# When Independence Turns Into Dishonesty

An episode of [Dr Justin Coulson's Happy Families](https://invisiblenetwork.ai/podcast/1082244480), 9 Mar 2026, 16 min.

Audio: https://mgln.ai/e/187/traffic.omny.fm/d/clips/fa326977-3de5-4283-9b8b-af3500c58607/b69b2795-5503-4de1-ac91-af460017906e/da0c847a-8981-4640-bce4-b40100aea726/audio.mp3?utm_source=Podcast&in_playlist=a05f1702-0c0e-4b0f-8014-af460017907c

You want your child to be responsible. You give them a little freedom… and suddenly the rules start bending, the truth gets a little fuzzy. One mum is trying to help her 11-year-old become more independent — letting him go to the park with friends, trusting him to come home on time, and simply asking that he communicates where he is. But recently she’s discovered he’s been stretching the truth… going to the shops instead of the park and coming home late. So how do you respond without destroying trust? How do you correct the behaviour while protecting the relationship? In this episode, Justin and Kylie break down a simple framework that helps parents tackle dishonesty, rebuild trust, and guide kids toward responsibility — without lectures, punishment spirals, or power struggles. Because if you want responsible kids… you have to give them responsibility. KEY POINTS: • Independence and trust grow together — but mistakes are part of the process. • Jumping straight to punishment shuts down communication. • Most kids aren’t being malicious — often it’s mindlessness, not rebellion. • The 3 E’s of Effective Discipline help guide tough conversations: • Explore: Understand your child’s perspective first. • Explain: Help them see the impact of their behaviour. • Empower: Collaborate on solutions and boundaries. • Kids are far more likely to follow rules they help create and understand. QUOTE OF THE EPISODE: "Rules matter. But without a relationship, rules lead to rebellion." ACTION STEPS FOR PARENTS: • Start with curiosity. Ask what happened before jumping to conclusions. • Build empathy. Help your child understand how their actions affect others. • Ask them to explain the rules. This builds ownership and understanding. • Collaborate on boundaries. Let them help shape fair expectations. • Increase freedom gradually. Trust grows in small steps. See omnystudio.com/listener for privacy information.

## Transcript

[0:05] Speaker 1: You want your eleven year old to be responsible. You
[0:07] Speaker 1: want to give them freedom, but you want to be
[0:10] Speaker 1: able to trust them. And sometimes sometimes they don't do
[0:13] Speaker 1: the things that you expect them to do so that
[0:15] Speaker 1: you can feel like they can be responsible and trustworthy,
[0:17] Speaker 1: and all of a sudden things get tricky. Hello and
[0:19] Speaker 1: welcome to the Happy Families Podcast. Today on the pod,
[0:22] Speaker 1: one of your Tricky Questions a listener question sent through
[0:25] Speaker 1: from a mum of an eleven year old who really
[0:28] Speaker 1: really wants her son to be independent, but he's just
[0:33] Speaker 1: not doing the right thing. How do you confront him?
[0:36] Speaker 1: How do you have a meaningful conversation? How do you
[0:38] Speaker 1: get buy in and endorsement of rules that designed just
[0:43] Speaker 1: to keep him safe. That's what we answer today with
[0:46] Speaker 1: your tricky questions on the Happy Families podcast. Stay with us. Hello,
[0:52] Speaker 1: Welcome to the Happy Families podcast, Real parenting solutions every
[0:55] Speaker 1: single day. This is Australia's most downloaded parenting podcast where
[0:59] Speaker 1: Justin and Kylie call some with the parents of six
[1:01] Speaker 1: kids and we've got a tricky question to answer today.
[1:04] Speaker 1: If you have tricky questions, we love hearing from you.
[1:06] Speaker 1: You can contact us via podcasts at Happy families dot
[1:10] Speaker 1: com dot au. Just send us your voice note with
[1:13] Speaker 1: his tricky question, or alternatively, jump online to happy Families
[1:17] Speaker 1: dot com dot au and scroll down to your see
[1:20] Speaker 1: the button that says record start talking and tell us
[1:23] Speaker 1: what's on your mind. Just like Justine, Hi.
[1:26] Speaker 2: I've got an eleven year old boy and I'm trying
[1:29] Speaker 2: to give him more opportunities to be independent. Part of
[1:33] Speaker 2: that is allowing him to go up to our local
[1:35] Speaker 2: park to kick a ball around with a mate, and
[1:38] Speaker 2: we have agreed boundaries about that that he has to
[1:40] Speaker 2: be back at a certain time and he needs to
[1:43] Speaker 2: let me know if he's going to be somewhere different
[1:45] Speaker 2: that's not the park. I've found recently that he hasn't
[1:49] Speaker 2: been telling me the truth about where he's been going.
