Today I’m speaking to Sarah Sproule (she/them), a sex educator, an occupational therapist, as well as a mother of three teens. Sarah uses their skills to ensure that every parent and caring adult knows how to build a deeper connection with their growing kids, and believes that no child should ever feel alone and unable to reach out for help with their body, their boundaries, or their needs. Or their knowledge about sexuality.
In this episode, we are talking about ‘sensitive things’ with our kids, plus reclaiming the ‘C word’. We dive into the following topics;
The ‘invisible influence of normal’
Showing kids we’re a trusted person to talk to about sensitive things
Why we don’t want to wait until sex ed classes to start talking about sex
Teaching kids about body boundaries
Answering your Qs about:
How to explain to kids why you do some things in private?
4 year olds asking BIG questions you’re not sure they’re ready for
3 year olds who are resistant to challenging gender stereotypes
How to support your child when someone is asking invasive questions
Plus Sarah shares the unknown history of the C word!
Find out more about Sarah’s work here.
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Here’s the transcript in full:
Sarah Sproule: I drew analogies between talking about sensitive things and other parts of parenting. So, I don't know a single other parent who waited for their child to ask them for a stem of broccoli before they gave it to them. Right? And we know that broccoli's really great. I don't know a parent who waited for their child to ask them, Can you please show me how to cross the road? Because I want to stay safe. Like, there are so many things we do, we take initiative for, because we know it's important for the health and safety and joy of our child.
INTRO
Laura Thomas: Welcome to the Can I Have Another Snack? podcast, where we are talking about appetite, bodies, and identity, especially through the lens of parenting. I'm Laura Thomas, I'm an anti-diet registered nutritionist, and I also write the Can I Have Another Snack? newsletter. Today, I'm talking to Sarah Sproule. Sarah, who uses she/them pronouns, is a sex educator, an occupational therapist, as well as a mother of three teens.
Sarah uses their skills to ensure that every parent and caring adult knows how to build a deeper connection with their growing kids. She believes that no child should ever feel alone and unable to reach out for help with their body, their boundaries, or their needs. Or their knowledge about sexuality.
In this conversation, we talk about what Sarah calls the ‘invisible influence of normal’; all the things, spoken and unspoken, that shape how we think about bodies, sex, pleasure, periods, and more. And we talk about why it's important to approach these conversations with our kids early and in a non-judgmental way that prioritises connection and helps inoculate them against body shame.
We talk about supporting kids to trust their body boundaries and how that can help them use their voice when something doesn't feel right. Plus we answer your questions like how to teach kids that maybe it's best not to touch their penis at the dinner table, without inadvertently shrouding them in shame.
Obviously this is a conversation about sensitive topics to do with sex, and at one point we do mention rape and other forms of violence. We also use the C word quite liberally towards the end, which Sarah and I are comfortable with, but we understand that it may not be for everyone. So all of that is to say, listen at your discretion and take care of yourself. I will say, though, that Sarah is extremely compassionate and thoughtful in how she approaches these topics. So I hope you'll find this to be a safe and nourishing conversation.
Just before we get to Sarah, I wanted to tell you real quick about the benefits of becoming a paid subscriber to the Can I Have Another Snack? newsletter and community and whole wider universe.
So until the end of September, I'm running a 15% off sale on the cost of annual memberships. So instead of paying £50 a year, you would pay £42.50 and that gets you access to the monthly Dear Laura columns where I answer your questions. It gets you access to the whole CIHAS archive, it gives you commenting privileges, plus weekly discussion threads tackling the big issues like…how clean is your fridge? And who are you dressing for on the school run? It's a really welcoming space where we learn from each other, share with folks who have a similar world view to us, and we have a lot of fun. And of course it's a completely diet, body shame-free space.
I wanted to quickly share what one CIHAS reader said recently. They shared this review saying:
“Laura's Substack is a lifeline in a world where diet culture and fatphobia is pervasive in all aspects of our lives including how we feed our children. Every time I start to worry about my toddlers eating and that internalised diet culture mentality starts bubbling up, it's Laura's voice telling me that it's all going to be okay. Through her invaluable work on CIHAS, she's genuinely keeping me sane and empowering me to navigate feeding my child and making the right decisions for my family. The paid subscription is more than worth it. Thanks, Laura.”
Well, thank you for that really sweet review. And like I said, we're running a sale for the rest of September and you can sign up at laurathomas.substack.com and I'll drop the link in the show notes so you can find it really easily. And by becoming a paid subscriber, not only do you get the sweet perks that I mentioned earlier, but more importantly, your contributions help make this work sustainable.
All right, team, let's get to today's guest. Here's Sarah.
MAIN EPISODE
Hey, Sarah, can you start by telling us a little bit about you and the work that you do, please?
Sarah: I support parents and other adults who are raising children to speak about sensitive things. So that's a euphemism for puberty, genitals, babies, growing up, sex, relationships, all that sort of stuff that might seem a little bit like…eeeeh!...when you think about having conversations about that with kids.
And that work is important to me. I'm an occupational therapist, but I do that work because I was one of the kids that would have really benefited from way more open and sort of practical conversations about all that sort of stuff. My mum and dad were missionaries and we grew up in Nigeria for most of my teens, but yeah, even though mum was a nurse and she would have told me how my brother was born and all the bits and bobs and…
Laura: Yeah, the gory details.
Sarah: Yeah. I think because I had undiagnosed ADHD particularly, it meant that if things weren't repeated and part of everyday life, I just forgot. So I got to be nine years old and I thought sperm flew through the air to get to the egg. So I didn't want the children that I was raising to have that same experience.
And so here we are now, Masters in Sexuality Studies. I've been doing this now for a few years, and it just feels like the more I do it, the more I realised that this is the exact sort of work that…all my experiences growing up and being a neurodiverse person…it's all set me up for this. So that's a great sense of joy to feel so aligned with work and with who I am as a person.
