Tag: Relationships

Boundaries During a Pandemic

Here at Resolve, we spend a lot of time talking about boundaries – how to set them, how to respect them, and why they’re important. We know boundaries are the key to feeling safe and happy in all realms of life. Unfortunately, many of us are socialized to believe that setting boundaries is rude; that saying no or expressing discomfort is impolite.

We know the opposite is true: Boundaries are an expression of love and care. And right now, during an unprecedented health crisis, boundaries are more important than ever.

We can think about this moment as a worldwide lesson in the importance of boundaries. Right now, the best way to demonstrate how much we care about others is through physical boundaries: social distancing and keeping space between you and others when you leave your home. We can support our loved ones by respecting their boundaries. If a family member doesn’t feel comfortable seeing you in person; if your roommate wants you to wash your hands after you get back from the grocery store; if your friend you run into at the dog park doesn’t want to hug you. We need to honor these requests. We shouldn’t push back. We shouldn’t minimize their concerns.

There are plenty of other boundaries that people might be asserting right now. Friends and partners might want to have a conversation about something other than COVID-19. Your coworker might not be available during certain hours of the workday because they’re with their kids. Partners or housemates might need time alone. Again: We can show these people we care by listening to them, and not making them feel guilty for communicating their needs.

If you’re setting any of these boundaries or any others, know that you are doing the right thing! It can feel hard to communicate what you need, and of course with so many of us feeling stressed and concerned right now, it’s important to make sure we’re communicating clearly and compassionately. When we do, we are giving others the opportunity to care about us and help us through this difficult time. And as with all boundaries, you may need to say it more than once. It might be more of a conversation than one “I feel” statement. But it’s worth the effort.

Maybe you’re worried that you’re overreacting. Maybe someone has already made you feel guilty or feel like you’re being irrational. But we should not feel guilty for prioritizing our health and well-being – or that of those around us. And that’s especially true during times of crisis. It’s all too easy to talk ourselves out of setting a boundary because we’re worried we’re overreacting, or we don’t think our feelings are valid. Many of us have internalized the idea that we need to put ourselves last, after our jobs and our families. We owe it to ourselves, and to our community, to identify what we need and what makes us feel safe, and then communicate that, unapologetically.

Our boundaries can, quite literally, keep people and communities healthy – but then again, they always do.

Rethinking Awareness as a Safety Strategy

Traditionally, awareness is taught as a series of tips. “Look around when you’re walking to your car.” “Don’t text or talk on the phone.” We often critique these tips as inherently victim-blaming as well as largely irrelevant since most violence, unfortunately, is committed by people we know. We also have noticed that awareness, in the larger sense, actually is less about looking around and more about a certain lack of denial about what’s going on.

Awareness is better defined as a willingness to see or bear witness.

I can think of a number of times when I was ardently taking self-defense classes when I was younger, wanting to address fears based on a history of violence, where I was taught by very well-intentioned instructors to look in the backseat of my car when I got in, etc. Meanwhile, I was beginning to date people who teased me too much and crossed my physical boundaries, and my classes didn’t address these early warning signs at all.

I hope we all agree that the responsibility and blame always lies with the person who chooses to use violence and manipulation, and never with the victim. Meanwhile, I wanted to learn strategies to increase my own safety – these two simultaneous truths are what Lynne Marie Wannamaker describes as “the self-defense paradox.”

Unfortunately, the strategies for awareness I was being taught had nothing to do with the actual threats I faced. I would have benefited much more if I’d been taught about healthy relationships and dynamics of abuse, told the statistics of violence by strangers vs. people we know, and practiced better strategies to negotiate boundaries and deal with threats of physical violence.

Feeling unprepared or as though the reality of the truth would be crushing can explain our responses to everything from ignoring when someone is behaving as though they are about to steal in a local store to ignoring the signs of child abuse. It is rarely about literally not turning our heads and scanning the environment to see the behavior. More often, it is that we see it or hear it, and our brains thoughtfully screen it out in order to protect us from something that feels overwhelming.

For me, this is exciting, because it means that instead of thinking that we’ve been doing something wrong all our lives (not looking around), it simply means that we might benefit from believing ourselves more and discovering more tools to gain confidence in ourselves.

