Quick Navigation
Social media
Contact information

Crown Buildings, Bancyfelin, Carmarthen, SA33 5ND,
United Kingdom


.(JavaScript must be enabled to view this email address)


+44 (0) 1267 211345


+44 (0) 1267 211882

Elaine Halligan

Elaine Halligan is a director at The Parent Practice and has been a parenting specialist since 2006, helping parents raise competent and confident children through parenting classes, private coaching and keynote speaking in schools and corporate settings both in the UK and overseas. She is frequently quoted in the broadsheet press and regularly appears on Sky News, BBC world news and BBC local radio. Her mission is to help parents find the holy grail of parenting: keeping calm and bringing out the best in their children.

Click here to read Elaine’s interview in The Telegraph.

Click here to listen to Elaine’s podcast with The Extraordinary Business Book Club.

Click here to listen to Elaine’s podcast with How to Raise a Maverick.

Click here to listen to Elaine’s discussion with Conversations with Cyrus Webb.

Click here to listen to Elaine’s podcast ‘Late Night Parents’ on NY Radio.

Click here to listen to Elaine feature on ‘Top of Mind’ with Julia Rose on Sirius XM Satellite Radio/BYU Radio Network.

Click here to listen to Elaine’s interview with So Booking Cool!

Connect with Elaine


Publications by Elaine Halligan

My Child’s Different

Elaine Halligan’s My Child’s Different: The lessons learned…

Author Blog

Love is in the schedule

On Thursday it is Valentine’s day. You may not celebrate the day.  Even if you are in a relationship. Plenty of people think it is overly commercialised and an opportunity to extort money for cards, flowers, chocolates and dinners at prices vastly inflated compared to the rest of the year. You may feel you have no use for red, scratchy lace underwear or perfume that doesn’t suit. 

Ok so I’m being cynical. Maybe you relish an opportunity to celebrate your love for your partner and having a day set aside for it may be a good way to remind you of it and rekindle the old flame. 

When we go from being a couple to being a family many of us find there is no time to spend on our partners any more. Romance dies along with sleep and we find ourselves griping about the things the other forgets to do as the items on our own to-do list breed and multiply. A night out becomes prohibitively expensive when you add in babysitting and if you try to have a date night at home you may find yourself asleep on the sofa by 9pm. The things that we used to find endearing may now seem really irritating. The foot massage you used to give each other is replaced by the weekly nit check and daily search for matching socks. 

Our children so often become our priority and our couple relationship can take second place. Between work and the kids it can be hard to find any time for ourselves or our couple relationships. This is a big mistake. The relationship you have with your partner is the foundation on which your family relies. It is the template on which your children will model their own future relationships and sets the tone for the sense of belonging in the family. Having someone else to tag team with in the parenting race also makes it much easier. When parents are united about values and discipline the children feel more secure and push against the boundaries less. Of course the adults may have some differences in their styles of parenting, but what’s important is that both mum and dad present fairly similar expectations and limits. 

Here are some ways to develop a united front with your partner 

    • Schedule date nights where you don’t talk about the kids.
    • Set aside (other) regular times to communicate with your partner –discuss what your values are and what you want to happen. Work out your differences in private so that you can be consistent in public.
    • Where there is disagreement, compromise –consistency is more important than the actual rule
    • Acknowledge each other’s strengths. (I recommend the practice of writing down one descriptive praise for each other each day in a little book.)
    • Say positive things to/about your partner in front of the children. Speak to and about the other with respect. Your children will take their cue from you.
    • Be affectionate with each other in front of the children. (Yes they’ll say yuck but it will make them feel secure!)
    • Don’t criticise and try not to argue with your partner in front of the children. If you do disagree do so respectfully.
    • Don’t play good cop/bad cop: Check in with other partner before promising something to the children and if your child comes to you when you suspect they’ve already asked their other parent, ask them “what did mummy/daddy say?” and go along with their decision
    • Don’t compete to be the better parent. Remember that even when your partner is parenting differently from you s/he has the best interests of the children at heart.
    • If you’re not together with the child’s other parent then communication may be difficult. Children can cope with different rules and approaches in different households but be sure you never denigrate the other parent. 

    Involving an absent or disinterested partner

    • Consider why they’ve checked out. Are they working very long hours? Why? Is this a financial necessity? Do they feel more successful/ comfortable at work than at home?
    • Ask for their support, opinions, input on family rules, outings, holidays etc without criticism. Be honest with yourself and question whether your style of involving your partner in the past has largely been to nag and criticise them.
    • Ask for your partner’s involvement in small ways at first where they are likely to feel successful and enjoy the experience such as taking the kids to the park for a short outing. Build up to them taking a full share of the less pleasant aspects of parenting over time. Be appreciative even if you still think they should be doing more. 

