0 items | AUD  0.00

What Not to Say & When Not to Say It

When there’s a crisis, there are a set of rules that could fill a small library – a small, complex library with plenty of hidden shelves for the rules whose existence you have no idea about, until they are broken.

There’s a brilliant theory that deals with the unwritten rules around responding to people in a crisis. It’s one of those life tools that makes you grateful you were in the right place when it came your way – which I was, and which you now are now, if you want to be …

The theory is the brainchild of Susan Silk and it came about as a result of the way people responded during her own crisis. After surgery for breast cancer a colleague wanted to visit her. When Susan mentioned she wasn’t up to visitors, her colleague’s response was ‘This isn’t just about you.’

Perhaps right now, as I am, you are taking a sharp breath in. True, this response is ‘out there’ but there are plenty of subtle and not so subtle versions of the very same thing – people drawing on those more affected by a crisis than they are for support or a sound-off. One that happens far too much is the parent who leans on the child after a divorce or separation.

As Susan Silk explains, her theory – the Ring Theory – ‘… works for all kinds of crises: medical, legal, financial, romantic, even existential.’  Here’s how it works.

  1. First, draw a circle. This is the centre ring and in this circle is the person at the centre of the crisis (let’s call them the ‘centre-person‘). They can say anything they want – cry, complain, fall apart, lean on or break down – to whoever they want.
  2. Next, draw a circle around the centre ring, and another circle around that one and so on until you have a number of concentric circles, like a target. 
  3. Everyone in the centre-person’s life is then placed in one of the circles around the centre circle, depending on how close they are to the crisis. Those who are are closer to the centre-person will be in one of the circles closer to the centre ring. Less intimate relationships will be in the outside bigger circles. So in the next circle to the centre-person are the next most affected people and so on. 

There are no boundaries on what anyone can say. Just who they can say it to.

To use the separation example, the children have no control over the decision or the outcome and they will have trouble understanding their broken hearts and the changes happening at light speed around them. They are affected the most, so they are placed in the centre circle. In the circle around them are the parents. Next, maybe grandparents, or children who live with another parent. Next, maybe friends or siblings of the parents. You get the idea. 

In this instance – and remember it’s just an example – the parents must never look to the children for support, but they can look to the grandparents, siblings or friends – anyone in a circle that’s bigger than their own. The grandparents in this example must never look to the centre children or the parents for support but they can go to other siblings or friends. 

Everyone in the circles can say what they want to, whenever they want to, but only to people in the larger circles – never to people in the circles closer to the centre-person than theirs.

When speaking to anyone in a smaller circle, the goal is to comfort, love and support – whatever is needed. It’s important not to look to them for support though. They’re busy supporting themselves and those in the smaller circles to them. Don’t say anything even in the same land mass as ‘I’m really struggling with this,’ or ‘I’m just crying myself to sleep over this,’ or ‘This is really upsetting to me.’ Just. No. 

Also best not to give advice unless it’s asked for. Though the advice may be well-intended, people in a crisis don’t need to hear what they ‘should’ do. They’ll be having enough trouble doing very much at all until the crisis starts to clear. Until that point, let them know it’s fine if all they do for the time being is breathe.

If, when supporting someone through a crisis, you want to cry, scream, talk about the unfairness of it all or the awful things it’s dragged up for you, that’s absolutely fine and completely normal and healthy. Just do it to someone in a larger circle than yours.

The idea is a simple one – ‘Comfort in, Dump out’.

Leave a Reply

Your email address will not be published. Required fields are marked *


Join our newsletter

We would love you to follow us on Social Media to stay up to date with the latest Hey Sigmund news and upcoming events.

Follow Hey Sigmund on Instagram

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.❤️