Laura: For sure. And thank you for sort of walking us through that transition from OT to sexuality studies to what you're doing now. And I think it's so interesting that your background is in OT because – and that's occupational therapy for anyone who isn't familiar with that acronym – because it really shines through in the work that you do.
And I think that's the only other allied health professionals, I think, would see that, but definitely you can see the echoes of that. And I think it's such a great foundation for the more coaching-centered work that you're doing.
So you sort of alluded to this in what you were saying there, but you talk a lot about this concept of the ‘invisible influence of normal’. Can you unpack that a bit more for us and tell us what that is?
Sarah: Yeah, absolutely. So wherever we live, in whatever sort of country or city or family, there are influences on us from those cultures, whether it's family culture, city culture, farm culture, Irish culture, Australian culture, whatever. Those influences or those…the messages we're given subtly show us what normal is.
So normal could be being married with children, for example, and not that anyone might have ever said that to us, what's normal is to get married and have kids, but maybe it's an assumption in the way people ask young children or growing people questions about what they want to do in the future, how many kids they want. Like if someone asked someone how many kids you want, there's an invisible assumption there that they want children.
So this invisible influence of normal impacts us, not just when we're growing up, but it impacts adults who are raising children as well, because if we lived in a family that didn't use penis and vulva or clitoris as words for genitals with children, then we're going to grow up into adults who…the invisible influence of normal will have said, sort of shaped, you don't use those words with kids. And that's just normal. That's what sort of we grew up to expect.
And that's just one example. There are lots of other ways like what is normal just gets sort of embedded into our consciousness, maybe without even our own awareness. So a lot of the times this “normal idea of normal” – and I'm using my fingers in air quotes – we might not realise that it's impacting how we speak to the small people in our life until we have a particular experience. Like it could be something like having a conversation with another parent at the school gate or in childcare, where they speak about, say, walking around nude in their home and all of a sudden you realise, what? Some people think it's normal or okay to walk around nude in front of their kids at home. What?
And all of a sudden everything sort of shakes a bit, you know, in our world view.
Laura: What I'm hearing you say is that this invisible influence of normal, it shapes our ideas of what is acceptable, what is taboo.
And ultimately, I think it shapes whether we have a shame response to something, or whether we can talk openly and transparently about, you know, like you say, sensitive subjects without them becoming, yeah, something that we have to hide or feel shame about. Is that a fair way of kind of putting it? ,
Sarah: Yeah, that's a beautiful way of saying it.
So this story came into my mind and I wanted to share it. So picture me 13 years ago. And I have like a five year old, a three year old and a one year old and it's Saturday. So if any of the people listening are anything like us…Saturdays, we're like, we're just trying to eke out every single minute of sleep, or at least being horizontal in the bed that we can manage, you know, and so our three kids playing around the room, the doors locked so that they can't get into trouble.
And you can hear this sort of splashing in the bathroom and I get out of bed and I go in and have a look. There's a five year old has taken some condoms out of the bedside drawer – because condoms were our contraceptive method of choice at the time. And opened up the packet, given one to her brother, one for herself, and they've got them in the basin, they’re trying to fill them up like water balloons.
And I'm at the door and I'm looking in the door and, like, my breath catches in my throat….cause, like, your kids are touching something that is related to penises.
Laura: Oh it’s so dirty!
Sarah: So it's sort of like, this is the first time I ever thought of anything related to this work, right? And I call out to my partner. I go, John, the, the kids are playing with condoms…and this is my really traditional Irish Catholic husband sort of says, Yeah, so what? I'm like, they're condoms! And he goes, So? And it was in that moment that I was like, Oh, hang on a minute.
So for me, that was a moment when that invisible influence became visible. It was like, yeah, if he thinks this and I don't think that, what's going on here, what's…what's happening? And so it was a really clear moment in time for me.
I was like. Oh, there are things at play here. There's, there is influences at play here that I didn't even realise. Um, and I think it was particularly clear because in my mind, John was sort of very traditional and I was like the uber progressive Australian parent living in Ireland. So it was quite a shock.
And that's where this whole process for me of really looking and seeing what I thought was right that was unexamined and how that was really leading me down the same path to treat my kids the same way that I was treated, which was…yes, we can answer questions, but at the end of the day, sex and things related to adults, like life, children had to be protected against because it is in some way dangerous and sort of wrong.
And of course there are lots of things about adult sexuality that, yes, are not appropriate for children, but there are a whole stinking lot of things that families can talk about in a way that is educational and supportive and kind and open and connecting. And when we don't allow ourselves access to those topics of conversation, we’re losing the chance, not just to inform our children. That, to me, in my work is a secondary thing. The information exchange, that's a secondary thing. What's more important is that we are creating moments over and over again, where we prove and show ourselves to be someone, an adult, a trusted adult, who can talk about pretty much anything and everything.
And we do that with understanding and we do it in a way that is respectful of our children and their ability to understand stuff. When that shift happens in an adult's mind that they realise that talking about sensitive things is a bridge over which they build a connection with their child and which will last a lifetime because it will last a lifetime, then all of a sudden it's like, Oh, okay. So this might be awkward and I might not know how to do it, but God damn it. I really want to try because I understand what is possible if I make this effort.
Laura: Yeah, and again, what I'm hearing you say is that you're prioritising the relationship that you have with your child over and above your own comfort and probably other people's comfort, people around you, maybe grandparents, maybe other parents at the school, teachers even, that your, your child might come into contact with.
And that kind of leads me to a question that I, I was thinking about for you, which was around why it is so important for us, as parents, as carers, as guardians, to be the people that are starting these conversations with our children, these, like you say, sensitive conversations, and that could, I think, range from calling genitals by their correct names all the way through to puberty and periods.
Why does it feel so important for it to be coming from us rather than, you know, waiting until Sex Ed at school or waiting until they hear something in the playground?
Sarah: Again, it's about creating connection. I think about it from the perspective of how many years an adult, either a parent or a caregiver in some other capacity, is with their child or their young person, right?
