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

2 practices

Reading, numbers and learning differences A minute Someone I care about Clear all

How long you have · A minute

A minute 2 Five minutes 13 Twenty minutes 12 Longer 3

Who it is written for · Someone I care about

A practitioner 2 Someone I care about 2

On your own, or with someone

Both of us together 1 On my own 1

Theme · Reading, numbers and learning differences

Cool the body first 26 Systems for daily life 24 Grounding and settling 24 The fear underneath anger 22 Your nervous system 21 What anger actually is 16 Your sense of time 16 Bringing the future closer 15 Medication and how it works 14 Structure and routine 13 Equanimity and perspective 12 The moment before you snap 12 Moving your body 9 Exercise, food and other supports 9 What ADHD actually is 8 The cost of avoiding 8 Remembering to do it 7 Breathing 7 Choosing your response 7 Growing empathy 7 Making it stick 7 Screens and attention 7 Tolerate distress 7 Treatment and medication 6 Food, caffeine and fuel 6 What worry does 6 Shame and stigma 5 Get started 5 What you are actually defending 5 Shame 4 Practising under provocation 4 When everything feels flat 4 Self-compassion 3 When you use something to cope 3 Reading, numbers and learning differences 2 Obsessions and compulsions 2 Breaking the worry loop 2 Feelings and focus 2 Feeling from the inside 2 Facing it a step at a time 2 Emotions as signals 2 Righteous anger and perfectionism 2 When anger turns to harm 2 Help someone grieving 1 Getting assessed and diagnosed 1 Touch and bodywork 1 Letting it out safely 1 Anger, alcohol and the body 1

You can screen for a processing difficulty with no test at all. Just notice, in ordinary conversation, whether the child is answering what you actually said.

A child who drifts off topic, answers a slightly different question, or needs things said twice may not be avoiding you or daydreaming. The words may…

A minuteReading, numbers and learning differencesCoreQur’an 20:28

Behaviour is usually the visible end of a skill that has not been built. What you are watching in a classroom is the shape of the difficulty rather than the shape of the child.

It is a single sentence you can say in a meeting, and it tends to move the conversation away from what to do about the behaviour towards what the…

A minuteReading, numbers and learning differencesCoreQur’an 17:84

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