It can be disconcerting for a parent or caregiver when we hear our children tell lies, particularly when this is happening frequently and occurring even when it is very obvious that what is being said is untrue, and opportunities are given to tell the truth. It is going against one of our core values; honesty.

Much research has gone into the benefits of connecting children to nature. The research shows that a child’s emotional, physical, academic and social health is positively impacted when they are regularly engaged in activity and play in nature.

Watching our child navigate the world of friendships can be a bit of a roller coaster. They may be happy and having fun with a group of friends one day, then come home from school the next day saying they felt left out, or that “Bobby” is not their friend anymore. Some of our children find that making friends doesn’t come easily, while others make lots of friends, but experience endless dramas and switch-ups with who the new BFF is.

As parents and caregivers, we want nothing more than to wave goodbye to our smiling child at the school gates and watch them skip off with their friends, but when going back to school or starting school invokes big emotions, tummy aches, tears, aggression, yelling and refusal, it is clear that anxiety is in the driver’s seat.

When we hear our children ask us desperately for the expensive running shoes or the newest phone, or they query what they are going to get if they do as we ask, it can feel disheartening and unsettling.

Most Australian children spend more time in front of a screen than is recommended. The impact on health and wellbeing, and the challenging behaviours that come with managing screen usage is a major problem for many parents and caregivers.

When our child’s behaviour causes us to suddenly feel very angry, hurt or helpless, it is because, in that moment, we have been triggered.

Understanding our parenting triggers and dealing with the underlying emotions can help us support our children through their difficult experience, rather than getting lost in our own emotions.

Our children and teenagers can show us a wide range of undesirable behaviours, such as lying, manipulating, shouting and being aggressive. No matter what the behaviour is, responding with punishment simply will not work.

We might notice that our child is very possessive about their ‘things’, but expect others to share with them. Perhaps they want to be first for everything and make decisions to benefit their own needs. They may also want to talk about their own needs, thoughts and opinions while seeming disinterested in yours.

This egocentric nature of a child is their natural behaviour at a certain stage of development. This is completely normal in the first stage of life.

It is normal human behaviour, for both adults and children, to compare ourselves to others. However, when we start to focus on the perceptions that others have more, are better and that we are, therefore, not good enough, this can negatively impact our self-esteem.

Our brains are hardwired for the negative. This is traced back to the prehistoric days, where the primitive person had to be able to register threats to avoid danger. Without the dangers that were faced in the prehistoric days, it has become very unhelpful.

The strongest influence in our life is the behaviour of those around us.

When we understand that our children’s behaviour is their way of communicating, we can view certain behaviours in a different way.

So many parents and care givers spend all of their time meeting the needs of their child and others that their own needs are completely forgotten about.

Good self esteem helps children try new things, take healthy risks and solve problems. It gives them a solid foundation for their learning and development.

It is important to understand that the area of the brain that is responsible for regulating emotions and impulse control is not yet fully developed in children. It takes time to learn and build on skills in order to handle some situations.

Children and young people need adults to help them process their emotions. When we are dealing with a dysregulated child we can often become distressed ourselves. As caregivers we have an opportunity here to teach our children.

Here is why we suggest that starting sessions, even during school hours, is more beneficial than waiting for the out of school hours appointments.

Respect is vital in all successful relationships, and this is no different within a relationship between an adult and a child. The respect works both ways, it's not just the child who has to respect the adult.