (Replace, I think instead of I feel)
  • I feel your brother needs to have a sleep.   (Replace, I think instead of I feel)
  • I am feeling unheard when you ignore me.  (unheard is not a feeling, replace with sad) 
  • I feel safe when you don’t run ahead.  (Safe is not a feeling, replace with calm) 
These are common sentences in our relationships.  Now imagine two or more people trying to have a conversation and not being able to connect.  First without true use of feeling words there are no words that creates an empathetic understanding (true sensory awareness words that the other person can connect to with ease).  Second, if there is not a common point of understanding such as a value that they can perceive without judgement, there will be confusion or they will take it personally resulting in a reaction.  For example: 
 
  • Bullying is bad. (Replace with ~ I believe if we are not sharing our common needs for kindness, consideration and acceptance that our relationships will be violent.  
  •  You’re a bully. ( Replace with ~ When I see you post pictures of bleach to Amanda’s RIP facebook pages,  I feel rage and disbelief as I have a need for kindness and consideration for Amanda’s family and friends.  
  • We have a rule of no bullying.  ~ We have a common need’s in our relationships for dialogue, listening, cooperation, consideration, understanding and have agreements for trying to meet these needs.
It is my perspective that by shifting our focus towards daily conversations that have individuals taking more personal responsibility for understanding their own reactive state it will shift the focus from taking it out on others in unconscious and habitual behaviors.  For adults, it more difficult to learn after years of learning how to run away and protect themselves.  For children, it’s easy.  It will take the adults learning it and practicing it in order for children to change.

Therefore it is adults committing to learning what it is they want their children to learn first:

  • How to express what is alive in them truthfully.
  • To become aware that their child is meeting their own needs and that those needs are different from the adults and to shift into valuing those needs mutually, simply by acknowledging them.  (Children do not want to be invisible and think about it: ~ adults discuss their process with their partner/friends, etc. who do children have to process it with ~ no one!  Therefore imagine what is going on inside the child – isolation, feelings of being alone, not seen, not heard, not valued, not cared about)
  • Value based communication and leadership
  • Feelings literacy
  • Needs/values literacy
  • Listening Skills (listening without trying to fix it, without interruption and how to reflect back that the child sees that regardless, they are beautiful)
  • Making concrete requests that have specifics that are doable – not vague.
Rather than talk about it, I hoped to give you some experience of what I believe is important for our culture of learning how to create kids that are mediators in the moment conflict first arises.  Imagine a child being able to understand what is going inside themselves while at the same time understanding what is going on for the other person who’s behavior is violent.  As soon as they have basic skills they will be able to identify that it is not about them at all and about what is going on in the person being violent.  This is the shift we want.  From there they will have choices in how they respond meeting their own needs and not that of the person being violent.  It will affect the balance of the victim/bully and the bully will have no power over them.  
Renee has been developing programs in Education for consideration by value based leadership organizations that are now being presented.  For a peek at this development go to link @   http://supportingnonviolentcultureineducation.wordpress.com/
Let’s keep the conversation going!

Part four-in becoming friendly with anger deepening the needs consciousness

Part four in this series may be for those who have already established a practice in recognizing needs consciousness and/or working with a facilitator.   If your new to the practice and this next part is confusing, go back to the first four parts and enjoy working with developing your practice.

In exploring naming your personal needs as described in part two of this anger series  you will with more practice develop a choice for naming the first set of needs that come up or you can take another step.  This is the step that this article will focus upon.

The first choice to stay with the first set of needs that encourages and feelings and needs dialogue.  This will support you to connect with the other party and share what is going on for you.  An example,  I was late for a doctor appointment and as my doctor entered the office she stated that she was frustrated because her need was for being on time.  She did state her feelings and her need and I could empathize with her yet I wasn’t connected, so to establish one it would have taken us into a dialogue.

To take her sharing to a deeper connection she could have stayed with her needs a moment longer and then connect to the new feelings coming up .  This may have allowed for another set of needs to come to the surface.  For example,  “I am concerned for the loss of being punctual and respecting my other clients time when you arrive 15 minutes after our agreed upon time.”   Had she mentioned this to me I would have had an instant connection that didn’t startle me and one that I could stay with and be authentic immediately back in my expressions of regret.

This step of the practice is then to add another level to identifying your feeling and needs.

1.  After identifying your unmet needs, stay with it for a few moments and notice if new feelings come up.  Sometimes there may be sadness at having these unmet needs and if you open to this your may find another need arise that you are more connected with.  This is usually the one that if you express to the other party that they can hear with more understanding and clarity and not hear any blame or shame.

