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Dream On Dreamers – Getting the Most Out of Dream Time

During sleep, the brain has a ‘to do’ list that makes the average fairy godmother look like a lightweight.

As well as keeping us alive, it finds creative solutions to problems, consolidates memories, works through painful ones, stimulates new insight, processes emotion and works on important unfinished issues. Dreams are a critical part of the process. Here’s how to make them work for you …

Dreams are the work of a busy mind sorting through the information it’s collected during the day – some of it consciously and some of it not – to process information, emotion and solve problems.

The adage ‘sleep on it’, didn’t make itself into everyday language by bribery or coercion. It’s there because there’s scientifically proven truth behind it.

Dreams can lead to rich insights and creative solutions because the part of the brain that controls rationality, logical decision making and deciding what’s socially acceptable becomes dormant during sleep.

When the gatekeeper is gone the dreaming mind is free from censorship and the rules that might kneecap creativity in waking life.

This is why we can dream ourselves flying to Malta and asking the pilot, Mick, ‘Excuse me Mr Jagger, but any chance of popping my jet on auto and jamming with us for a bit? Don’t be shy. I’ll start.’

This disinhibition is critical to thinking creatively because it allows new ideas to form.

As you could imagine, it could get a bit messy if limbs joined the party and acted out the dreams of an unrestricted mind. Fortunately during dreaming the neurons in the spinal cord are shut down so limbs can’t move.

This is done to ensure we don’t hurt ourselves or anybody else when we fight slipper-stealing ninjas, deliver a left hook to an ex (come on – who hasn’t wanted to go there) or hand over the ironing to Mr Wonderful who’s confessed his undying love because we fit the glass slipper – wait – the trackies (it’s a dream – who’d wear a glass slipper if trackies did the job).

Here are some important discoveries that were made while people were sleeping:

  • ‘Yesterday’ by The Beatles. One day in 1965 in a small room in London Paul McCartney woke up with a sweet tune playing in his head. He played it straight away, asked the fellas what they thought (they were keen) and then set about making sure he hadn’t heard it anywhere before.

    ‘I liked the melody a lot, but because I’d dreamed it, I couldn’t believe I’d written it,’ he said. Fast forward a few decades and that sweet tune is the most covered song in history.

  • Mary Shelley’s Frankenstein. During a miserable summer in 1816 Mary Shelley and a group of friends went to stay with the poet Lord Byron. With the weather particularly moody, the friends were often forced inside where they told ghost stories.

    One night Lord Byron suggested a competition that involved everybody making up their own ghost story. That night, Mary Shelley went to bed and a story ‘haunted her midnight pillow’. The story was Frankenstein, and it’s genius is still celebrated today.

  • Robert Louis Stevenson dreamt the plot for Dr Jekyll and Mr Hyde. He became so adept at dreaming he could return to his dream the following night and dream a different ending.
  • Dr Otto Leowi had a hunch about the chemical transmission of nerve impulses but was struggling to come up with a way to test his theory. He let the idea slip to the back of his mind but one night in 1920 he woke up, turned on the light and scribbled something down. When he woke up in the morning, he remembered he’d ‘written down something most important, but … was unable to decipher the scrawl.’ The next night the idea came back – it was the experiment that would help him prove his theory.

    Thankfully at that time the world was free of funny YouTube clips to distract the brilliant from being brilliant, so Leowi was able to spend the next decade refining his theory. His work was critical to neuroscience and eventually won him the Nobel Prize for medicine.

  • The sewing machine needle. In 1845 Elias Howe was struggling to invent a machine that could stitch faster than other machines could spin and weave. He fell asleep one night frustrated and dreamt – so the story goes – of being tied up from his toes by cannibals and hung over a pot in preparation of being their cup-a-soup snack. Every time he tried to escape their boiling pot, they’d poke him with spears. He woke up from his nightmare and was at first struck with the high emotion of the dream. But, one thing he remembered was that the spears had holes in the points. Holes in the points. Get it? Nuff said.

Manipulating the Content of Dreams

Harvard researchers have shown that it’s possible to manipulate the content of dreams. 