So I will often say that, okay, so If our kids stay with us until they're 23, just pick a number. You've got 23 years of meals and negotiations about bathroom time and conversations about going out with friends and all that, where your child has the opportunity to come to tell you something that's difficult or worrying for them or where they can ask you a question that is going to make the difference between them being able to speak up for themselves in a tricky situation or not.
So your child is around you lots and lots and lots. Whereas if they first hear something sensitive, like how babies are made or what sex actually is from a teacher at school, that teacher may only be there for, say, 10 months of their life and then they're gone. And so when your child is thinking about the memories of how they learned particular things, a teacher's face will come up, but your face won't. And what that means is when they have a question or a concern or something tough is happening in their world, there's not that sort of memory that connects you and sensitive, awkward, unpleasant, difficult, concerning, but also exciting life events in the head, right?
So it's very much about, again, how can we build that connection? How can we demonstrate to a child or a young person that we talk about this stuff. I drew analogies between talking about sensitive things and other parts of parenting. So I don't know a single other parent who waited for their child to ask them for a stem of broccoli before they gave it to them. And we know that broccoli is really great. I don't know a parent who waited for their child to ask them, can you please show me how to cross the road, because I want to stay safe. Like, there are so many things we do that we take initiative for because we know it's important for the health and safety and joy of our child.
And this area of being human, this developing sexual self is no different when you sort of look at it like that. Most of the time people go, oh yeah, I see what you’re saying there, I wouldn't wait for my child to ask me to send them to swimming lessons. I mean, some of us might've done that before our child was even one.
So it's far more about realising that our parenting approach, if it's different, only in the sensitive conversation section, then that's showing us that there's something behind that, that needs to be examined so that we can show up for our child in the best way.
Laura: If you think about it from the perspective of, you know, like a, I don't know, a seven year old saying to another seven year old in the playground, oh duh duh duh, sex, penis, vulva, and that's complete news to your seven year old. I can imagine that that would be attached to, again, shame, embarrassment, of not knowing that information or that completely, like, coming out of the blue, versus if you've already maybe laid some foundations and some groundwork, then your child might have the language to be like…
Or maybe they don't have necessarily, like, they can't explain all the ins and outs of it, but they can be like, oh, yeah, that's something I've heard of, and maybe I can go home to this trusted person and get some more details or ask some more questions. I suppose that's the kind of, I would imagine, you know, the ideal way that that scenario plays out rather than a child who just feels so overcome by shame and embarrassment that they don't have anywhere to go with that information.
Sarah: Absolutely. And I mean, that scenario that you've pictured, that's probably actually best case scenario for a child that doesn't know anything. A more problematic scenario might be where a child tells another child something that's just completely and utterly wrong. Like one of my kids came home from school, I think they were probably 10, and he came home and he said, mum, Michael at school told us that rape means having sex with someone and then killing them.
And I was like, Oh, that's not right, is it? Because we'd had those conversations. So it's not just about setting your child up to not be surprised by things, but actually if you've got there first with the accurate information, inaccurate stuff tends to like, they don't grab onto it and go, Oh, okay.
Because…you know, think about that. It's quite damaging for a child or a young person to think that rape is having sex with someone and then killing them because then they don't understand what rape really is, you know, and so there's all sorts of complexity and difficulty that sort of arise from that.
And, and I imagine that any…well, I would hope that any young person would go through the education system and very quickly get the correct definition given to them at some point in the curriculum, but nevertheless. It's not a great introduction if they're getting inaccurate information from a peer.
Laura: Yeah, because you're completely missing the whole, you know, really important opportunity to talk about consent.
And so speaking of consent, I wanted to – and maybe this will help us take some of these more abstract concepts and put them into more concrete terms, but something that I've noticed since becoming a parent is how entitled people feel to kids’ bodies, you know, whether it's hugs or kisses or touching them in some way.
Like, I was with my three year old the other day and someone from their pre-school, a teacher, ran up behind them and picked them up and scooped them up, and it scared the shit out of me, never mind my three year old. And of course it was coming from a well intentioned, loving place, because I know that they have a good relationship, but it feels like such a tricky one to navigate as a parent.
And I have a lot of thoughts about this. But I'm curious to hear your thoughts on how we begin to teach kids about their body boundaries and what is okay and not okay in terms of people accessing their bodies and, and talking about who they share their bodies with and in what capacity.
Sarah: The best way to learn things is through experience.
So we could spend, you know, all day, every day saying to our child, you know, your body, your choice, you get to decide what's done to your body. But if we don't create an environment at home where that is lived rather than just spoken, then that makes it difficult. So children who – and I was one of these kids, actually – children who their voices aren't heard, we – I'm going to say, we – we grow up, we lose sense of what our truth is, right?
So here's something that I've been thinking about lately. One of the adults in my community asked a question about school refusal. In my world, it's ‘school can't’ or ‘school avoidance’. If a child is…said we just have to go to school anyway. You just have to go. That's what we do. We have to go. The message there is it doesn't matter how you feel. There are some things that just have to be done because it's always been done like that, right?
You can imagine that if that model is placed on a relationship and our child grows up to be a young adult and is in a relationship with someone who is very clear on the way things should be. So for example, I had a relationship for a time with a person and, in the process of negotiating our physical intimacy, I remember an interaction where I said, we'll need some lube. And this person says, Oh no, we don't need lube. And, now, it was a big deal for me to even say we need lube, but the other person being so clear, like we don't need it. I just completely, like, shut down. That was it. Okay, well then that must be true because what the other person is saying, which is opposite to me must be true because that was something that was demonstrated over and over and over again in my growing up.
And I'm bringing up school refusal because it's so…it's really difficult. It presses a lot of buttons in an adult, you know, a child who doesn't want to go to school. That's probably one of the more complicated places where respecting our child's voice and their deep inner knowing of what is right for them is going to be hard, whereas maybe a little bit easier in, if it was, do you want to go to the beach or do you want to, you know, go over to Jimmy's house and jump on his trampoline.
