Practices

Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.

Narrowed down

296 practices
Area
How long you have · Five minutes
Who it is written for
Where you are right now
On your own, or with someone · Involves someone else
Theme
Approach
When

People arrive at anger work braced for a lecture and an instruction to breathe deeply. Handing them something they did not see coming buys you their attention.

This matters most with people who did not choose to be there. If the session matches what they expected, they can sit through the whole thing without…

Five minutesCool the body firstBody basedQur’an 30:23

For a child who is boiling over: eyes closed, fingers gently over the ears, and a long humming breath out. They can feel the buzzing inside their own head.

Blocking their ears is something an upset child often does already, so you are borrowing a movement their hands know rather than teaching a new one.…

Five minutesCool the body firstBody basedQur’an 78:10

If open awareness sounds like too much, put it plainly: look at the background instead of the thing in front of it. That is the entire instruction.

People who bounce off contemplative language will happily follow a physical direction about where to point their eyes. Say background, say the space…

Five minutesCool the body firstMindfulnessQur’an 3:191

Open gazing and long unfocused staring do not suit everyone. If things start to feel unreal or far away, stop and look at something you can name.

This caution is usually left out, and it should not be. Practices that are open, unguided and without an anchor are the ones most often followed by…

Five minutesCool the body firstMindfulnessQur’an 16:80

If telling your doctor or midwife what you are using feels impossible, you can ask someone you already trust to pass it on for you, with your permission and in your words.

People often stay quiet with the very clinician who could help, because saying it out loud feels heavier than the problem does. Handing the message…

Five minutesWhen you use something to copeMedical and treatmentQur’an 9:104

Distant health warnings move almost nobody. The cost that lands is the one showing up this month: your memory, your marks, the work you know you could be doing.

So keep it specific and keep it near. Heavy drinking in the teens and early twenties shows up in memory and in school work, which is the exact ground…

Five minutesWhen you use something to copeDBT skillsQur’an 17:26

What you tried at that age is a poor guide to what is in front of your child now. Cannabis today is far stronger than the same word used to mean.

The sentence that closes most of these conversations is I turned out fine. Try a different one: ask what it does for them, when they reach for it,…

Five minutesWhen you use something to copeDBT skillsQur’an 25:43

Nicotine looks like the small problem next to everything else going on, and it is the one most likely to still be here in thirty years.

Most adults who smoke started as teenagers, and the earlier the start the harder the eventual stopping tends to be. So it earns a place on the list…

Five minutesWhen you use something to copeDBT skillsQur’an 24:21

A young person hears the fear in a house even when nobody says anything. If the adults are frightened about their future, they usually take that fear as a verdict on themselves.

If you are the worried parent, you do not have to perform calm. It works better to say the true version out loud: I am anxious about this, the…

Five minutesSystems for daily lifeADHD skillsQur’an 4:28

Some people genuinely do not feel time passing. There is now, and there is not now, and the hour in between goes missing. That is a difference in perception rather than a comment on how much someone cares.

Worth saying plainly in a family where lateness has turned into a moral argument. A person who is never on time may be honestly surprised each…

Five minutesSystems for daily lifeADHD skillsQur’an 2:189

Help lands best at the moment and in the place the behaviour is actually needed. A skill taught in a quiet room on Tuesday rarely turns up in a noisy classroom on Thursday.

Which means the teacher standing there at the time is in the strongest position of anyone, and the parent at the kitchen table is next. Someone…

Five minutesSystems for daily lifeADHD skillsQur’an 50:17

A school to home report works daily for younger children and weekly for older ones. The point is to close the gap between what happened at school and anything that follows at home.

A young child cannot hold a week of behaviour in mind, so a week later means nothing to them. A teenager can, and daily can feel like surveillance.…

Five minutesSystems for daily lifeADHD skillsQur’an 65:3

Put behaviours on the report, not grades. Finished the class work, followed the rules, got on with the others, handed the homework in.

A grade is weeks of work, a marking scheme and a bit of luck, and no child can decide on a Tuesday to have a better one. The behaviours underneath it…

Five minutesSystems for daily lifeADHD skillsQur’an 2:286

Two to four targets is the usual advice and three is plenty. A longer list looks thorough and quietly stops working.

Every extra line is another thing a busy teacher has to notice and rate honestly at the end of a lesson, and another thing the child is meant to hold…

Five minutesSystems for daily lifeADHD skillsQur’an 25:67

Send the report between the adults, by email or through the school system. Do not make the child carry a piece of paper to four teachers and then home.

Carrying a document around all day, remembering to produce it at the right moments and getting it home in a bag is exactly the sort of thing the…

Five minutesSystems for daily lifeADHD skillsQur’an 4:28

A report card with nothing attached to it changes nothing. The ratings have to lead somewhere at home, to something earned or not earned that day.

The sheet is only a measurement. What actually shifts behaviour is what follows it, which means the family side is where these plans live or die.…

Five minutesSystems for daily lifeADHD skillsQur’an 3:159

Early on, reward the work being finished even when it is rough. Accuracy tends to follow once things are getting done at all.

If the reward only arrives for good work, a child who never finishes anything earns nothing, and a plan that pays out nothing stops being a plan. Set…

Five minutesSystems for daily lifeADHD skillsQur’an 2:280

When a decision is looming, write the options out rather than talking them through. A test is coming: do nothing, make a revision timetable, ask for extra help. Three lines on paper.

Options do not tend to appear by themselves when planning is hard, and holding three of them in mind while weighing them up is harder still. On paper…

Five minutesSystems for daily lifeADHD skillsQur’an 96:4

Make handed-in homework one of the tracked targets. It is the thing that goes wrong most and the thing worth most when it goes right.

Homework has four separate places to fail: writing down what it is, bringing the right things home, actually doing it, and getting it back the next…

Five minutesSystems for daily lifeADHD skillsQur’an 12:48

Look in often, say the good bits out loud, and stop for a few minutes about every hour. Three small things that carry more than any talk about concentrating harder.

Checking in supplies the noticing a child cannot yet do for themselves, and it lands better as a passing question than as an inspection. The praise…

Five minutesSystems for daily lifeADHD skillsQur’an 4:28

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