Reframing Child Abuse Prevention for Parents & Caregivers

April is Child Abuse Prevention Month, and we want to push the dialogue about preventing sexual abuse of children a bit further.

Many of us remember prevention strategies that center around “good touch/bad touch,” or lessons about how no one should ever touch us in the area covered by a swimsuit without our permission.

This line of thinking, though well intentioned, should be filed away in the same place we put “Stranger Danger.”

We know that an overwhelming amount of child abuse happens by people children know, and oftentimes love, and that it isn’t sudden. There is a grooming process where emotional and physical boundaries are crossed, preparing the child for other boundary violations.

So why do we, as a community, persist in primarily focusing our efforts on the least likely scenarios of stranger assault and sudden or overwhelming force?

It’s easier. It’s easier in so many ways. It’s emotionally easier to consider the threat coming from the evil and malicious “other” than it is to consider that someone we care for may hurt our child. It’s also easier logistically! Teaching a child to avoid strangers and to not allow others to touch them in certain areas is certainly easier to teach than the complexities of trust and boundaries.

To be effective in preventing child abuse, we need a unified team of supporters in our children’s lives. We need to share the same messages with our children. Some good ones to start with are:

* Children are allowed to show affection at their own pace. Just because they LOVE their Aunt Julia doesn’t mean they are ready to hug or kiss her, or that they always want to do so. Help others in their lives understand that by letting your child choose how they show affection helps protect them against sexual abuse!

* We don’t keep secrets in our family. Helping children distinguish between a secret and a surprise can help them understand that they should always tell if something happens that worries them, regardless of what others may say.

* “No” means “no.” Demonstrating that you respect their body sovereignty at a young age can be powerful. Examples can range from a child squealing “No!” when being tickled and stopping to check and see if s/he really wants you to stop, to discussing when you need to help them with their hygiene, nutritional health, or crossing the street.

For more ideas on how to keep your children safe without scaring them (or you!), please join us at a free  Protecting Young Children seminar (this Sunday in ABQ!) or arrange to have us speak with your group or school!

Vulnerability & Safety – The Link

“Courage starts with showing up and letting ourselves be seen.” – Brené Brown

It takes extreme courage to show someone else our true selves and tell them about our deeply personal experiences. We fear judgment, rejection and laughter. We hold our breath when we share something for the first time, unsure of how s/he will respond.

It is easy to forget that this is also a vulnerable time for the other person. Each time we disclose something personal, it is not just a chance for him/her to evaluate us; it is an evaluation time for us of the other person too.

Did s/he listen intently? Did s/he laugh? Did s/he hold your hand and tell you that you were brave for sharing?

Depending on the response of the other person after we share something important, we have the opportunity to either:

A) choose to deepen the relationship
B) choose to distance ourselves from the other person
or
C) keep the relationship the same and continue to evaluate.

When we teach Exploring Healthy Boundaries in our children’s classes for schools and community groups, this is exactly what we are examining. How can we learn to trust others appropriately in a way that they have deserved and earned? How might we become more vulnerable to mistreatment and/or violence if we do not respond to the cues or reactions they have given us? How can we remain distanced and disconnected from others if we don’t forge connections based on others treating us well? How do we decide who is a resource to go to when things go wrong?

What does vulnerability have to do with safety? Everything.

There are times that sharing vulnerability can feel scary and delicious and raw. Other times, feeling vulnerable simply feels scary. By evaluating those experiences, we discover more about who we can trust to be close with us and whom we should keep further away. This may help us avert a dangerous experience — whether physical or emotional — and it may indicate whom we can go to when we feel hurt and/or need help.

Preparing for Safety and Success in School

Families have a long to-do list when preparing for the new school year. We buy growing children new clothes or figure out hand-me-downs, gather pencils and notebooks… And when the first day comes, it can be filled with excitement or dread!

Every child loves learning. You only need to watch an infant learning to crawl or walk to see their pride at mastering a new skill.

So, why is it that getting kids to school can be so difficult at times? For many of us, it was the social arena that proved the most stressful part of school, not the big test coming up.

How many of us would have concentrated better in school or had better attendance if we had the skills to deal with problems that came up with friendships, classmates, and people we interacted with on the way to school?