Like it won't matter so much what our child says, if they say jump on the trampoline and we would have preferred to go to the beach, we’re like, oh, we'll go and jump on the trampoline. But, so there's sort of like a, you know, like a continuum of the places in raising children where it's easier to respect who they are and their interests and what they want, versus the ones that are more difficult. And oftentimes the ones that are more difficult will be the ones where it puts us, as the adult, in a position where we have to go against someone in authority, or someone whose opinion we really value and we're concerned about their response when we're sort of advocating for our child.
So it's no easy thing, but it really is about your child's experience of being heard, seen, believed, honoured. Yeah.
Laura: Yeah. You remind me a lot of a conversation I had with the psychologist, Hillary McBride, who is author of the book Wisdom of Your Body, and she talks a lot about embodiment, and we had a conversation about children's embodiment, and it was, you know, there, there are situations, of course, where we can't let our kids stay home because we have to go to work and we don't have any other form of childcare.
As much as we would love to stay home with them all day and to let them rest and get all the things that they need, but again, late stage capitalism doesn't allow that. One of the things that she pulled out was just this idea that, even when we have to hold a boundary with our child, that we believe their experience, that we trust them and that we kind of, yeah, validate, I think, their experience because that will enable them to hold on to that seed of being able to trust their own embodied wisdom.
You're nodding away there. I don't know if you have anything else that you would like to add to that.
Sarah: Yeah. So in my world, sometimes parents will say, yeah, but like consent is all very well, but what about, I've got a two year old who doesn't want to get into their car seat and we were going to wherever we're going and they have to be in the car seat.
I'm like, yeah, yes, they do absolutely have to be in the car seat. And so in my world, I would be talking about informed consent versus like consent. And so a two year old doesn't have enough information and understanding about the implications for what they want to do. They don't understand that that puts them in danger.
And so understanding that, while a two year old is very sort of clear on what they need, we have more information. That doesn't mean what they need is wrong. It just means we have more information and we need to facilitate sort of understanding, and that can be really hard when your two year old is doing the banana body and just, there's no way you can get the seatbelt on, you know?
And so oftentimes it's about creating a culture when that clash of needs is not happening. So when your two year old is screaming, saying no, about getting in the seat, that's not the time to sit down and explain various things, but maybe there's another time the following day. Where it's possible to say, you know, I love you and my job is to keep you safe.
And let's think of all the ways you need to be kept safe, or some of the ways. And you can list off, you know, electricity and fire and other things and then say, and did you know, cars are really dangerous if we don't have seatbelts on, just very like, little drops of knowledge and then I suppose that we can set our two year old up for success.
And that could look like…like kids do really well with context, connection and choice, right? So getting to the car, setting context, in half an hour, we're going to need to get in the car. What does your body need to do before we do that? Do you want to run around? What sort of, what busyness? Because you remember, we're going to have to sit in the seat with the belt on.
So context, connection, getting down and showing them that you see them. I love you. And I know that your body has a hard time being in the car seat. What can I do to help you out? Like letting them know, we see them, we understand what their experience is like. And then the choice is really offering as much choice as possible.
So the seatbelt isn't a non-negotiable thing, but maybe there's other choices. Would you like to take a toy? Or would you like to choose the music? Or would you like to have a special blankie or like try and find all the ways that if your kid, the feeling of at least a little bit of autonomy so that you can keep them safe without too much conflict.
And I…like I had three two year olds, I know it's not easy and we're all strapped for time. But if you sort of take a step back and think about it in the broader context, it's not just about that moment where you're trying to put them into the car. Context, connection, and choice are one of those things that's going to help you help your kid. And if you can do that, you feel good. Don't you? As a parent and like, Oh, like, wow. For the first time ever, my two year old got into the car seat without a screaming match. Like that's a win. And that helps me anyway, feel warm and fuzzy.
Laura: Oh, it definitely makes such a difference when you feel like you're maxed out, but then you get that win.
And I mean, you're speaking my language, Sarah, and it's the exact same approach that I would take to a child who was struggling to come to the table, or who was really having a hard time eating and getting everything that they needed from food, you know, that connection piece is so important. And I will spare you the TED talk about everything that I see on Instagram that prioritises like these cheap wins over real connection over the feeding relationship. So yeah, I'll rein it back to what we're talking about here.
Sarah: You know, when I was thinking about this, that we're going to have this conversation together, I was imagining that you and I at work would probably be that thing where we're holding onto different parts of the elephant. And while my work may look different, it's two parts of exactly the same thing. So I'm pleased to hear that is absolutely the case.
Laura: 100%. So I got quite a few questions sent in. I'm not sure if we'll have time to go through them all, but I would really love to get your take on them. So these were sent in on Instagram that, you know, in the Instagram boxes, it's like a really tiny little space. So not all of them have all the context that I think we would need. I'll just shoot anyway.
So the first one was “How to explain to kids why some stuff you do in private”. Again, there's no context here, but I'm going to assume that this parent means that their child is touching their vulva or their penis.
Maybe…I mean, unless you have any other thoughts as to what might be going on there, but that seemed to be the most obvious thing to my mind.
Sarah: Yeah, well, let's assume that. It's like anything else. We can think of other scenarios, that something is right in one context, but not another context. So oftentimes I will say, well, when we're going for a picnic in the park and we're sitting on a blanket. It makes total sense to use our hands, right? Cause we're probably eating a sandwich or a muffin or something, but when we go to granny's house and she served us tomato soup in a bowl, then what makes the most sense is to use a spoon.
Or what do we wear when we go to the local swimming pool? Wear our swimmers. What do we do when we go to watch a movie in the cinema? Well, it wouldn't make sense at all to wear our swimmers. We'd get cold in the air conditioning anyway. We need maybe some trousers and a T-shirt. Same thing. With our genitals, depending on where our genitals are or like where our body is, well, there'll be different rules for them.
