Positive Kids Magazine Issue 10

OUR EXPERT ADVISORS

Shellie Becker Ollie And His Superpowers Coach shellie.becker@olliean dhissuperpowers.com

Marie O’Sullivan Teacher, Counsellor and I.T. Trainer http://themarieosulliv an.com

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Cath Lloyd Life Change Therapist and Stress Relief Consultant www.cathlloyd.co.uk

WELCOME Hello Welcome to Issue 10 of Positive Kids Magazine.

I’m delighted to provide you with lots of great ideas and advice covering many topics including screen time, fun mindfulness, character and virtues education and going to university. Oh and I even try to help you with Christmas - see the Just For You section.

I hope you will enjoy making the brilliant Cool Off Flower with your children and do tell them about what amazing Jayden is doing to help others.

There’s two chances to win on pages 5 and 17 too.

Please do share the magazine with your family, friends and colleagues and let me have your feedback and ideas for future issues. You can also find out more about getting involved with Positive Kids on page 23 Thank you for your support and best wishes for the Festive Season. Looking forward to lots of great things ahead in 2020.

Susan Brookes-Morris (Editor) susan@positive-kids.co.uk www.positive-kids.co.uk

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AUTHOR’S VIEW

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OLLIE COACHING What if there was something else?

With Ollie Coaching there is!

By Shellie Becker The 10th October was World Mental Health Day, that same week was Mental Illness Awareness Week. I’ve heard the comment that mental health doesn’t just make itself known at a particular time because people choose to recognise it for that occasion. This is so true, mental health issues and the chances of having them are always there. These occasions are worth having as they help the wider world become more aware but, we do need to consider mental health all the time.

One problem in mental health (as some may know) comes from the system we have that gets people help. Having to jump through hoops to prove they have a problem, only to be told their problem isn’t big enough yet. Unfortunately, the way the system works, the worst cases need to be prioritised, leaving many sent away with no alternative but to just get on with life.

It helps a person find real solutions to specific issues that fit exactly to them in their own way, before it reaches the stage of being a mental health concern.

Designed for children (but just as effective with adults), so it actually works for them, rather than hoping the child (or adult) will work for it. It provides a way to understand the emotions affecting them at any given time and learn how to express them effectively. It helps them be able to deal with their emotions in a way that can help them achieve all the good things they want to.

Helping your child become their best self now and providing them with ways to help themselves, in whatever future they may come to have, is an Ollie Coaches goal.

With Ollie Coaching you have the option to self-refer, little to no waiting times, flexible in person or virtual appointments and a unique, tailored to you therapy experience.

For more information, please contact me: 07745142332 shellie.becker@ollieandhis superpowers.com

WIN

WIN

WIN WIN

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For a chance to win a copy of the Ollie and his Super Powers Book, send an email by 7 January 2020 to competitions@positive-kids.co.uk

It can be even harder to find help for children and young people.

and put Ollie in the subject line

What if there was another way?

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EDUCATION schools, seems to be shared by teaching practitioners. This is evidenced by the results of a DfE survey of 880 schools in 2017 which showed that 97% of schools surveyed sought to promote desirable character traits among their students. However, this is not a job that schools can do alone. Parents are widely accepted as the primary educators of children’s character, and parental involvement is typically accepted as an important part of character education programmes.

However, while there is an abundance of research on parental engagement in education broadly, there is little empirical research on how parents and teachers can best work together on the important endeavour of character education.

By Rachael Hunter, Research Fellow The inclusion of character education in the new Ofsted Framework for Inspection of Schools was another significant step towards ensuring children receive an education that prioritises both academic ability and life skills.

A new research project by the Jubilee Centre for Character and Virtues seeks to address this issue. The initial phase of the Parent-Teacher Partnerships project used a questionnaire to scrutinise parents’ and teachers’ attitudes to character education, and explore whether they have an accurate understanding of each other’s priorities.