When youth have a plan for dealing with a stressful social situation, it means they can choose a strategy to deal with the issue as it arises, and then put the thought away. But when a concern arises and they don’t have a strategy, this unsolved issue makes it very difficult to concentrate on what is in front of them.

When youth have the skills to speak up and take action against bias, social cruelty, bullying, harassment and exclusion, as well as answer the “what if it gets worse?” question in their minds, our communities are safer and more supportive for everyone. Individual students can spend more time learning & succeeding and less time worrying about their social interactions.

It can be frightening to address our fears about our children head on, but we do it. We do it so they are prepared for security and success. We do it with fire safety; we do it with car and bicycle safety. We can also do it with personal safety.

When Feeling Safe Isn’t Enough

When I took my IMPACT class years ago, I thought my biggest concern was safety. And it was, in many ways. My fear of violence really affected my life in a negative way. However, my biggest concerns could have been better described as:

  • wanting to understand how to trust others in a way that was more nuanced than an all-or-nothing approach
  • wanting to understand how I could speak up for myself without feeling mean
  • wanting to feel –not just know– that my body belonged to me & I could dictate my experiences
  • wanting to understand that previous bad experiences were not my fault & yet that they didn’t have to be repeated

Another IMPACT chapter recently noted that concern about safety was not the top reason why students enrolled in their classes. That initially surprised me, and I wondered if that could possibly be true for our students if we surveyed them.

I read the director’s email, and I noted that the top reasons for registrations in their chapter actually echoed many of my feelings and things I’ve heard in classes.

Listening closer to participants in recent classes, I noticed people talking about wanting:

  • to be able to protect their families
  • to heal from past hurts when they’d hit a wall with their progress
  • to be more assertive in their professional & personal lives
  • to be able to control their anger
  • to not have to ignore homeless people & others on the street
  • to have better relationships
  • to not always be kicking themselves after a difficult conversation with things they wish they had said.

While I believe feeling safe is an underlying aspect of being able to address all of these other issues, I love and feel honored to be a part of a curriculum that people feel they can come to in order to address such diverse needs.

Boundary-Setting for Better Relationships & Community

A theme often discussed in parenting and social worker circles is that though we may be motivated to always be kind and helpful, at times our children/clients actually may be better helped by hearing a boundary set than by a kind word. For those new to either arena, this can be confusing because the whole reason they decided to have kids/help was to offer more compassion to the world!

Yet setting boundaries is part of creating community. Setting boundaries appropriately is not about punishment – it is about maintaining and improving relationships.

If I say something that strikes a friend a little off, I expect him/her to tell me so I know not to do it again. I would be absolutely mortified if I found out that I’d been doing something for 6 months that significantly bothered a friend. I think most of us would. Yet, we have very little way of knowing what we’re doing without getting some feedback.

In our classes, we teach students how to give effective feedback to others about how we want to be treated. It can range from, “I feel upset when you borrow my car without asking. I need you to ask first” to “I’m really enjoying spending time with you, but I’m not ready for that” to nonverbal cues like putting one’s hands up.

My friend may be simply learning about what works for me; however, it may also be something s/he learns about the world. When I set boundaries, I am not “schooling” my friend about how s/he should treat people – a lecture probably wouldn’t be very well received! However, if s/he hears a boundary from me and from a few other people in a way s/he can hear, s/he might change his/her approach.

The physical skills we teach can be taken in a similar vein. The perpetrator is always responsible for his actions and must be held accountable; change always has to originate with him. IMPACT has programs that also work on primary prevention and changing social norms. However, if an assailant does attack me, he will quickly learn that I am not okay with being treated that way.

For whatever reason, the assailant believes that it’s okay to treat people harmfully; by multiple people clearly communicating that it’s not okay — or by one person demonstrating it forcefully — perhaps that impression may unravel.

It’s up to all of us to set social norms. Ultimately, I cannot control another person’s thoughts or actions. But hopefully setting boundaries for myself, and by each of us setting our boundaries with each other, we can change the accepted status quo. This can be a part of making our community better for everyone.

Train for Hard Times So that Everyday Life Is Easy(er)

Most of us understand that running on the treadmill, racing across a court to hit a ball and lifting large amounts of weight has no real inherent value or direct translation into everyday life. It’s very unlikely I’ll need to run five miles, be able to respond to a flying object or lift 100 pounds in modern daily life.

