Strengthening children and teens from anxious to brave

Anxious to Brave: On Online Course for Parents of Children and Teens With Anxiety

Children with anxiety have everything they need inside them to light up the world, but too often anxiety will tell them a different story. We know they are capable, brave, strong, and that anxiety doesn’t change that a bit. The challenge is to help them realise it too.

Research has shown that with the right support, information, and strategies, parents and carers have a profound capacity to move children and teens towards brave behaviour and strengthen them towards long-term courage, calm, and resilience. The move through anxiety isn’t an easy one, for children or the adults who love them, but it is absolutely possible. As part of this program, we will explore how.

This in-depth program will provide parents with research-backed information and strategies to strengthen children and teens against anxiety in the moment and for the long term. We will discuss the what and why of anxiety and how to open up a world for your child or teen where anxiety stops getting in their way, and brave behaviour becomes possible.

‘Anxious to Brave’ will also provide parents and carers with ways to support children and teens through big feelings (including anxiety, anger, meltdowns) and the range of behaviour that can be fuelled by those big feelings (including at school, bedtime, when faced with a challenge, or more generally). We will also discuss ways to empower children and teens with an understanding of their brain and body that helps make sense of feelings and behaviour, and opens up new ways to respond.

The ‘Anxious to Brave’ program consists of six online modules plus ‘mini videos’, totalling over 7 hours of content. Participants will receive workbooks which are included as part of the course. Access to the course will be available for 6 months from purchase. As part of the course, we will explore:

  • Module 1:
    • Turning anxiety into an ally. How, and why it’s so important.
    • Using neuroscience to take the anxiety out of the anxiety.
    • The single worst thing for anxiety (that every loving parent has likely done at least one or hundreds of times!).
    • When anxiety fuels behaviour. How to respond, and why we need to rethink the old responses.
    • Why parents are key to strengthening young people against anxiety.
  • Module 2:
    • How behaviours are built in the brain.
    • Why old responses die hard and why new ones take time.
    • Parents don’t cause anxiety, but here’s why you’re a powerful part of the solution.
    • The responses (that all loving parents will do) that will inadvertently increase anxiety – why, and what to do instead.
    • A proven way for parents to increase brave behaviour in children – making a step-by-step plan.
    • When their anxiety becomes yours.
  • Module 3:
    • How the brain registers threat or safety – and what they need from you.
    • The house model of regulation – how our nervous systems influence each other, and how you can use yours to bring calm to theirs.
    • Practical strategies to build their capacity for calm, courage, and resilience.
    • How to respond in the moment when anxiety hits in a way that helps build calm, connection, and maximises your influence and their capacity for brave behaviour.
    • Co-regulation or co-dysregulation?
    • Dealing with anxiety fuelled behaviour – during the storm, after the storm.
    • Separation anxiety – practical examples and strategies to build brave.
    • School anxiety and how to build their attachment village.
  • Module 4:
    • Anxiety – 4 Responses. Which one when.
    • Building their Toolbox. The practical strategies for young people that will build calm, courage, and resilience.
    • Making the move towards brave behaviour – the practical plan that won’t depend on their response or their willingness to engage;
  • Module 5:
    • The different ways your child might respond when their anxiety is big, and how to respond.
    • Managing their reaction – the key strategies.
    • When their reaction is especially big.
    • The most important rule.
  • Module 6:
    • Proven strategies to strengthen against anxiety in the long-term.
    • Practical strategies to reduce anxiety at bedtime and ensure a restful sleep – for everyone.
  • ‘Stronger Than Anxiety’
    • This is a video for children and teens to watch on their own or with you. It will introduce the language and concepts we’ve been discussing to make sure they feel as ready as possible to make the move towards brave. This module includes 20-page workbook, ‘Calming Your Amygdala’. In this module, we will explore:
      • Why anxiety feels the way it does.
      • Why anxiety always comes with courage.
      • A way to think about anxiety that will help soften its impact.
      • How to feel braver, stronger, and more powerful when you need to.
      • How to calm anxiety.
      • The connection between anxiety and your ‘thinking brain’ – and how to switch your thinking brain on.
      • The things that will help anxiety in the moment and in the long term.

NOTE: This course includes ‘Stronger Than Anxiety’, a module specifically for young people to help them discover their own brave way through anxiety. A workbook is included. 

This course is intended to offer meaningful and impactful support to parents of children with anxiety. It is not therapy, nor is it intended to replace any therapy you or your child might currently be involved in. If your child is currently working with a therapist, please feel free to discuss anything you learn here with the therapist to ensure consistency of pacing, approach, and goals and timing.