Survey responses from 376 parents of secondary school pupils and 137 secondary school teachers, also helped to identify any barriers and enablers to effective communication between parents and teachers around the area of character education.

Under the heading of personal development, inspectors will be looking for evidence that ‘the curriculum and the school’s wider work support pupils to develop character.’ Character, according to Ofsted and informed by the Jubilee Centre for Character and Virtues at the University of Birmingham, is defined as ‘the set of positive personal traits, dispositions and virtues that informs their motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others.’ This development has further raised the profile of character education and cemented its position in current educational debates.

Responses from a range of questions revealed that both parents and teachers believed that character was more Important than attainment for young people. For example, when asked, if they had to make a choice, whether they prioritised good GCSE results or good

This policy consensus on the importance of character education, and the role of

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CHARACTER AND VIRTUES Based on the findings of the questionnaire, the next stage of the research project is an intervention that seeks to address some of these concerns. In participating schools, researchers are facilitating a workshop which brings together parents and teachers to discuss a range of moral dilemmas that young people face today.

These include issues around friendship, loyalty and social media. It is hoped that, by creating space to discuss moral dilemmas which have implications for both home and schools, parents and teachers can begin to strengthen their partnership and dialogue around character education.

Character,69% of parents and 72% of teachers chose character. However, there was a significant disconnect with what they thought the ‘other’ group valued. For example, 75% of teachers believed that parents valued good GCSE grades over character and 81% of parents believed that teachers valued good GCSE results over character.

Therefore, although teachers and parents have the same priorities when it comes to young people, they do not recognise this commonality. This misperception will, undoubtedly, have an impact on the effectiveness of character education initiatives.

The questionnaire also sought to identify potential barriers and enablers to effective communication between schools and parents around character education. ‘Lack of time’ was most commonly cited by both parents and teachers as a barrier to positive relationships while ‘only being contacted when my child misbehaves’ was the second most frequently cited barrier for parents, with 28% of those surveyed in agreement. ‘Quality of communication’ was chosen by both parents and teachers as the most important enabler of an effective relationship. Therefore, it seems clear that both parents and teachers value character but perhaps need support to recognise that they have a mutual aspiration (namely the character development of young people) and to communicate more effectively in this area.

This intervention is only a starting point.

At the Jubilee Centre for Character and Virtue, we believe that effective character education is fundamental for the flourishing of young people individually, and society as a whole. In order for this to happen, schools must find ways to communicate their vision for their pupils, outside of academic attainment, to parents so they can work together to nurture the well-rounded adults of tomorrow.

If you would like to find out more about this particular research project, please visit the Jubilee Centre for Character and Virtues website: https://www.jubileecentre.ac.uk/1753/ projects/current-projects/parentteacher-partnerships.

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COLOUR THERAPY COLOUR ME HAPPY MEDITATION WORKSHOP Empowering EMOTIONALLY RESILIENT Children

WWW.CHRISOULASIRIGOU.COM

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MAKE A COOL OFF FLOWER Here’s a great idea for something you and your children can make together to help them think about what they can do to calm down when they are angry or upset.

Simply cut out a flower shape and get them to write about different things they can do on the petals.

Get them to use colours and designs that they like. It would be great if you could share pictures of their creations on our facebook or twitter pages too: Twitter: PositiveKidsUK Facebook discussion group: https://www.facebook.com/groups/positivekidsuk/

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MOTHER’S VIEW However, once in the Spinal Unit in Glasgow Pete realised that he was determined to get back to his new normal, get back to Uni and get back to living with his girlfriend.

The reason I am writing this is because we have learnt an awful lot about how Universities work and how they can support those with a learning and physical disability. I can only comment fully on the physical side of getting to Uni but the basics I am sure would be similar for those with a learning difficulty.

By Cath Lloyd In August 2017 my son Pete, had registered for year 3, picked his modules for his Mechanical Engineering degree at Heriot Watt University and moved in with his girlfriend. As a semi-professional enduro mountain bike rider and racer he had been out riding socially in the boarders of Scotland when his front wheel hit a tree route and over the handlebars he went.