So when we're on our own, when we're in the bathroom, when we're in our room, our genitals are our own. We can touch them and feel them and notice what feels good and what doesn't feel good. And you know, we wash our hands afterwards to make sure we don't spread any germs around the place, but your genitals are yours and you get to touch them and do with them whatever way you want.
When we're outside, all the other people, they're allowed to not want to see us playing with our genitals, right? So we don't do it. Because if we didn't have that rule whereby people don't play with their genitals in public, then a lot of people might start playing with their genitals on the bus or in the playground or at school. And then it would be chaos. Not everyone wants to see other people's genitals or their hands down there. So it's just about common courtesy, really.
And using analogies for other parts of life, where that same dynamic applies, it tends to ease us adults who are feeling a little bit squeaky about having that conversation in, because it's like, this is the same dynamic that plays out everywhere else in human existence. It just so happens because this is about genitals. Sometimes we're like, eh, I don't know what, help, help. Because maybe we're trying to reduce the likelihood of our child feeling shame, probably because when we were growing up, we were made to feel ashamed by what the adults around us said, and not because they were perhaps doing that on purpose, but because that's what they…
Laura: They didn't have it shown to them. Yeah.
Sarah: They, they didn't know. And most likely they would've been doing it with good intentions. Yeah. Some of us, you know, the adults that cared for us did not have good intentions. For the most part, though, most adults do, whatever level of ability we have talking about sensitive things is exactly right, depending on what's been in our past.
So just because someone in the playground, a parent, is really good at this stuff, and we're not, that doesn't mean they're a better parent. They were just dealt a different hand and that's just the way it is.
Laura: Yeah. I hear you say that it's really important to have some self compassion when you are thinking about these issues.
Thinking about having these conversations with your kid, but you kind of get that lump in your throat and you're not really quite sure how exactly to handle them, that just thinking about it, is a really good starting point, isn't it? And then from there, if you notice, Oh, I'm…well, it's checking in with your own bodily experiences, right, and saying, okay, what's coming up for me and where do I need some support or some help or some resources to help me open up these conversations.
I really love the analogies that you use because these…yeah, it's a very similar thing, you know, talking about context and what's appropriate – I have some feelings about the word appropriate, but let's not get into that.
One question that kind of came to my mind as you were explaining how you might approach that conversation. I'm curious if other parents might have this same thought, is that oftentimes in books around body boundaries and consent, they talk about your genitals as being private. So you know, one of the books that we have talks about how everything that's underneath your bathing suit, you know, it's your body, it's private.
Would you use that kind of language, or how might you use that language? Do you find that helpful, or not so much?
Sarah: There's a lovely author called Cory Silverberg, and they wrote three books for children of various ages.
Laura: They're so good, these books.
Sarah: Yeah, they're great. That author coined this idea of middle parts, and so the idea is rather than using private parts, using middle parts to generally describe genitals, because when we talk about private parts, it's just…it makes it complicated to give a child shame-free ownership of those parts of their body, right? One of the shifts in a family culture that can be really useful is this idea that in our family, we talk about everything.
So, in a sense, particularly when kids are small, genitals aren't really private in families. Right?
Laura: This is the exact thing that I've bumped up against with my three year old who still needs me to wipe his butt. And so there is that confusing thing of like, well, if this is private, but I need help with this or, you know, I still need to bathe him.
And even the example that you gave earlier where we walk around our house nude, but we don't go outside nude, right? Like that can be a confusing thing. So I'm sorry to interject, but it just…you're articulating the exact, the exact thing that I have bumped up against.
Sarah: Yeah. And so I suppose, again, it's another demonstration of something that manifests in lots of different ways in our parenting, but because it's to do with genitals, it's a bit like, Oh, not quite sure how this works.
So the whole dynamic of raising children is that in the beginning, we're having to do a lot of things for them that they will eventually do themselves, feeding, cleaning, dressing, even sort of communicating, like taking the whole burden of communication off them onto us. So we're interpreting sounds and body language and all that sort of thing.
So you can explain that dynamic to a child and say that there are certain parts of our body that are more sensitive than others and middle parts or genitals like penis or a vulva or whatever, there's a lot of special skin on those parts. And what that means is that they need special care, right? Now, when you're grown up and when you're, you know, maybe you're 8 or you're 10, you're going to wash those and put your clothes on those parts of your body. And you won't really need an adult's help at all. And you probably definitely won't want an adult's help, but while you're still small and I'm having to help you do a few other things, this is one of the parts of your body that, that you need help with.
And my job is to help you eventually do it all on your own. Right. You would need to also say that bit about only trusted people help us with our most sensitive parts of ourselves. Right. And I suppose as a reminder that it's not just genitals we're talking about here. We're also talking about anus and we're talking about mouth because those are parts of the body too that can be used in ways that are really hurtful for people who don't have a child's best interest at heart.
So when you're framing it in that way, there's less sense of like…the word private tends to put a shroud over things where, if you're talking about the sensitive special skin and special parts, then it's more like it's an honour and a privilege sort of thing, like to support you in this part of your being human. And to me, it just feels more gentle and collaborative and kind of nurturing.
Laura: Yeah, I often thought about, like, the language of private parts as well as being a little bit confusing from the perspective of, like, as in when kids mature into young adults where they might want to start sharing their bodies with other people in a respectful, consensual way.
Again, if it's got that sort of private, you know, shroud of shame connotation, then that's going to be a lot harder for them to do that in a way that, that feels safe.
Sarah: I'm laughing because I remember a meme that I saw, it would have been years ago now, but it was like, lies we tell children, number one, we don't lick other people's private parts.
And just sort of like this, like head in the hand, like face palm, like, moment where, well, actually, when you get older…And I suppose what it illustrates is, when we're talking to kids, we have all this information and knowledge about where things could go as adults, right? They don't have an understanding of that.
And I suppose it's no harm really to allow ourselves as adults to simplify it at a particular point in time, right? Knowing that as our kids get older, that truth that we've told will no longer be true. Right. And so, and that's where resources like Cory Silverberg's book, Sex is a Funny Word or, You Know Sex.