    Healthy ways to deal with conflict:

      • Acknowledge and reflect back your partner’s point of view to him/her, especially where this is different from yours
      • Don’t criticise, but make requests and state your needs. eg I need more help around the house. Please can you take out the garbage each week.
      • State how you feel using ‘I’ statements, not ‘you’ statements – “when you leave the kitchen in a mess I feel as if you expect me to clean it up and I feel taken for granted.” not “you always leave the kitchen untidy –you really take me for granted.”
      • Confine yourself to the matter under discussion –don’t bring up history. Don’t use the words ‘always’ or ‘never’.
      • Avoid defensiveness ie denying responsibility for a problem. eg Steve has a sharp intake of breath after Maggie just braked hard in the car. She says: there you go again being a back seat driver! Accept some personal responsibility for at least part of the problem. “Sorry! That was a bit abrupt.”
      • Avoid stonewalling - where the listener withdraws from the interaction and doesn’t respond. It indicates an emotional withdrawal from the relationship. If you feel the need to withdraw ask for a break and agree upon a time to resume the conversation. 

      So take some time this week to focus on your other half and remember why you got together in the first place. Tell them what small things you appreciate about them.

      Read Blog

      How to stop a child from doing what you don’t want them to do

      A few days ago my 21 month old granddaughter came over to visit with a friend of hers. They were accompanied by both their mothers and had come over to swim in our pool. (Don’t gasp Northern hemisphere readers –we’re currently experiencing a heatwave in Sydney!) The two little girls enjoy each other’s company and were running around excitedly and revving each other up. When one started screeching the other one thought that was a hoot and joined in. The two mums were doing their best to stop the noise. They shooshed the girls and said “no shrieking”, “stop making so much noise,” but to no effect. I realised why. I could see that the toddlers were having so much fun letting off steam after being in the car and now they had lots of space to run around in. And they were getting lots of attention from their mums. My daughter in law and her friend, in their embarrassment, were giving too much attention to the very behaviour they didn’t want. Toddlers are fairly easily distracted so it wasn’t difficult to refocus their attention on something else and so end the noise. As soon as the adults paid attention to something else that is what the children wanted.

      Children are hard-wired to get our attention. They have evolved that way because they are born in such a vulnerable state compared to other animals. They are utterly dependant on adult attention for survival. And nothing gets adult attention like crying or shrieking. Whatever we pay attention to we will get more of. That doesn’t mean we shouldn’t pay attention when our children cry but if we give too much attention to undesirable behaviours we’ll get more of what we don’t want. Many a parent of a small child has fallen into the trap of laughing at something that seems cute the first time only to realise that if repeated that behaviour quickly palls or other people won’t be quite so entranced by it. I made the same mistake when L first threw something out of her highchair by reacting too much –she thought it was very funny and did it again of course. Subsequently when she threw things we just left it and distracted her with something else. She soon stopped doing it.

      Adults are used to responding to poor behaviour by saying “No, don’t do that. “That’s silly”. Or “Naughty!” Sometimes we might shout or punish or if the behaviour is really unsafe, such as when a child darts into the road, we might smack out of fear. These responses are supposed to dissuade the child from repeating the behaviour but often they have the reverse effect. Even an older child is very keen to get parental attention and if they can’t get it through positive behaviours they will seek it any way they can. Many time-poor parents inadvertently give too much attention to negative behaviour and not enough to the good things the child does.

      This week I’ve been preparing an in-service training for mentors on an adolescent behavioural change programme and realised the same negative patterns occur in the classroom too. When my son, (L’s father) was a little boy he struggled in the classroom because of dyslexia (at that time undiagnosed). He would distract from tasks that were too challenging for him by disruptive behaviour and would get in trouble. He was given demerits and detentions. In the Reception class he had a little book in which his teacher recorded all his missteps, every little (and large) misdemeanour and this was presented to me. When he was in year 1 his punishment on one occasion was to be sent to sit in the Reception year. The idea was to shame him into behaving. All of these sanctions were designed to inform him, and others, of his misdeeds to shame him in the hope that this would change his behaviour. It didn’t. But his self-esteem plummeted. And with that came more poor behaviour.

      Paul Dix in his book ‘When the adults change, everything changes’ tells the story of Chelsea who had a chart at school that recorded in two columns all her good and bad behaviour and she formed the view that one cancelled the other out, that if there were more good behaviours at the end of the day she was ahead. Dix recounts that when Chelsea was a young teenager and got in trouble for staying out past curfew she sought to wipe the slate clean by tidying up the house and pronounced “You can’t get me –look what I’ve done.” She did not learn to be accountable for her actions with this behavioural ledger.

      Likewise my son’s sense of self was so vulnerable that when his teachers shouted at him he made lied or made excuses for his behaviour and wasn’t able to accept responsibility. This isn’t what anyone intended.

      What does work?

      Paying attention to the child or teenager’s good behaviour gives our kids the attention they need. It makes it more likely that that behaviour will be repeated. It builds strong connections between us and our children which strengthens our influence –they are more likely to do what we ask. Then when they are doing something we don’t want they are more likely to listen to us when we (calmly) explain why that behaviour isn’t ok.  If kids get lots of messages about what they’re doing right their view of themselves is that they are capable and valued. This helps them be resilient and less anxious. Then when they get something wrong they can take responsibility because they see themselves as basically good humans who sometimes make mistakes. We can have problem-solving conversations with our children that help them clear up their mistakes without loss of self-esteem.

      To get into the praise habit have a look at our video on the pasta jar. Enjoy catching the good stuff!

      Read Blog