[1:52] Speaker 2: He's been venturing up to the shops and hasn't told
[1:54] Speaker 2: me about it, and he's also started breaking the curfew
[1:57] Speaker 2: and coming home later. I'm not sure how to talk
[2:00] Speaker 2: to him about this. I want to keep up a
[2:03] Speaker 2: positive connection. I want to talk to you about his
[2:06] Speaker 2: reasons for not telling me the whole truth, but I
[2:09] Speaker 2: also want to make sure that he's learning from his decisions,
[2:13] Speaker 2: his bad choices, and that he can learn from the mistake.
[2:18] Speaker 1: So, Kylie, we've dealt with this so many times, trying
[2:20] Speaker 1: to give the kids responsibility. You give them an inch
[2:23] Speaker 1: and what a grandma always say, they'll take a mile,
[2:26] Speaker 1: which never made sense to me because I grow up
[2:29] Speaker 1: the nineteen sixty six and I only know I centimeters
[2:31] Speaker 1: and killometers. But three things that jump out at me
[2:34] Speaker 1: straight away before we get into the nitty gritty of
[2:35] Speaker 1: this tricky question. Number One, this is a joint goal.
[2:38] Speaker 1: He wants independence and you want independence. This is a
[2:40] Speaker 1: good thing. This is a good thing. You're both working
[2:42] Speaker 1: towards the same thing. It's just that it's got to
[2:44] Speaker 1: be in a way that helps you, as a parent
[2:45] Speaker 1: that feel safe and secure. We do need to rethink
[2:48] Speaker 1: our assumption sometimes the kids are probably going to be okay.
[2:50] Speaker 1: They're probably going to be okay, but.
[2:52] Speaker 2: You just don't know.
[2:54] Speaker 1: So I get it. I've got a lot of empathy
[2:56] Speaker 1: for of a teenager, sorry, not even a teenage boy,
[2:59] Speaker 1: an eleven year old boy who wants to hang out
[3:00] Speaker 1: at the shops, because all sorts of stuff happens there. Secondly,
[3:03] Speaker 1: if you want your kids to be responsible, you need
[3:05] Speaker 1: to give them responsibility. You can't take responsibility away and
[3:07] Speaker 1: expect them to be responsible. They've got to have responsibility.
[3:11] Speaker 1: I think you can see where I'm going to go
[3:12] Speaker 1: with this response to this tricky question. And third, just
[3:16] Speaker 1: to complicate matters, rules matter, but without a relationship, rules
[3:21] Speaker 1: lead to rebellion. So Justine's hit everything that matters. We
[3:25] Speaker 1: want him to be responsible and therefore have the opportunity
[3:27] Speaker 1: to enjoy responsibility. We want him to have respect for
[3:31] Speaker 1: the rules, but we've also got to have a relationship.
[3:33] Speaker 1: The connection matters, and we've got this same goal here,
[3:37] Speaker 1: But how do we build trusts? All right, Kylie, I
[3:39] Speaker 1: know that technically I'm the one that's quite unquote, the expert,
[3:41] Speaker 1: but as we had a quick chat about this conversation,
[3:44] Speaker 1: you had some big and important ideas.
[3:48] Speaker 3: Justine suggested that the most important thing to her out
[3:51] Speaker 3: of all of this is that she maintains a positive
[3:54] Speaker 3: relationship with her son. That's really important to the ongoing
[3:59] Speaker 3: relationship that they that they share. And I think there's
[4:02] Speaker 3: a misconception that if we have to sit down with
[4:04] Speaker 3: our children have tricky conversations, that we're going to sever
[4:08] Speaker 3: or damage the positive connections that we have. But it
[4:13] Speaker 3: really comes down to our ability as adults to be
[4:16] Speaker 3: emotionally regulated in that moment as we sit with our
[4:19] Speaker 3: children and have these tricky conversations.
