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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

6 practices
Twenty minutes remove filterCore remove filterUnder stress remove filterClear all
Area
Focus, starting, and ADHD 4Anger 2
How long you have · Twenty minutes
A minute 78Five minutes 27Twenty minutes 6Longer 2
Who it is written for
A practitioner 6Someone I care about 6Me 2
Where you are right now
Struggling right now 5Coping, mostly 1
On your own, or with someone
On my own 3Involves someone else 3
Theme
Screens and attention 2Reading, numbers and learning differences 2Equanimity and perspective 1Making it stick 1
Approach · Core
ADHD skills 10Medical and treatment 8CBT 7Core 6Body based 5Gottman 5Trauma informed 3Emotionally focused 2Grief 2Narrative 1DBT skills 1
When · Under stress
Any ordinary day 44After a row 6Under stress 6Something good 1In a change 1

The aim is not to become someone with no force in them. It is to get a harness on the force and point it at something worth doing.

Anger usually knows something true: this was unfair, this matters to me, this cannot carry on. Keep that part and drop the delivery. The energy can…

Twenty minutesEquanimity and perspectiveCoreQur’an 12:86

Knowing something calmly and feeling it are two separate achievements, and the second takes longer. If you can say the reasonable thing but it does not touch how you feel, you are partway, not failing.

The gap does not close by arguing with yourself harder. It closes by living it: doing the practice in real situations, in your body, while the…

Twenty minutesMaking it stickCoreQur’an 87:8

If a parent has been saying since the first year of school that something is wrong with their child's reading, start from the assumption that they are right. They have watched more of it than anyone else has.

The usual story is years of being told the child is fine, a little behind, will catch up, and then a diagnosis at nine or ten when the easiest years…

Twenty minutesReading, numbers and learning differencesCoreQur’an 80:3

A child who cannot bear the noise, the lights and the scratchy jumper all day will be hard to be around by the afternoon. That child usually gets described as badly behaved rather than as overwhelmed.

Once a child is understood to be choosing it, everything that follows is punishment, the arousal climbs, and the sensory difficulty gets worse. That…

Twenty minutesReading, numbers and learning differencesCoreQur’an 49:11

Among teenagers, saying they want to die has become something you say when the bus is late. You can no longer read intent off the phrase, in either direction.

So the words neither prove there is danger nor prove there is not. What tells you is everything the words leave out: whether there is a plan, whether…

Twenty minutesScreens and attentionCoreQur’an 4:140

When a death is filmed and passed around, some of the people who watch it are not all right afterwards, and a few are put in real danger by it. Ask what has been going round.

The question is simple enough. Has anything about someone dying gone round your school or your feed lately, and did you see it. Then ask how it left…

Twenty minutesScreens and attentionCoreQur’an 6:68

Looking for a whole subject rather than a single practice? Start from the nine areas.