Sex is a Funny Word is for around, around seven and eight years, And, You Know Sex is sort of for 10 to 14 year olds where it's really clear, it's a lot about how our bodies are instruments of pleasure, right? Which is often another conversation that adults find hard to have with kids. You know, that classic thing where you have that conversation about how babies are made or well, sperms and eggs get together and a penis goes into a vagina, if those two people want to do that, or you might talk about IVF or artificial insemination, but if it's a penis in a vagina…
Laura: It leaves out a whole part of the conversation as to why people have sex. Yeah.
Sarah: Exactly. And so oftentimes the kids will come back and say, all right, so I've been thinking about that. So that means you and dad did that twice, right? And parents will go, Oh, which actually just demonstrates that, like you said, a whole section of the conversation that was was left out about pleasure.
So I think in these moments, when we're talking to kids about boundaries and safety, it's possible to simplify it a bit, knowing that down the road, one of our important jobs is to bring this whole pleasure and sharing our bodies with other people, and that naturally comes as they grow older and they start cluing in on more things to do with…they see the diversity in relationships around their extended community and family, you know, like if you have a same sex couple in your community, it makes it so much easier. And thank you to all the out gay and bi people, right?
Because it makes it so much easier to have the pleasure conversation because it's so clear that if a child has had those conversations that sex really is only a penis and a vagina that all of a sudden you get this beautiful opportunity to talk about, well, actually intimacy is so much more about pleasure and how bodies feel good and how, when we share our body with someone else and we trust them and they trust us, then we get to help another person's body feel really good.
There are lots of different ways that that happens. And then remember that in parenting, sometimes you don't have to say everything, like you can…Um, if you have a child who really needs things to be quite concretised, so an autistic child, for example, who really needs very specific communication. I'm autistic, I know what it means when someone's beating around the bush and I have to say, can you just tell me, tell me exactly what you mean by that? What does that mean? And then they're clear. And I'm like, okay, fine. And there are children like that, but some kids, you know, the information layers on over time, so it's far more about just holding your nerve and knowing that over the weeks and the months and the years to come, there'll be lots of opportunity to do and say and read all the things.
Laura: And that's exactly what I was going to say is, reminding ourselves that, that this isn't a one and done conversation, that we will be having, if we're lucky and privileged to continue having these conversations with our kids, if they trust us enough to keep coming to us for these conversations, then it will be an iterative, as you say, layering on more information and more nuance as they developmentally can grasp that.
So, I'm really curious to hear your answer to this question, because I bet there's a ton that you would love to say, but the person who sent this question in asked, “Four year old is asking questions, I'm not sure she's actually ready to hear the answer about, what do I do?”
Sarah: I always say that if a child is asking the question, then they need to know the answer.
Oftentimes in parenting advice, you'll hear people say, first of all, you ask them, well, what do you know already? And again, I go back to that old thing about, okay, where else in parenting do we check, well, what do you know already? Like there may be some places where you genuinely want to know, okay, do you know the basics of the solar system, for example? And so then I can just tell you, answer the question based on your knowledge, but oftentimes adults will use that, what do you know already as a way to sort of like create space.
Laura: Or deflect.
Sarah: Yeah, deflect. That's right. Or create space. And that's not a bad thing if your brain is trying to catch up. But all I would say is, a four year old has huge amounts of capacity for understanding sperms and eggs and uteruses and testicles and lots of things. And as a general rule, if we think a child isn't old enough to get the answer to something, it's probably because there's something in our past or a worry that we have that we don't know is there.
So short answer, answer the question and see what happens, and use simple language in a way that you would use for answering any other questions you might ask.
Laura: It's interesting, just maybe a point of difference in how we might approach things, because if a, for example, if a child came to me and asked, is this healthy for me? Like this food. Usually, I would be really curious to know, okay, well, I'm interested, what do you think? Do you think this is a healthy food? Just to get a gauge of, like, what information they've picked up or what they've learned so that I'm kind of starting from where they are and then maybe building from there.
But I also see, like, how in certain situations it could be, like, Oh, fuck. I'm in too deep here. So let's just get the kid to do the hard work for me. Yeah.
Sarah: And I guess, again, it's about how much stigma and shame culturally exists around a topic. There's a lot of stigma and shame that exists around…there is a lot of cultural shit around your topic as well, right? They're both heavily laden.
Laura: But I would argue that you probably, uh, win on this,
Sarah: Yeah. Yay! My topic's more stigmatised!
Laura: You got it, yeah! I think what we're saying is, the point is to have the conversation, right? To think about, and again, what we were saying before, noticing what comes up in us when that question is asked.
Sarah: And if you need to buy time, one of the great ways to do it is to say, Oh, I love that question. I'm so glad you asked it. Even if you're lying because you're freaking out, reinforce how great it is that they brought that up. I love that question. I'm so glad you asked it. I want to make sure I give you the best answer I can. So I'll get back to you tomorrow.
Now, if you say that. You must get back to them tomorrow, otherwise it's a breach of trust. And remember, we're trying to be askable adults, the people they trust the most to come to them with their worst and best questions and worries. So that's really important. So you, in rugby language, you kick for touch. You tell them you come back tomorrow, you run around and find your most trusted sex educator, or you go to your therapist or ask your best friend who seems to know how to do all these things. And then you go back to your kid the next day.
Laura: Yeah. I did not understand the rugby reference, but everything else you said sounded really good.
Sarah: Kicking for touch means, like, you take the ball and you kick it as far down the pitch as you can, hoping that it will bounce in exactly the right way that you can run down and start from that point. Right.
Laura: Got it. Okay, I’m with you. Alright, another quick question, just in general: smashing gender stereotypes for a three year old who has turned out like a princess. They love glitter, and dresses, and pink, and does not enjoy wearing pants, despite the parents best efforts to show her a variety of gender roles. And then the same person kind of asked a follow up question, which is, is it okay to just…let her be tacky and think she's a Disney princess, even if I wish it was different.