The third part in becoming friendly with anger is being willing to connect

The third stage before talking it out with the other party is to consider what may be going on for them that had them behave or make the decisions that have stimulated you.  These actions  are similar to the process you just completed in determining your own feelings and needs yet now it is to imagine what is alive for them.  What stimulated their behaviour or decisions.

  1. Consider what the other party/parties may be feeling.
  2. Connect to what needs they have.

Once you are comfortable with having some understanding of their perspective and what might  going on for them, make a choice if you want to share what’s alive for you, or if you want to listen to them first.  Begin to connect, start talking.

In the model that Dr. Marshall Rosenberg has written about in Nonviolent Communication, he suggests following a guideline to follow to support creating a new dialogue. To view this process – go to NVC – four part process

For Parts one – The first part in becoming friendly with anger begins with understanding its function

and two – The second part in becoming friendly with anger is being willing to recognize our anger verses being angry

and four for those who are ready for a bigger challenge in their established practice – Part four – in becoming friendly with anger deepening the needs consciousness 

The second part in becoming friendly with anger is being willing to recognize our anger verses being angry

In the article called, The first part in becoming friendly with anger begins with understanding its function,  we left off with the question of, “How do we begin to recognize that when we feel anger in our daily relationships it is that our danger signals are simply telling us we are not getting our needs met?”   The first three steps to understanding more about this could be:

  1. Commitment – make a personal choice to begin resolving your difference and choose to connect in your relationships
  2. Develop Understanding – become curious about how to be objective about what is happening that is causing your anger.  A good rule of thumb is to view a situation as though seeing it through a video camera and describing this without blame and shame.  For example, “the room was dark and the table was at an angle that I did not see,”  versus, “you left the table in walkway and you turned the lights off, what did you think was going to happen!”
  3. Be Willing to Take Personal Responsibility – take time to explore what your feelings are  and know that these feelings are created by an unmet need you have.  What could needs be?  In the above example you may be feeling annoyed, hurt, and frustrated because you have a need for safety, trust and reassurance that if you walk through your family room in the dark you’re not going to walk into a table.

Having personal agreement to these first three points will give you incentive to  create opportunities for going beyond your differences in situations that typically create anger.  The next four steps are inner based self inquiry and actions steps to begin to practice the next time you notice your feelings of anger rising.

  1. Notice what you are telling yourself without judging yourself.  What stories are you putting to the situation.  In the above example it might be, “he/she always moves the table and never puts it back.  He doesn’t care about anyone but himself!” Or perhaps you are not comfortable with the idea of having needs and expressing them.  You may have been brought up to not have needs or may have them confused with ego thinking.  Simply notice and commit to moving forward with;
  2. Identify the emotions or feelings that are coming up.  Some of us will have a vocabulary of feelings and others will sense in terms of experiencing.  After choosing a few that are most alive move on to;
  3. Identifying what needs of yours that may not be getting met.  This  step will begin to decrease the level of heat you are feeling and begin to let you connect to what’s underneath the surface of your reaction.
  4. Decide what you want.  Make this a clear and positive action request which will be easier to find agreement with.  You cannot come to agreements with statements of what you do not want.

Once you have stopped to check in and separate the enemy images to understand more objectively what has stimulated you, identified your feelings and needs that stimulated your feeling and come up with a clear positive request of what you do want,  the next stage is to deliver the message.  For on go to link:

The third part in becoming friendly with anger is being willing to connect 

The first part in becoming friendly with anger begins with understanding it’s function

– Anger usually covers up feelings that we want to protect.

For example if we are overlooked for a promotion at work deep down we may be feeling disappointed, hurt, and possibly annoyed and not ready to share this even with ourselves therefore what we might notice is anger.  Processing the news of not being chosen we may cycle into thinking in what could be called “enemy images, ”  to protect our feelings.  We begin to think about something being done to us, or begin thinking of ourselves as not being good enough.

– Anger indicates that something is happening that we are not in alignment with.  

For example,  a parent of two children may become angry witnessing one child dominate the other by acting in a bullying way.  This could be a trigger for the parent who reacts in anger to protect what is dangerous.   In this case the parent has a need for emotional and physical safety for both children.

#3 – Anger is to get us out of danger, fast!

Anger is an inherent human function to stimulate us into action.  Imagine the adrenaline that runs through your body when you get angry.  The next time you notice yourself becoming angry make a point of checking out how your muscles begin to respond, how you breath and the power you feel.  You need this to get yourselves and others out of danger.  If your child was crossing the street and a car was coming, this anger is useful for you to act immediately to get that child out-of-the-way of the car.

The second part is becoming friendly with anger is be willing to recognize your anger versus being angry  for more, go to  link