For some reason this time, he didn’t crouch and role like he would have usually done but landed on his head, smashing his C3 vertebrae and crushing his spinal cord.

University in Scotland starts a month before the rest of UK so Heriot Watt became involved with Pete and us as a family very quickly because, like all hospital visits they had to inform his GP where he was registered on University Campus. At this early stage of Pete’s injury, we didn’t know if and when he would go back to Uni. Life was a daunting prospect at this time but with seven weeks in ICU all we knew was that Pete would need to take a year out.

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So, your child has decided they want to go to University and yes as parent you may have huge reservations and may be asking the same questions as I did: What support will they get?

How will people react to my child going to Uni? What if they can’t cope?

How will it work financially?

What about if they want to take a practical subject?

Where do we start?

How will the student community respond to my child?

How can I look after him if they are a million miles away from me?

Yes, I was frightened. I was worried Pete wouldn’t cope emotionally or physically. I was worried that the other

GOING TO UNI WITH A PHYSICAL DISABILITY also physically and the best option for employability. Is a pure degree the best option or is combined studies degree going to be more suitable with better employability prospects?

students may not accept him and that he would not be able to cope with the work. But with the support of everyone at Heriot Watt and his Occupational Therapist we started to get the ball rolling.

Like all students investigating going to Uni, the process will be the same.

Looking for the course that will interest them, for the right university in the right area. And be prepared that your child will want to live away from home and be as independent as possible.

Having addressed these points, it is then important to: 1. Start communications with the university as early as possible because there will be a lot to find out, to discuss and organise to make the transition to Uni as smooth as possible.

2. Get in contact with the Disability Welfare Officer for each University your child wants to go to. I know this is daunting prospect, but they will be a fountain of all knowledge and if they don’t know the answer, they will find it. hey will also be the go between to set up meetings and ongoing support when your child gets to Uni. 3. Get in touch with the course leaders. Again, this is so that the finer points of the course can be discussed. It is not only important to find out whether the course is suitable for your child on a personal level, but

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4. Your disability officer will also be able to make a connection with the technical support team to discuss equipment, software, adaptations so that they will be able to make best use of their time, as easily as possible and get the best degree possible.

5. Visit the university. I know this might sound daft, but I know many young people have done their whole university application via the internet and didn’t even visit. When you go, test ALL the facilities. Test access to the toilets, the lifts, lecture theatres, the student’s union, the gym and the library, and then discuss this with the disability welfare officer.

6. Accommodation. The disability welfare officer will also give you good advice on this but off campus accommodation

will be more difficult and you will need to take advice from social services or do the leg work yourselves.

7. Chaplain. The Chaplain is a great source of support not only for your child as a student but also for you as a family. Even if you are not a religious family, they will be a great ear and give you comfort if needed.

8. Student Support will be able to offer a variety of services if needed, such as note taker, exam support, organising support for practical projects. Personal Care is not something student services are able to support you with because it is very specialised and if moving area will have to be organised through social services.

9. Your child needs to be realistic about their emotional and physical abilities. Being a full-time student might be too big an undertaking but there will be options to be a parttime student and to take into consideration the demand it will put on them physically and emotionally. If this still feels too difficult for them then Open University is another great option to consider.

If like my son your child is having to take a break from Uni due to illness, then it is important to get a sick note to send to the course leader and to student finance.

These people will need proof as to why you are having to suspend your course for the time being. Always keep a copy of your sick notes because they can go missing

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if you need to put the original in the post.

My son was able to go back to Heriot Watt knowing that he had full support from the University and us as a family but as a C4 complete injury, driving a chin-controlled wheelchair.

When we visited, it was evident that the disabled toilets were difficult to access and the lift very tight with him and his carer. By the time Pete started back in September 2018 a new disabled toilet block was built.

