Teaching self defense
She considered the question and replied thoughtfully, "Well, no, I guess not. teaching self defense Women self defense. I wouldn't want to leave my office -- after all, it's MY office. But if I felt like I had to leave in order to stay safe. . teaching self defense Self defence wholesalers. . . I guess I could. teaching self defense Safety equipment. . . of COURSE I would. " She had not previously considered the option of leaving, but just a moment of consideration established it as a valid option that she would feel confident in choosing. Many of us have pictures in our minds about situations that could feel frightening or dangerous. Forgetting to include the door or other exits in that picture is a common oversight, perhaps because we are so frequently told throughout our lives either that we CANNOT leave or that we DESERVE to be able to stay. For example, schoolchildren for generations have been told that they cannot get up and leave the classroom. This obviously makes a great deal of sense the vast majority of the time; the well-being of the students and the effective running of the classroom both demand that movements in and out of the room be carefully controlled. At the same time, this means that children spend years dealing with conflicts large and small without giving much consideration to the option of leaving the room or assessing when leaving might be the safest option. Alternatively, we may be resistant to leave a space because we have a sense of ownership over it -- we DESERVE to stay! Why should we have to leave our own office? our own home? our own car? When our sense of entitlement is so strong that it overshadows our awareness that the safest choice is to leave, this feeling is working against our best interests. In a variety of situations, walking away from a problem does not make it better. However, in situations that feel dangerous, leaving and getting help can be an excellent option. We can reacquaint ourselves with this power by noticing the doors in our lives -- doors from the home, doors from the office, doors from the car, doors from destructive relationships -- and acknowledging that we have the power to use them if we feel like we have to in order to stay safe. We can imagine different scenarios in which we take care of ourselves by leaving and getting help. For the children in our lives, we can acknowledge the power to leave in our conversations about dealing with conflicts, and we can help them understand the role that school rules play in their decisions. For example, if a child is dealing with chronic, low-level bullying in the classroom, the child deserves support in methods of dealing with the problem that don't involve leaving the room. At the same time, the supporting adult can say, "Let's say you were having this problem with a group of kids at a park, not in a classroom. Would you have different choices there?" Clearly, the child would, because the school rules are not a factor at the park.
Teaching self defense
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