Here’s how that works:

  1. Write down your problem – just a short phrase or sentence will do – and place it next to your bed. Keep a pen and paper nearby.
  2. Think about the problem for a few minutes before you settle down to sleep.
  3. Once you’re settled, try and think of the problem as an image. (The visual part of the brain is especially active during sleep, which is why dreams are so visually rich.)
  4. As you drift into sleep, tell yourself to dream about the problem.
  5. When you wake up, lie quietly for a short while. If you jump straight out of bed you’ll lose a lot of your dream content. Write down any trace of the dream that you remember. More may come as you write. If you can’t remember anything, pay attention to what you feel, the tempt the memory back.

 Dreams are the normal, natural, unavoidable work of a sleeping brain. They are not prophetic, mystical or magical. Nor are the the domain of incense burning Skytrain Moon Pixielar and the dreamcatchers she collects on her astral travels. They are as much a neural process as the thinking and feeling done during when we’re awake.

Without the shutdown of the rational part of the brain dreams are also surprising, creative and insightful – which is excellent and something we should make work for us.

See here for a how-to on understanding dreams.

The good news is that it is possible to harness the power of a sleeping brain and set it to work on a  particular issue … and you’ve gotta love anything that works like that while you’re sleeping. 

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Boundaries and belonging exist together, but how this works is something that takes loads of experience.

Children can’t learn respectful, kind, strong boundaries without someone who has modelled this over and over. It doesn’t have to be perfect every time, just enough times.

The presence kids and teens need from us is one that is warm AND strong. Love and leadership. They need both in the one person.

Strength without warmth will be experienced as controlling or bullying. Disagreement will come to mean rejection. To avoid rejection, they might be more likely to people please, say yes when they mean no, or denying their truth.

Warmth without strength will be experienced as ‘flaky’ or unreliable. If they don’t feel an adult leading, they will be more likely to take the leadership role from the adult. Someone has to fly the plane.

The third option is both - keep the boundary, add the warmth.

Make space for their disagreement, their ‘no’, and, hold the boundary with warmth. 

‘Warmth’ doesn’t mean dropping the boundary. It means being kind, and not withdrawing our affection because of their response. It means rejecting the behaviour, not them 

‘It’s okay to be angry at me. I won’t listen while you speak like that. Im right here. You’re not in trouble.’

‘I get why you hate this decision. It’s ok to be annoyed with me. I’m not changing my mind.’

‘It’s my job to keep you safe. I know it’s a tough decision and I’m not changing my mind. It’s okay to be angry at me.’

‘I care about you too much to let you do something unsafe. That’s my decision. I expect you’ll have a bit to say about it and that’s okay.’

If the give you information that does change your mind, it’s always ok to do that but make it clear it’s still a decision you’ve made in strength, not because you’ve been worn down: ‘What you said about … makes sense to me. I’d decided to change my mind.‘ OR, ‘Let’s talk about this calmly when you’re ready. What you’ve said about … makes sense to me. I’d like to talk about how we can make this happen in a way that works for both of us.’

This doesn’t have to be perfect - we’ll also reach the end of ourselves sometimes - it just has to be enough.♥️
Their calm and courage starts with ours.

This doesn’t mean we have to feel calm or brave. The truth is that when a young person is anxious, angry, or overwhelmed, we probably won’t feel calm or brave.

Where you can, tap into that part of you that knows they are safe enough and that they are capable of being brave enough. Then breathe. 

Breathing calms our nervous system so theirs can settle alongside. 

This is co-regulation. It lets them borrow our calm when theirs is feeling out of reach for a while. Breathe and be with.

This is how calm is caught.

Now for the brave: Rather than avoiding the brave, important, growthful things they need to do, as long as they are safe, comfort them through it.

This takes courage. Of course you’ll want to protect them from anything that feels tough or uncomfortable, but as long as they are safe, we don’t need to.

This is how we give them the experience they need to trust their capacity to do hard things, even when they are anxious.

This is how we build their brave - gently, lovingly, one tiny brave step after another. 

Courage isn’t about being fearless - but about trusting they can do hard things when they feel anxious about it. This will take time and lots of experience. So first, we support them through the experience of anxiety by leading, calmly, bravely through the storm.

Because courage isn’t the absence of anxiety.

It’s moving forward, with support, until confidence catches up.♥️
‘Making sure they aren’t alone in it’ means making sure we, or another adult, helps them feel seen, safe, and cared as they move towards the brave, meaningful, growthful thing.❤️
Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️