He changed his course from Mechanical Engineering to Combined Studies to make him more employable and also to make the course more enjoyable.

He is now a part-time student; the course leader reorganised his lectures in lecture theatres that are easily accessible for him and at times he is able to manage.

He has a note taker organised through student services, who also works with him on his revision and was made available for his exams.

Pete will also be given student support as and when he needs to undertake practical tasks. Field trips are arranged with a disabled access minibus which also catered for his carer. The technical support manager organised for Pete to borrow indefinitely an iPad and tripod with all the software needed for everyday use and his course work, this also included the Eye Gaz Software to operate via voice control and his eyes.

This was given to Pete at least six months before he re-joined his course in 2018 giving him ample time to get used to a new way of working and to make sure it was fit for purpose.

Going to University with a physical disability it possible as long as you: 1.

Give yourself plenty of time to communicate with the universities your child is applying to.

2. Give them time to set everything up for your child to make the transition as smooth as possible.

3. Do go and visit and test the facilities, thoroughly.

4. Be realistic about your child’s capabilities.

5. Have a positive outlook on the rest of their future.

6. Build up a good support network within the university community.

7. Don’t allow you or your child to use their disability as an excuse not to succeed.

All this leaves me to say is good luck with your applications, embrace and enjoy the next phase of life.

If you would like more support then you can easily contact me via my website;

https://www.cathlloyd.co.uk

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FUN MINDFULNES ACTIVITIES move so that we are unwinding and relaxing.

By Marie O’Sullivan It’s getting darker, the clocks have gone back. Often, we feel just like curling up and hibernating.

In this article I want to share some fun mindfulness activities that you can engage in with your child.

Mindful movement is when we focus on our body parts, sensations and our breathing.

What's really helpful about this is that it helps kids to be more present. They aren't focusing on what happened earlier, that might have upset them, or worrying about the present, they're taking time just to be.

It's also a lovely way to connect with kids because mindful movement is fun. We often think of mindfulness as meditation sitting in the lotus position, with our legs crossed. But that can be a big ask for young children or those with additional needs who may find it difficult to sit still.

Often kids need to discharge energy before they can engage in lower energy activities.

This is where mindful movement coves in.

Some of the games mentioned might not sound like your idea of mindfulness on first glance, but they are essential because they give kids the chance to release any tension and stress that they may be carrying. Then we can move to quieter activities. It's really important for all of us to tune in to our bodies and realise how we feel when we are tense compared to when we are relaxed. Many kids (and adults) hold tension in the body, so it's important to

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I’ve chosen games that are free or very low cost that require very few resources so that it’s easy for you to try them out.

I’ve also chosen a range of activities that will work for a variety of ages. You might be surprised by some of them, because you might have thought that mindfulness is all about sitting still. Not every child can sit quietly, and that’s ok. sometimes.

Some children might have additional needs, but that doesn’t mean that we can’t teach them mindful practices. It’s about meeting them where they are at and setting them up for success. By playing together, they are benefiting from connection. Besides, when it’s cold outside, it can do us all good to get up and moving Balloon keepy uppy It can be really frustrating (for everyone!) if you’re stuck indoors because of the weather. This activity can be great for burning off excess energy. You’ll need some balloons for this game. The aim is to keep them in the air. Set clear rules before you start

MAKING MINDFULNESS FUN Can we use our elbows, knees, etc?

Is it ok to “head” the balloon? Can they think of any other body parts we could use (e.g. our noses or our shoulders)?

Animal movement dice Print out a simple dice template. You can find a sample template here: https://www.firstpalette.com/printa ble/cube.html. Talk to your child about their favourite animals – you could pick a theme, e.g. jungle animals, pets, etc. How do the animals move? Maybe they slither or hop or crawl. Now we’re going to pick six animals and draw a picture or write the name on our dice. Take turns throwing the dice. Have fun moving like the animal it lands on.

Talk to your child about how their body felt as they were moving.