Price: AUD $169.13
Developed and presented by: Karen Young
Location: On-Demand Course
Includes: Videos (7+ hours) + Workbooks

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karenyoung_heysigmund

Too many students are being stifled by anxiety, and this number is on the rise.

Far from being ‘another anxiety workshop’, this comprehensive approach will draw on neuroscience, evidence-based strategies, and highly respected therapeutic models in developing a fresh, impactful approach to working with anxiety in young people.

We will explore anxiety from the ground up, developing a ‘roadmap’ for a therapeutic response to anxiety that will include key information, powerful strategies, and new responses to anxiety to effect immediate and long-term change.

This workshop is for anyone who works with young people in any capacity.

Includes full catering, handbook and PD certificate.

For the full range of workshops in Australia and New Zealand, see the link in the bio.♥️

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Feb 5

Open
Too many students are being stifled by anxiety, and this number is on the rise. Far from being ‘another anxiety workshop’, this comprehensive approach will draw on neuroscience, evidence-based strategies, and highly respected therapeutic models in developing a fresh, impactful approach to working with anxiety in young people. We will explore anxiety from the ground up, developing a ‘roadmap’ for a therapeutic response to anxiety that will include key information, powerful strategies, and new responses to anxiety to effect immediate and long-term change. This workshop is for anyone who works with young people in any capacity. Includes full catering, handbook and PD certificate. For the full range of workshops in Australia and New Zealand, see the link in the bio.♥️

karenyoung_heysigmund

Relationship first, then learning and behaviour will follow. It can’t be any other way.

Anxious brains can’t learn, and brains that don’t feel safe will organise young bodies (all bodies) for fight, flight (avoidance, refusal, disengagement, perfectionism), or shutdown.

Without connection, warmth, a sense of belonging, feeling welcome, moments of joy, play, and levity, relational safety will be compromised, which will compromise learning and behaviour. It’s just how it is. Decades of research and experience are shouting this at us.

Yet, we are asking more and more of our teachers. The more procedural or curriculum demands we place on teachers, the more we steal the time they need to build relationships - the most powerful tool of their trade.

There is no procedure or reporting that can take the place of relationship in terms of ensuring a child’s capacity to learn and be calm.

There are two spaces that teachers occupy. Sometimes they can happen together. Sometimes one has to happen first.

The first is the space that lets them build relationship. The second is the space that lets them teach kids and manage a classroom. The second will happen best when there is an opportunity to fully attend to the first.

There is an opportunity cost to everything. It isn’t about relationships OR learning. It’s relationships AND learning. Sometimes it’s relationships THEN learning.

The best way we can support kids to learn and to feel calm, is to support teachers with the space, time, and support to build relationships.

The great teachers already know this. What’s getting in the way isn’t their capacity or their will to build relationships, but the increasing demands that insist they shift more attention to grades, curriculum, reporting, and ‘managing’ behaviour without the available resources to build greater physical (sensory, movement) and relational safety (connection, play, joy, belonging).

Relationships first, then the rest will follow.♥️

View

Feb 4

Open
Relationship first, then learning and behaviour will follow. It can’t be any other way. Anxious brains can’t learn, and brains that don’t feel safe will organise young bodies (all bodies) for fight, flight (avoidance, refusal, disengagement, perfectionism), or shutdown. Without connection, warmth, a sense of belonging, feeling welcome, moments of joy, play, and levity, relational safety will be compromised, which will compromise learning and behaviour. It’s just how it is. Decades of research and experience are shouting this at us. Yet, we are asking more and more of our teachers. The more procedural or curriculum demands we place on teachers, the more we steal the time they need to build relationships - the most powerful tool of their trade. There is no procedure or reporting that can take the place of relationship in terms of ensuring a child’s capacity to learn and be calm. There are two spaces that teachers occupy. Sometimes they can happen together. Sometimes one has to happen first. The first is the space that lets them build relationship. The second is the space that lets them teach kids and manage a classroom. The second will happen best when there is an opportunity to fully attend to the first. There is an opportunity cost to everything. It isn’t about relationships OR learning. It’s relationships AND learning. Sometimes it’s relationships THEN learning. The best way we can support kids to learn and to feel calm, is to support teachers with the space, time, and support to build relationships. The great teachers already know this. What’s getting in the way isn’t their capacity or their will to build relationships, but the increasing demands that insist they shift more attention to grades, curriculum, reporting, and ‘managing’ behaviour without the available resources to build greater physical (sensory, movement) and relational safety (connection, play, joy, belonging). Relationships first, then the rest will follow.♥️

karenyoung_heysigmund

Love and lead.