Yet, practicing for these situations makes it so that everyday activities like climbing the stairs to my apartment, keeping up with a small child and lifting a suitcase all become considerably easier than they would be otherwise. We train hard so that everyday life is easy.

Similarly, in IMPACT classes, we practice de-escalating situations with irrational yelling men; we practice getting out of or defending ourselves in situations with rapists and murderers and practice setting boundaries with people in our daily lives. Hopefully we never have to use the more drastic skills in real life. If we do, at least we’ve learned strategies to be better prepared for these difficult situations. Yet setting boundaries with people we know is the most frequent scenario our students experience.

We practice beyond those situations (over-train) for the same reason we might choose to exercise. Climbing the stairs daily doesn’t make them that easy to climb. It’s the muscles I’ve built in the gym or on the field that make the stairs pale in comparison.
When we develop our capacity to deal with the terror and adrenaline we might feel with rape and murder, we learn we can get through the discomfort of giving a co-worker difficult feedback. We know we can deal with a partner’s pain when we say that something needs to change in order for it to work. We can navigate the fear of rejection we might feel when telling a date we aren’t ready for intimacy or when standing up to a bully or harsh family member.
Being able to knock someone out is simply of no use to us if we can’t or don’t communicate with those closest to us. We must learn to face the truly difficult situations in order to develop our skills to face deeply uncomfortable situations.
The paradox in this case, of course, is that by developing the skills to defend ourselves, we greatly reduce our chances of ever needing to do so physically. All of this becomes possible because we were willing to over-train ourselves once.

Why We Set Boundaries

People sometimes tell me that they hate conflict, and so setting boundaries is difficult for them. In reality, learning to set boundaries is perfect for the person who wants to avoid conflict because it prevents conflict from arising or becoming worse.

The true function of boundary-setting is to prevent problems from building up to the point that:

• You eventually explode and jeopardize the relationship;
• You avoid the person and/or have to end the relationship; or,
• It escalates into a more serious issue where physical or sexual assault may occur.

Boundary-setting does not mean asking for everything to go your way. It is not really a “boundary” for me to say, “I feel uncomfortable when you snort when you laugh. I need you to stop.” However, if a behavior is happening that may lead to one of the three points above, it’s my responsibility to bring it up.

Think about how shocking and awful it would feel for you to find out that you’d been doing something for months that significantly bothered someone you care about. Wouldn’t you want a chance to change it before your friend exploded or started avoiding you? Once it gets to that point, changing patterns is far more difficult. There may be serious hurts that have to be navigated and overcome.

Boundary-setting is personal safety.  Setting boundaries can create emotional safety in relationships as well as prevent assault.

It’s incredibly unlikely for the stranger on the street to assault us. Even when a stranger crosses our boundaries verbally, we don’t think nearly as much of it as when a family, friend or co-worker does the same. These are the skills that we need not only to stay safe, but also to create easier, joyful and fulfilling relationships.

Learning to Live Courageously

Life takes courage. It takes courage to talk with that person you have a crush on and takes even more courage to stick with it when things get tough. Raising children and suddenly being responsible for another life takes courage. It takes courage to go after the job or promotion that you want. It takes courage to stand up to a bully, whether at school or at work.

Students in our classes learn to develop their courage. It takes tremendous courage to face your worst fears on the mat. Whether you’re most afraid of rape or murder, setting a limit with a friend or a family member and then being rejected, or afraid of hurting another person emotionally or physically, we address it in our classes.
Yes, it’s scary. But the good news-?

Everything after that gets easier. The practice pays off. You learn how to steady your voice when you’re afraid, and you learn to hold your ground through your fear and anxiety.

The next time that surge of adrenaline and fear hits, it’s not so surprising. In fact, you start to expect it.  You know what it is and how to get through it instead of being overwhelmed and feeling controlled by it.  Maybe you even welcome it when it comes.

Practicing in a supportive environment can change that feeling of terror in the face of a challenge to noticing that that rush means you’re doing something worthwhile. That surge no longer paralyzes but actually provides you with the energy to do what’s necessary and take action.

Living fully requires action and living with conviction. Courage can be learned and practiced.

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