The spinning game This game is one that really appeals to younger children. Many of them have a favourite colour. Ask them to choose a colour. Tell them that in a minute, you are going to ask them to spin s-l-o-w-l-y on the spot in one direction and then the other. The aim of the game is for them to notice as many objects as possible in their chosen colour as they spin. Remind them that if they spin too fast, they won’t spot as many things! (If you have a good inkling of the colour they are likely to select you could always tip the odds in their favour by adding a few extra items that will stand out).

Afterwards talk about what they noticed. This is a wonderful game if they are distracted by a worry or feeling upset because it helps them

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Toega I know the name seems funny but look again – it’s yoga for toes! It’s a great one for warming up cold feet. It’s also a sneaky way to build focus and concentration! Grab some pom poms and a bowl for each player. If you like, you can set an alarm and make this a timed challenge. The winner is the person who picks up the most pom poms using only their toes.

Don’t move!

Again, the clue to this game is in the name. Ask your child to lie down and to be still. You could make this cosy and comfy for them by giving them a pillow and a blanket. I recommend only playing this game at the end as otherwise it might be asking too much of them. You might like to play some relaxing music and to dim the lights. Try and move any clutter out of the way (or at least shove it into a drawer!) to reduce any visual distractions. Place an object on their head – for example a tiny pebble or a beanbag. Tell them that they have to stay very still so that it doesn’t move.

Remember to use a really gentle, soothing tone of voice to set the scene.

For younger children, or those with additional needs, you might even start

MAKING MINDFULNESS FUN enjoying it, it’s ok to let them continue for a few minutes. If they show any signs of stirring or that it’s difficult, end the game and acknowledge their efforts. Congratulate them on keeping the stone or beanbag still, even if it was only for five seconds! This is a skill they can build on over time.

HERE’S YOUR CHANCE TO WIN two free places on The Chilled Kids Hub, an online course for parents/guardians of children ages 4-11. It's about creative mindful practices that are fun and engaging and can help children to feel calmer and more confident.

I started with highenergy activities and then gradually The value is 97 euro. It covers fun shifted to more low-key movement? breathing exercises, mindful That’s a tip to bear in mind when movement, using the five senses choosing games. Think about the end and there are some bonuses also! result you’re aiming for. Maybe you’ve For a chance to win email all been cooped up indoors and you need to give your kids the chance to competitions@positive-kids.co.uk unwind before bedtime. It’s important by 7 January 2020, putting though that we bring in quieter activities Mindfulness in the subject line if we want to cue their bodies for sleep. kids.co.uk On the other hand, if your child or teen is a bit lethargic after a long day at school, you could try out some of the livelier activities to energise them before starting the homework

marathon. These can also help them to shake off any tension from earlier in the day.

MAKE MATHS FUN Great game which improves children's maths skills and reduces maths anxiety.

www.easymathskills.com

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CELEBRATING KIDS DOING POSITIVE THINGS My name is Jayden McKeague I am 9 years old and I live in South Wales. I created my business when I joined the fiver challenge in June 2019.

Through this challenge I won most inspiring individual in the UK. I created my bracelet business Jayden's Jewels because I wanted to gain money to fund my kindness packages to make children smile who are suffering the effects of bullying.

Before I was home educated I was bullied, and so were some of my friends. So, I felt like children shouldn’t feel how I did and wanted to do something that would help. I like jewellery so thought why not make bracelets and sell them to fund the packages.

I make all my bracelets myself and I sell them on my website and sometimes on a market stall.

In my kindness packages I put positive quotes and stickers,a hand written inspirational message and a few little treats which are different depending on the age of the child.

I send my kindness packages through the post to children who have been nominated via emails sent to me: mrmckeague@hotmail.com My website is jewels-com https://jaydens-jewels1.jimdosite.com

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CELEBRATING KIDS DOING POSITIVE THINGS

Celbratingkdsfl

Don’t forget to send in photos and details of Kids Doing Positive Things, for the next edition. Email: susan@positive-kids.co.uk

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EXPERT VIEW every parent; experts in the field claim that the addiction properties of smartphones and tablets are equivalent to our children taking a gram of cocaine or consuming a bottle of wine.