[4:22] Speaker 1: Okay, legitimate question. How many tricky conversations do you think
[4:25] Speaker 1: we have with our children on a weekly basis, like
[4:29] Speaker 1: almost every day at least a couple Yeah, yes, with
[4:32] Speaker 1: six kids, there's just always friction, There's always something going on,
[4:36] Speaker 1: there's stuff that needs has six daughters especially, So how
[4:39] Speaker 1: do we have the tricky questions? We follow the same
[4:42] Speaker 1: structure every time. We literally don't change the structure when
[4:45] Speaker 1: we're doing it right. The three e's of effective discipline, explore, explain, empower,
[4:51] Speaker 1: But that doesn't just mean that you say the same
[4:53] Speaker 1: thing every time like a robot. An exploration conversation, by
[4:58] Speaker 1: its very nature, is going to be different every single
[5:01] Speaker 1: time you have the chat, because people's motivations, people's reasons
[5:05] Speaker 1: start to shift. But really, at the core of it,
[5:08] Speaker 1: this is a conversation about building trust, and you build
[5:10] Speaker 1: trust best by listening, by understanding one another. And I
[5:15] Speaker 1: think that there's an opportunity for Justine to get to
[5:17] Speaker 1: know her eleven year old son a little bit more.
[5:19] Speaker 3: So in Justine's case, we want to try and understand
[5:23] Speaker 3: why it is that her son has decided that in
[5:25] Speaker 3: spite of the fact that mum is doing everything she
[5:27] Speaker 3: can to show him that she wants to give him
[5:31] Speaker 3: some independence.
[5:32] Speaker 1: Yeah, go outside, have fun, kick a ball at the post,
[5:34] Speaker 1: and she's.
[5:34] Speaker 3: Given him the leeway in the acknowledgment. You may not
[5:37] Speaker 3: stay at the park, but if you are going to
[5:38] Speaker 3: go somewhere else, just let me know. So the exploration
[5:43] Speaker 3: here is trying to understand why he felt that he
[5:46] Speaker 3: couldn't ask her, knowing that permission was already granted under
[5:52] Speaker 3: those circumstances.
[5:53] Speaker 1: Yep, yep. So is it that he elected not to
[5:55] Speaker 1: or is it just that in the moment with the
[5:57] Speaker 1: boys all having fun and we jumped on the bikes,
[5:59] Speaker 1: all the skateboards of the scooters and whizzed down to
[6:02] Speaker 1: the shops because that's what we did. It's also the
[6:04] Speaker 1: coming home on time thing. But again, like when you're
[6:06] Speaker 1: eleven years old, are you really that bothered about the time?
[6:09] Speaker 1: So I think there's a developmental element here. But those questions,
[6:12] Speaker 1: those conversations, it's so easy to jump to a conclusion,
[6:16] Speaker 1: isn't and say they're doing this because they're disregarding the rules,
[6:20] Speaker 1: they're abrogating their responsibility. There's something insidious going on, Like
[6:25] Speaker 1: it's really easy to look at the kids and say,
[6:27] Speaker 1: I think you're being rebellious. I think that you're being
[6:30] Speaker 1: intentionally you're intentionally disregarding the things that we've asked, and
[6:34] Speaker 1: sometimes I think more often than not, there's no malice.
[6:37] Speaker 1: It's just mindlessness.
[6:39] Speaker 3: Yeah, and you kind of have a track record right
[6:42] Speaker 3: regardless of whether or not your child has left the
[6:44] Speaker 3: home before. Are they a child who responds instantly to recommend,
[6:49] Speaker 3: you know, to requests, or are they a child that
[6:51] Speaker 3: just kind of does things in their own time? Do
[6:53] Speaker 3: they get caught up in things and don't recognize that
[6:57] Speaker 3: they've been there for an extra fifteen minutes before you've
[6:59] Speaker 3: had to remind them for the third time. Those conversations
[7:03] Speaker 3: are really important because they allow your child to recognize
[7:07] Speaker 3: that you are giving them the benefit of the doubt.
[7:09] Speaker 3: You're not jumping to the conclusion like you suggested that
[7:13] Speaker 3: they're doing something wrong.
[7:14] Speaker 1: Okay, So exploring where he's coming from, what's going on
[7:17] Speaker 1: for you, what's important to you? What are you working towards,
[7:19] Speaker 1: What is it that you really want to have here.
[7:22] Speaker 1: Understanding those things are going to be your first step.