First, we love. Validation lets them know we see them. Validation is a presence, not a speech. It’s showing our willingness to sit with them in the ‘big’ of it all, without needing to talk them out of how they feel.

It says, ‘I see you. I believe you that this feels big. Bring your feelings to me, because I can look after you through all of it.’

Then, we lead. Our response will lead theirs, not just this time, but well into the future.

If we support avoidance, their need to avoid will grow. The message we send is, ‘Maybe you aren’t safe here. Maybe you can’t handle this. Maybe your anxiety is telling the truth.’

Of course, if they truly aren’t safe, then avoidance is important.

But if they are safe and we support avoidance, we are inadvertently teaching them to avoid anything that comes with anxiety - and all brave, new, hard, important things will come with anxiety.

Think about job interviews, meeting new people, first dates, approaching someone to say sorry, saying no - all of these will come with anxiety.

The experiences they have now in being able to move forward with anxiety in scary-safe situations (like school) will breathe life into their capacity to do the hard, important things that will nourish and grow them for the rest of their lives. First though, they will be watching you for signs as to whether or not anxiety is a stop sign or a warning. The key to loving bravely and wholly is knowing the difference.

Teach them to ask themselves, ‘Do I feel like this because I’m in danger? (Is this scary dangerous?) Or because there’s something brave, new, hard, important I need to do. (Is this scary-safe?). Then, ‘Is this a time to be safe or brave?’

To show them we believe they are safe and capable, try, ‘I know this feels big, and I know you can do this.’ Then, give them a squeeze, hand them to a trusted adult, and give them a quick, confident goodbye. Their tears won’t hurt them, as long as they aren’t alone in their tears.

It doesn’t matter how small the steps are, as long as they are forward.♥️

View

Jan 28

Open
Love and lead. First, we love. Validation lets them know we see them. Validation is a presence, not a speech. It’s showing our willingness to sit with them in the ‘big’ of it all, without needing to talk them out of how they feel. It says, ‘I see you. I believe you that this feels big. Bring your feelings to me, because I can look after you through all of it.’ Then, we lead. Our response will lead theirs, not just this time, but well into the future. If we support avoidance, their need to avoid will grow. The message we send is, ‘Maybe you aren’t safe here. Maybe you can’t handle this. Maybe your anxiety is telling the truth.’ Of course, if they truly aren’t safe, then avoidance is important. But if they are safe and we support avoidance, we are inadvertently teaching them to avoid anything that comes with anxiety - and all brave, new, hard, important things will come with anxiety. Think about job interviews, meeting new people, first dates, approaching someone to say sorry, saying no - all of these will come with anxiety. The experiences they have now in being able to move forward with anxiety in scary-safe situations (like school) will breathe life into their capacity to do the hard, important things that will nourish and grow them for the rest of their lives. First though, they will be watching you for signs as to whether or not anxiety is a stop sign or a warning. The key to loving bravely and wholly is knowing the difference. Teach them to ask themselves, ‘Do I feel like this because I’m in danger? (Is this scary dangerous?) Or because there’s something brave, new, hard, important I need to do. (Is this scary-safe?). Then, ‘Is this a time to be safe or brave?’ To show them we believe they are safe and capable, try, ‘I know this feels big, and I know you can do this.’ Then, give them a squeeze, hand them to a trusted adult, and give them a quick, confident goodbye. Their tears won’t hurt them, as long as they aren’t alone in their tears. It doesn’t matter how small the steps are, as long as they are forward.♥️

karenyoung_heysigmund

I`m so excited to be speaking about separation anxiety at the Childhood Potential Online Montessori Conference.

The conference will involve conversations with over 40 other experts, and will take place from 27-31 January 2025. This is for anyone who is an important adult to a young child or toddler.

I`d love you to join me. See more here
: http://childhoodpotential.com/?a_box=ncw8h43m&a_cam=1

View

Jan 28

Open
I'm so excited to be speaking about separation anxiety at the Childhood Potential Online Montessori Conference. The conference will involve conversations with over 40 other experts, and will take place from 27-31 January 2025. This is for anyone who is an important adult to a young child or toddler. I'd love you to join me. See more here : http://childhoodpotential.com/?a_box=ncw8h43m&a_cam=1

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