As worrying as this claim is, by understanding a little more about the addiction circuitry’ in our kids’ brains, we can start to make sense of why kids sometimes behave in the ways that they do; either while using devices, or in response to our requests to put them away.

Addiction is processed in the ‘limbic system’; a deep, primitive part of the brain which operates impulsively and with very little conscious thought on our part.

By Jo Stockdale Screens are a source of both ease and concern for many parents, and there’s ongoing debate about the harm they may cause. Increasing screen time inevitably means decreasing time for physical activity, social interaction and imaginative play, but; despite a number of bodies such as the AAP recommending that young kids spend no more than 1-2 hours a day in front of screens; research suggests that the average UK child spends between 6-8 hours per day in front of a screen.

No doubt, screened devices can be extremely useful; when we’re busy at home, eating out or travelling; but plenty of us have first-hand experience of the less appealing behaviours which arise when it comes to switching them off.

It’s a topic of interest to researchers and, in my opinion, the disturbing conclusions being drawn need to be shared with

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When stimulated; i.e. by screen use; this part of the brain pumps out adrenaline, the hormone responsible for our ‘fight/flight/freeze’ response.

Adrenaline is biologically intended for survival, supplying the muscles with extra strength and speed, for example, but with our kids are immersed, yet immobile, in their devices, there’s nowhere for that adrenaline to go.

So, it’s really no surprise that when it’s time to switch off, the FFF instinct often kicks in, and very suddenly we are confronted with disproportionate responses such as anger, aggression or ‘shut-down’. Sound familiar??

Despite all of this, it’s not practical for many of us to ditch the devices… but thankfully, there is a lot we CAN do to mitigate these worrying side-effects without eliminating them altogether.

SCREEN TIME Here’s 9 simple ways to help: 1) It starts with you! The truth is most of us are addicted to our phones (How many times a day do you impulsively reach for yours for no real reason?). We are physically present but if our attention is constantly diverted to our phones, we are sending a strong message to our kids. Commit to specific times in the day when you’re around your kids when you ditch the phone. In fact, move it to another room altogether.

2) Although your phone’s handy to occupy the kids while out and about, avoid this as much as you can. They’ll find it more challenging to engage in alternatives if the possibility of your phone is distracting them. Activities like colouring, drawing, puzzles and games may require forward-planning and space in your bag, but they are much better for both body and mind, generating .

hormones like serotonin and dopamine, which are great for learning, creativity, calm and all-round wellbeing!

3) Choose the TV over smaller devices where possible- they don’t have quite the same addictive properties as tablets and smartphones because they create greater distance between the screen and your child’s face than tablets or smartphones.

4) Screens interfere with the production of melatonin, the hormone which supports quality sleep.

Some researchers advise that we turn all devices off an hour before sleep (adults included!), but as a minimum, ensure blue-light filters are switched on (usually in your device’s settings).

5) Give your kids a ‘count-down’ at regular intervals before asking them to

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EXPERT VIEW switch off;. I recommend 10, 5, 3, 2 & 1 minutes. They may hear your voice, but their highly stimulated limbic system may not register the actual meaning of your words, so ensure you know they’ve heard you by asking your kids to repeat back (‘How many minutes?’)

6) If you do end up being confronted with their frustration or anger, do your best to respond without mirroring their behaviours; it just gives them a reason to fight. The ‘limbic brain’ is terrible at interpreting facial expressions well, so minimising or completely avoiding eye-contact can really help to diffuse the conflict until everyone’s regained a bit of self-control.

7) Opportunities for kids to practice social & communication skills are declining, yet they are essential for navigating the journey into and throughout adulthood; Employers are increasingly reporting young people’s lack of social skills as an increasing barrier to their progression in the workplace, so .

ensure that the times & places for social time; i.e. the dinner table; are protected by device-free zones.

