Putting the brakes on / listening to a Part

[Blueberry]

I was really enjoying working on my duolingo lessons today - full steam ahead and actually pausing to make up little sentences about me and my own life based on textbook examples. When either a bodily function? like breathing or that manifested as a Part began to have more and more trouble, I did eventually put the brakes on.

And have since been simply breathing normally to settle my breathing down again.

This is new-old progress. I have been here before in different contexts, but it's good to remind myself: ALL my Parts and what they are feeling is important, everybody needs and deserves to be heard. When that doesn't happen, some thing /some aspect of me forces me to listen. Putting the brakes on earlier would've been beneficial, but I did put them on eventually and that is PROGRESS. 

[NarcKiddo]

Well done. You are right that all the parts are important and deserve to be heard. I'm glad you were enjoying the Duolingo lessons and well done for getting on with them. I wonder if maybe some of the parts were concerned about the content of the sentences? I could be totally off base here but my own FOO forbade us from talking about family unless FOO curated what was said. At any rate it's good you put the brakes on so you can consider what your part(s) are trying to communicate.

I notice huge reluctance when I am trying to read certain books but I have not yet always managed to find out exactly who or why. I do know that Little NK who is probably between 5 and 8 is often satisfied by having a toy to hold and will then be content for me to read on. I think you have used that approach too?

   to you. And 

[Blueberry]

but my own FOO forbade us from talking about family unless FOO curated what was said

That was the case in my FOO too especially regarding 'airing the family laundry in public' but the sentences I was coming up with are I think too basic to have caused anything like that. Plus, it doesn't resonate. But it's a useful idea for me to feel into.

I did notice that sounding out the sentences repeatedly, for improving listening skills and pronunciation, seemed to lead to exhaustion (?) in my mouth and throat. I was actually enjoying sounding out while also thinking that's not what I'm so skilled at. :Lightbulb: that felt like a FOO criticism, the sort of thing B1 would have pointed out. I was also told that at school in my first year learning French. I'd changed schools and everybody else had been learning longer. I must have said a sentence or read a sentence in the break and two fellow pupils mentioned in passing that I had an awful accent. A fairly standard remark of the sort I'm sure I've made to people in the past, especially back then, with no malice intended. But nonetheless it made a little jab. Like remarks people including FOO but other pupils at school too made about the quality of my singing.

I do know that Little NK who is probably between 5 and 8 is often satisfied by having a toy to hold and will then be content for me to read on. I think you have used that approach too?

You're right. Good reminder, thanks. Another possibility for me if I can find out which Parts are involved is to put them in their Safe Places before doing anymore duolingo especially pronunciation exercises. Also to interrupt the lesson right away and ask the Part(s) what's up and/or what would help them. That's basically what I do when I'm doing trauma-processing with OT.