[7:24] Speaker 1: After the break, we're going to talk about the explain
[7:26] Speaker 1: and empower elements of those three ease, but especially how
[7:31] Speaker 1: we can get to a point where your son is
[7:33] Speaker 1: going to willingly choose to step into, comply with, and
[7:40] Speaker 1: feel committed to the rules that you develop together. That's
[7:43] Speaker 1: the whole box and dice, and it's coming up after
[7:46] Speaker 1: the break. We're back. It's another tricky question on The
[7:55] Speaker 1: Happy Family's podcast. If you're enjoying the podcast and it's
[7:57] Speaker 1: making difference in your family, please share the pod tell
[7:59] Speaker 1: others about it, whether you click the links or just
[8:02] Speaker 1: open your mouth and let people know what helps other
[8:03] Speaker 1: people find out about the podcast and make their families happier. Okay, Kylie,
[8:07] Speaker 1: let's talk about explaining for a sec. Normally, when we
[8:10] Speaker 1: start to explain things to our kids, they fall asleep. Yeah.
[8:13] Speaker 3: I think that that's why it's really important that you
[8:16] Speaker 3: actually take a different tact when it comes to explaining,
[8:20] Speaker 3: because it's actually not about you explaining. As soon as
[8:23] Speaker 3: you start talking, like you said, they shut down. So
[8:27] Speaker 3: for me, it would be asking them, could they take
[8:30] Speaker 3: your perspective for a moment, And how do you think
[8:34] Speaker 3: I'm feeling, as your mum, when I've just suggested to
[8:38] Speaker 3: you that if you want to go somewhere else, just
[8:39] Speaker 3: let me know, and then you not only don't tell me,
[8:42] Speaker 3: I find out later after the fact and you're home late,
[8:47] Speaker 3: how am I feeling?
[8:48] Speaker 2: So?
[8:49] Speaker 1: Research shows that tween and teen boys have a drop
[8:52] Speaker 1: in empathy, like it's really hard for them, But that
[8:55] Speaker 1: doesn't mean that it's eliminated from their lives. It just
[8:57] Speaker 1: means that biologically there's this poor away from empathy and
[9:01] Speaker 1: it pulled towards ego centrism and it's all about my
[9:03] Speaker 1: perspective and that's all that matters. These kinds of conversations
[9:06] Speaker 1: are really good developmentally for your son because they're dragging
[9:09] Speaker 1: him sometimes kicking and screaming, back towards an empathy approach
[9:13] Speaker 1: to the world. If we believe that healthy males help
[9:16] Speaker 1: the people around them feel safer and stronger, one thing
[9:19] Speaker 1: that your son can do is recognize that when he
[9:21] Speaker 1: is not communicating with you about his plans, when he's
[9:23] Speaker 1: going behind your back or doing things that aren't consistent
[9:26] Speaker 1: with the things that you've agreed to, that you don't
[9:28] Speaker 1: feel safe. Because you're worried about his safety, you actually
[9:31] Speaker 1: feel disempowered and weakened, and that's not a nice place
[9:34] Speaker 1: to be. And Kylie, the question that you're asking is
[9:37] Speaker 1: it really cuts to the very core of what this
[9:38] Speaker 1: is about. Hey, what does it do to me? What
[9:40] Speaker 1: does it do to your dad? What does it do
[9:42] Speaker 1: to us as a family when we can't find you
[9:44] Speaker 1: at the park or when you don't come home on time?
[9:46] Speaker 1: Just imagine what it's like for us for a sec
[9:48] Speaker 1: that's perspective taking, that's empathy. There's another question to ask
[9:51] Speaker 1: as well. And bear in mind this is the explained phase, right,
[9:54] Speaker 1: So explain is very much about saying here's what you
[9:57] Speaker 1: need to know. But Kylie, as you've rightly said, the
[10:00] Speaker 1: kids get bored and so it's much better to get
[10:02] Speaker 1: them to explain to you what your rules are. If
[10:04] Speaker 1: you want to build trust and have this two way relationship.
[10:09] Speaker 1: I think there's value in saying, why do you think
[10:11] Speaker 1: we've asked you to do X or y? Why do
[10:13] Speaker 1: you think that we only want you to be at
[10:15] Speaker 1: the park. Why do you think we want you to
[10:16] Speaker 1: communicate with us? What makes us say you've got to
[10:19] Speaker 1: be home by such and such a time. As he
[10:22] Speaker 1: is able to explain to you why you have set
[10:25] Speaker 1: those boundaries ideally together, then he's much more likely to
[10:29] Speaker 1: step in to endorse them.
[10:30] Speaker 3: Right.