So yeah, questions about gender roles and offering a variety of, not even offering a variety, but challenging gender stereotypes.
Sarah: So I'll answer the second part of that question first. It is absolutely okay to allow your three year old to be as tacky and as pink or as glittery as they want. Absolutely.
And that goes for a child of any gender. Yeah. Yeah. And I would also say that for some of us, there is a desire, I suppose, to fix everything that's wrong with the world through a small person who's growing up. And really they're one human. Yeah, and they're themselves and they're an individual. And I remember thinking a lot about this when my daughter was, I can't remember what she was, we started to get into YouTube videos about makeup and she loved makeup and I really had to do a lot of soul searching and personal sort of, like, care because I really wanted to fix the whole of the patriarchy when it came to like appearance and that whole makeup culture and everything.
But I realized that no, no, that's not my job. And it's definitely not my 11 year old, 10 year old’s job. My job is to love her and support her and help her feel like she is the best thing since sliced bread. Even if she is…has interests along sort of gender stereotype lines. And yeah, so remembering that in the moment when we're thinking of, Oh, we want to sort of fix the gender stereotypes and all that stuff. That really our child's body is not the place in which to do that. If you have a desire to create some sort of change, find somewhere else to do it.
And look, the person who's asking these questions has already done a really great job of providing diversity and opportunity to see different things in their home. And so, you know, you've done what you can do and you continue to look at yourself and notice, okay, where are some of the ways that I might unthinkingly be following stereotypical lines and maybe then volunteer for some organisation or donate money somewhere else who's doing work related to gender and get on loving your kid and doing all the sparkly, tulle, pink, whatever it is. Unicorns. Yeah.
Laura: Yeah. I think that's such a helpful reminder is that, you know, kids are not our like personal projects for righting everything that is wrong in the world and that there are other ways that we can create opportunities for them, show that we will be loving, accepting no matter what they decide they want to be when they grow up or how they want to express themselves or, you know, who they want to be in relationships with or any of that stuff that we can. There…you know, it doesn't have to be this either/or binary because so much of what is problematic about systems in the world is that they're binary, right?
And so we…I suppose one thing that we can do is work to not replicate binaries in our, in our own home and in our parenting.
And I have a little curveball question for you that I wanted to ask, which is kind of related to, something else we talked about at the very beginning around people feeling entitled to kids’ bodies, and I promise I didn't just get you on the podcast to answer my own parenting shit, but I was curious to hear if you had or how you might approach this or if you had any thoughts on this.
Something that we come up against quite a lot is people really feeling entitled to explanations from my three year old. You know, that thing, which again can be like very well connected, meaning and people want to connect with him by asking, you know, what's your name? What's your age? But then they always ask, are you a boy or a girl?
And It just feels so invasive and I can tell that he feels invaded because he kind of like, you know, curls into me, and it's one of those things where I just want to say. There is no such thing as a girl or a boy. What are you talking about? Like, and just launch into this whole diatribe about gender roles and, and things, but it, you know, the corner shop is not the place to do that.
So I'm just curious if you have any thoughts on how you can kind of say to your child, like, it wasn't okay that they asked you that question. And, you know, I could tell that you were uncomfortable with that question while also maybe kind of like deflecting that question, does that make sense what I'm asking?
Sarah: In a sense, you've partially answered it already because what you said there about saying to your kid afterwards, that question was, I could see it made you uncomfortable. What you're doing is you're, you're reflecting back their experience of it and reinforcing that that was a valid response, right?
And so you're really sort of saying that made sense to me that you felt like that, that felt a bit weird. And you could even be more sort of broad and say, you know, some people ask questions that don't feel comfortable or feel a bit unkind or feel a bit rough. Whatever is the natural language that your, your kid would resonate with.
But the other thing would be to – and you may already do this – is in the moment when it's happening and the person in the shop has asked that question, you can see your kid's body language doing what it's doing. You could simply say, Oh, I noticed that that question, it feels, it feels uncomfortable. So how about we talk about what we're buying in the shop, or did you know that apples is our favorite fruit?
This is a personal choice. Actually. Some people would choose to deflect in a way that's very sort of gentle and easy going, because in the presence of a child, they're not interested in raising the conflict, elevating the energy. So do that way.
Some people are more comfortable saying simply, you know, we don't really talk about gender in our house. We're much more interested in… whatever it is. So like it's finding the balance that feels right to you in being able to redirect…or I had one person just simply ignored questions they thought was stupid, they just like blanked them and went, okay, good to see you and off they went or, okay, we're going off to get the milk now. And just like, just pretended that it hadn't even happened, you know. It's different for everyone.
There will be, and I'll speak to this too, there will be some people that don't have the personal capacity to manage any of the options that we've just mentioned here. You know, and there's someone in my community who something similar happened, they were in the park and a dear family friend, I think was about 50, saw them after, it might've been after COVID. So it'd been a few years and, her daughter was probably about 10 and he sort of, he moved in or something and she could see her daughter's whole body. So like, like shrink like this, but in the moment, yeah. Did not have the capacity. Like didn't see it coming. Hadn't thought about any of this stuff before. And so the interaction happened, he left and she hadn't been able to do anything about it, which makes complete sense because there are many of us, we go into a trauma response that reflects what's happened to us in our past, where we also were mute or I didn't have power to, to sort of do anything about that.
So also, I suppose, a recognition of that. We all have different capacity when it comes to a situation like this and to reiterate and go back to that thing again about self compassion, whatever you have capacity to do in that moment is exactly right. It is not possible to achieve something if you don't have the underlying ability or experience or knowledge to do that.
And so there's no shame, there's no blaming about that. It purely gives you an opportunity to notice. And then maybe at some point you'll have the ability to reach out for help. And for some of us, we don't have the ability to reach out for help for 5 years, 10 years. Some of us never in our life because we don't have the economic advantage or the educational support to do so.