8) Educate your kids-and continue to talk with them about-what screens do to their brains, and why you-and theyneed to manage it.

However, don’t attempt this while they’re using devices or in combat with you about it; A brain flooded with adrenaline isn’t ready to receive your message anyway. Approaching the subject while you’re both relaxed and not under pressure is likely to be much more effective. www.facebook.com/learningdoinga ndbeingwell www.wellwithinreach.co.uk

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HOW YOU CAN GET INVOLVED WITH POSITIVE KIDS

● You or your children can write for us ● Subscribe and get the magazine delivered to you ● Advertise ● Distribute the magazine ● Run a local version of the magazine in your area ● Join the discussion at www.facebook.com/groups/positivekidsuk Email for more information: susan@positive-kids.co.uk

Family Festivals and Events across the UK Networking for childrens wellbeing providers and specialists Find out more at www.positivelyempoweredkids.co.uk Email positivelyempoweredkids@gmail.com

BOOKS TO INSPIRE YOU

ULTIMATE CHRISTMAS SURVIVAL GUIDE

Christmas can be a time of stress and worry. What could you do to make things more enjoyable?

Ask yourself- What is most important to me about Christmas? Then, keep focused on that and let go of the rest. Don’t overburden yourself by believing everything has to be just like the ‘idealist version of a perfect family Christmas.’

Your Christmas is just that, the one that fits you and your circumstances. It can be however you want it to be.

For most people being with friends and family is important at Christmas but it’s not necessary to force everyone to be together just because it’s Christmas. If people haven’t got on for years it’s very unlikely that some turkey and tinsel will heal the rift. Why risk a big row and be anxious all day? Choose to see small groups of people separately instead.

Whatever type of Christmas you want

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you probably wouldn’t choose to burn the dinner or to forget anything. So, try to avoid this by planning and accepting help.

Find out about the closing times of shops you know you will need to visit and about delivery times if ordering online. If posting cards and presents, ask about the latest posting dates. It’s also useful to keep details handy for pharmacies that will be open and have medical numbers such as NHS Direct close by and the vet too if you have pets. If travelling by car find out which petrol stations will be open and check tyres, oil and water. Revised bus and train timetables are usually published well in advance so hunt these out.

You are not alone. Sharing with friends, family and neighbours is part of the Christmas spirit. Let go of needing to do everything yourself. Some families split the meal duties;- One part of the

JUST FOR YOU family brings a starter, the host household do the main and other guests bring along a pudding for example. Perhaps you know that your friend works right next to that shop on the other side of town that you can just never find time to get to - ask them to pop in and get you what you need, you’d do the same for them wouldn’t you?

difficult things are - notice what you have rather than what you don't and you will find plenty of Christmas joy.

By Susan Brookes-Morris

If things don’t go quite to plan- ask yourself will this matter in 5 years time? Chances are it won’t be significant at all. Many things that seem disastrous at the time are laughed at later.

However Christmas turns out and however much you have or don’t have, choose to be grateful. No matter how

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JUST FOR YOU PROBLEMS AT WORK? ��

Sleepless nights and dreading going to work tomorrow

�� Confidence low, unable to deal with difficult people/situations �� Fed up of being unsupported and under valued �� Facing Redundancy & worrying whether you'll get another job �� Overwhelmed by your workload, pressure weighing you down �� At a crossroads but confused about what to do My own career was peppered with episodes of stress, frustration and feeling trapped. I took action for the sake of my health, relationships and sanity. I can help you do the same. ​ W ork is only part of who we are. Specialising in working with you, the human inside your job title, I ensure the changes you make are the right fit and you have the skills and the mind-set to get you there.

**FREE Telephone Taster Session: “Take the Weight off Work & Life” Book Here: www.achievemorelivemore.com/book-online

Life Changing Career Coaching with Michelle Tranter

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