[10:30] Speaker 1: If I can explain why the boundaries exist, then I
[10:32] Speaker 1: can understand them, and I can probably go ahead with
[10:35] Speaker 1: them and be committed to them. So exploring is getting
[10:38] Speaker 1: his perspective. Explaining is ideally getting him to explain your perspective.
[10:42] Speaker 3: And sometimes he might not be able to do that
[10:44] Speaker 3: because he's in that phase where he doesn't really care
[10:46] Speaker 3: what you think.
[10:47] Speaker 1: You're asking me a question he goes.
[10:48] Speaker 3: So you might need to tap into somebody that he
[10:51] Speaker 3: does care about. Your best mate, you said you were
[10:55] Speaker 3: going to meet him at such and such a time
[10:56] Speaker 3: and he doesn't show up and he's been gone for
[10:58] Speaker 3: half an hour. How do you feel? How does that
[11:01] Speaker 3: make you feel? I think just finding a relationship that
[11:05] Speaker 3: they really can tap into and find that level of
[11:09] Speaker 3: empathy that's needed to understand the dynamics of the relationship
[11:13] Speaker 3: that you share together is really important because that's where
[11:16] Speaker 3: you get the buy in.
[11:17] Speaker 1: Yeah, what we're going for is a level of identification
[11:20] Speaker 1: with the value. The value is honesty or the value
[11:22] Speaker 1: is punctuality, or the value is integrity. So can we
[11:26] Speaker 1: get him away from this externalized I'm only doing what
[11:29] Speaker 1: I said because otherwise I'll get in trouble.
[11:31] Speaker 3: Two Or I don't know what the big deal is.
[11:33] Speaker 1: Yeah, I don't know what the big deal is. So
[11:35] Speaker 1: we're getting him to the point where he goes, yeah, okay,
[11:37] Speaker 1: I get it. It matters because of these reasons. He
[11:39] Speaker 1: doesn't necessarily love it. It's not it's not lighting him up.
[11:42] Speaker 1: He's not saying, oh my goodness, I'm a man of integrity.
[11:44] Speaker 1: So I've got to be home at five pm. That's
[11:46] Speaker 1: not what this is about. This is about him going
[11:48] Speaker 1: I value my relationship with my parents. I respect myself
[11:51] Speaker 1: more when I do what I say I was going
[11:52] Speaker 1: to do, and people respect me for that as well.
[11:53] Speaker 1: So therefore I'm going to do that. That's what we're
[11:56] Speaker 1: going for, and then we'll get to empower. So this
[11:59] Speaker 1: is the thirty This is a.
[12:00] Speaker 3: Really fun part of the conversation, especially if your kids
[12:02] Speaker 3: have got buy in.
[12:03] Speaker 1: Right, because you actually creates the buy in.
[12:05] Speaker 3: You get to collaborate with them. One of the questions
[12:08] Speaker 3: you might ask, is I know that we say that
[12:12] Speaker 3: we want your home at five o'clock is does five
[12:14] Speaker 3: o'clock feel like a fair time for you?
[12:16] Speaker 1: Yeah?
[12:16] Speaker 3: Yeah, Based on what his other friends are doing, they
[12:19] Speaker 3: might not have to be home.
[12:20] Speaker 1: Tool see make the case for six pm.
[12:22] Speaker 3: So let's talk about that. How can I feel good
[12:25] Speaker 3: about a six o'clock return and how can you honor
[12:28] Speaker 3: that worth saying?
[12:29] Speaker 1: If you're not going to feel good about the six
[12:30] Speaker 1: o'clock return, your job is to work with your son
[12:33] Speaker 1: so that the ultimate goal of empowering your child is
[12:37] Speaker 1: not to say you can do whatever you want. It's
[12:39] Speaker 1: not carte blanche, it's not total freedom independence. The need
[12:43] Speaker 1: that we're trying to support here is the autonomy need.
[12:45] Speaker 1: And a lot of people think that autonomy means I
[12:48] Speaker 1: get to do whatever I choose. That's not it. Autonomy
[12:52] Speaker 1: is about endorsing endorsing. So we're trying to get to
[12:56] Speaker 1: a point where we can come up with the rule
[12:59] Speaker 1: that he can yet behind, that he can endorse. In
[13:02] Speaker 1: the same way that we don't actually have choice in
[13:04] Speaker 1: terms of what side of the road we drive on.