So it's just a small reminder that we all start in this area at completely different places on this spectrum of ability. And it doesn't mean you're bad or wrong. It simply means you are who you are with the life that you had.
Laura: Sarah, I just want to – before we do our snacks – I just wanted to say, I felt myself get emotional at what you were saying there because it's just…the work that you're doing is so important and I know makes such a difference to the families that you help and I know you put a ton of like free resources and content out there.
So I'm just really grateful to all the work that you're doing and yeah, just shining a light on these really difficult, challenging conversations in a way that is so compassionate and so just nuanced and thoughtful and yeah, I just know that you're making a big difference for a ton of people, so I wanted to say thank you.
And I want to know what your snack is! At the end of every episode, my guest and I share something they've been snacking on. It can be a show, a podcast, a book, you know, like a literal snack, whatever it is that you've been really into lately. So what have you got for us?
Sarah: Yeah, well, this is actually something quite personal because, you know, I mentioned about being autistic.
And that diagnosis came very late in life for me, only last year. So the thing I'm snacking on is noticing when it's possible to truly be myself, as opposed to do something that I've learned to do to make everyone else feel comfortable, you know, and that can be something as simple as, well, this isn't simple. Actually, this is quite challenging for me. I was at a, like a week long training for…a therapy training that I'm doing the other week. And instead of sitting on the chair, I sat on the floor because that's where my body felt the most comfortable.
So, and it felt so damn good, you know, like it didn't feel just good to sit on the floor. It felt good to honour who I was. And so in an ideal world, I guess, honouring who I am wouldn't be a snack, but because this is a work in progress. It absolutely is a snack right now, and I'm grateful for it.
Laura: Oh, I love that. And a lot of people who are part of the Can I Have Another Snack? community are neurodivergent, and I'm sure will really resonate with that experience of, yeah, unmasking and feeling like really comfortable doing that and how, yeah, just affirming that feels. So yeah, thank you for, for sharing that.
Oh, my thing is just going to sound really trite compared to that, but my thing is a show, it's called Deadloch. Have you seen it?
Sarah: Is that the Australian show? Oh, it's so good.
Laura: Yeah. So, okay. So I'm excited to be able to talk to someone about it because I feel like not a lot of people have come across it.
Uh, so it's set in Tasmania. It's all I can describe it as…is like a lesbian detective show.
Sarah: That's about it. And like, it's so quirky, isn't it? Like it's just so random and weird and sometimes dark and sometimes hilarious. And it's sort of like, it's, it's wild. I'm so glad you love that.
Laura: It is wild. And so there's, there's only one season, which is really disappointing, but it…each episode is an hour, so I feel like it's enough that you can, like, get stuck in. And I am someone who, like, my nervous system cannot handle a lot of stress, anxiety in the shows that I watch, I need to, like, be able to decompress. I do want to say that...it is a murder mystery, like it does ramp up in terms of the suspense across the season I want to say, but there's enough dark humour and comedy and, like, a lot of swearing and ridiculousness that it kind of like tempers it out and yeah, so it's really good. I highly recommend it.
Sarah: It's amazing. Can I just say, from the perspective of sensitive conversations to the writers of that show, they had to write a rationale for why the word cunt should be in the script because it's used prolifically. For anyone who doesn't know, in Australian colloquial swearing language, cunt is used for lots of different things and it's important it was in there, culturally. It was super important.
So I just loved that. And the other thing I loved was that – this isn't a spoiler – the victims of the crimes are not the gender you think, like you naturally assume them to be based on a lot of other like TV crime you would see.
So there's some things that comes out and it just sort of skews your expectation based on what the culture has given you, that invisible influence of normal in crime shows, you know?
Laura: There is a lot of cultural stuff that is a kind of cultural critique, I suppose, that around gender, around racism, there's a lot of stuff that it touches on, but there is prolific use of the C word.
But it, it's just like the way that it is thrown in, it's just very well done. The whole thing is very well done. So highly recommend.
Sarah: And can I just say one thing, because you said “the C word” and I think it's important. Because when I was about 28, I was able to reclaim the word cunt because I was in a relationship with an artist at that point and a poet.
And he said to me, because I was like, Ooh, that's a yuck word, he said, did you know like, it comes from the old…Old English or Old Norse or something, something of like, when you're ploughing that there's like, the plough leaves a cunt behind in the soil. And I was sort of like, oh, that actually sort of made me feel like, well, that's sort of nice. Like it's a similar sort of look.
And for some reason, it just made me feel like I think I could reclaim that word. Not that other people can't, but from that time on, I was like, yeah, okay, that word and I, we can coexist with relative equanimity.
Laura: Do you know what? I don't even know why I censored myself because I say cunt all the time.
You're a cunt, you're a cunt, they're a cunt. But I understand that maybe not everybody is as comfortable with that word.
Sarah, before I let you go, can you let everybody know where they can find you and learn more about your work?
Sarah: Sure. Well, my Instagram is @IAmSarahSproule. And at the moment in the season that I'm in, which is really about unmasking and making sure I rest as much as I can. There's not a lot of new things out there, but there is about three years worth of very detailed content there about how to talk to kids about all sorts of things that all different ages, and it's well worth trawling back through there and, getting your fill of support. So that's where the main place you can find me.
Laura: Yeah, I will link to all of that in the show notes and there's some great farting content on there as well, which I really appreciate and enjoy.
Sarah, it's been such a delight to talk to you. Thank you so much for sharing everything with us. I know we could have gone on for like another 90 minutes, but I will wrap up there and let you go. Thanks so much, Sarah.
OUTRO
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Can I Have Another Snack? is hosted by me, Laura Thomas. Our sound engineer is Lucy Dearlove. Fiona Bray formats and schedules all of our posts and makes sure that they're out on time every week. Our funky artwork is by Caitlin Preyser, and the music is by Jason Barkhouse. Thanks so much for listening.
ICYMI this week: Let’s Talk All Things Neurodiversity and Food