[13:06] Speaker 1: The government has mandated that we drive on a particular
[13:09] Speaker 1: side of the road. But because we get it, it
[13:12] Speaker 1: makes sense we buy the rationale. We endorse that, and therefore,
[13:16] Speaker 1: even though we're being completely controlled, we still drive on
[13:19] Speaker 1: the correct side of the road. We know that it's safe,
[13:22] Speaker 1: we know that we won't be fined. It just makes sense.
[13:25] Speaker 1: So that's what we're going for here. You're going to
[13:27] Speaker 1: stay in touch. Do you endorse the idea of that? Why? Okay?
[13:30] Speaker 1: Good builds trust. We can rely on each other. Here,
[13:33] Speaker 1: we're going to have your home at a certain time.
[13:35] Speaker 1: Why yeah? Cool? Okay? Does that make sense? Can you
[13:37] Speaker 1: endorse that as a behavior as a way of moving forward? Yep, okay, cool,
[13:42] Speaker 1: We can go ahead there.
[13:43] Speaker 3: So I've been working a lot at the gym since
[13:46] Speaker 3: the beginning of the year.
[13:47] Speaker 1: We're going to have a long conversation about this on Thursday.
[13:49] Speaker 1: I can't wait.
[13:50] Speaker 3: And as we're talking, the analogies coming to me. When
[13:54] Speaker 3: I started at the gym, I was lifting a five
[13:57] Speaker 3: kilo weight and I don't just go from five kilos
[14:02] Speaker 3: to twenty kilos overnight, right, It doesn't work like that.
[14:07] Speaker 3: I have to slowly incrementally add weight to my five
[14:12] Speaker 3: kilos till I can get to the twenty kilos. And
[14:14] Speaker 3: so with our kids, just using the example, we've got
[14:17] Speaker 3: from five o'clock to six o'clock. To me, that's like,
[14:19] Speaker 3: that's a huge jump. I'm not ready to make that jump.
[14:22] Speaker 3: But I can talk to him about whether or not
[14:25] Speaker 3: we go to five point thirty.
[14:27] Speaker 1: And if he gains straight that you can be response
[14:29] Speaker 1: to right, then we can talk about extent.
[14:31] Speaker 3: We're going to add more weight, We're going to add
[14:33] Speaker 3: more trust to the relationship. The other part of this
[14:36] Speaker 3: conversation is he wants to go to the shops, which
[14:39] Speaker 3: seems like a logical place that he and his friends
[14:42] Speaker 3: might end up at at the end of having a
[14:45] Speaker 3: play at the park. They might want to go get
[14:47] Speaker 3: a drink or an ice cream or or something like that.
[14:50] Speaker 3: So is it fair that he has to tell you
[14:53] Speaker 3: every time he leaves the park that he's going to
[14:55] Speaker 3: go down to the shops to get a tree?
[14:56] Speaker 1: Or could you have an agreed upon two or three
[14:58] Speaker 1: or four different places where he could be at ABC
[15:00] Speaker 1: or D and so long as he's at those four places,
[15:02] Speaker 1: that's all that matters. How much do you really have
[15:05] Speaker 1: to monitor your eleven soon to be twelve year old son.
[15:08] Speaker 3: Yeah, because independence is about being able to do things
[15:11] Speaker 3: on your own.
[15:11] Speaker 1: Okay, So that's our answer for you, Justine, We really
[15:14] Speaker 1: hope that it's helpful. The three ease of effective discipline.
[15:17] Speaker 1: I've written blogs about them will LinkedIn the show notes.
[15:18] Speaker 1: I've also written about them in my book, and there's
[15:21] Speaker 1: a whole lot of content out there to help you
[15:23] Speaker 1: to find ways to navigate this with your sign. But
[15:26] Speaker 1: we're pretty confident this will do the This will be
[15:28] Speaker 1: magic for you.
[15:29] Speaker 3: Don't shy away from having a hard conversation. That's actually
[15:33] Speaker 3: how good communication happens.
[15:36] Speaker 1: Another tricky question hopefully answered well and helpfully. Thanks for
[15:39] Speaker 1: the voice. Note Justine podcasts at happy families dot com
[15:43] Speaker 1: dot au. If you would like to hit us with
[15:44] Speaker 1: a tricky question, or go to happy families dot com
[15:46] Speaker 1: dot you, scroll down to where the record button is
[15:49] Speaker 1: and start talking. The Happy Families podcast is produced by
[15:52] Speaker 1: Justin Ruland from Bridge Media. Mimhammonds provides additional support and
[15:56] Speaker 1: for more info to make your family happier, visit happy
[15:58] Speaker 1: families dot com dot au.

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