How to Spend Like a Frugal Millionaire

Saving thousands while still spending.

Millionaires make up just 2 percent of the population. They get a bad rap during recessions for being wasteful with their money and are frequently used as examples of excess. It's the millionaires that you don't see that you can learn from in times like these. I call them the frugal millionaires and interviewed 70 of them to uncover ways we can all be smarter with money.

Nearly 70 percent of the economy is based on consumer spending. To keep the economy going we need to keep spending but not waste money in the process. This is where the frugal millionaires come in. They've been smart with their money all along and haven't lost it all and had to remake it. These are the kind of people you want to learn from when it comes to spending your money.

Spending philosophy.

Frugal millionaires are unique thinkers when it comes to spending money: 1) they can easily delay their need for gratification when purchasing; 2) they are resourceful in getting what they want by carefully timing their consumer purchases; 3) they make living below their means painless; 4) they don't like wasting anything (especially money); 5) their sense of "self-entitlement" is highly minimized: and 6) spending is OK with them...depending on what they are buying (think: appreciating vs. depreciating assets).

Buying tips.

These millionaires keep more money than they spend, that's why they are rich. Their tactics work for them so they'll work even better for you. Key Point: They don't view shopping as a sport. They shop efficiently and spend their time doing more important things with their lives. Here are their tips that will help you save while spending:

Cars: Buy used (or off lease) fuel-efficient cars, often with "certified pre-owned" warranties. This warranty can be better than a new car, plus the initial depreciation hit is avoided. Drive the car for a long time and never lease it.

Eating Out: Bring half of a meal home to eat later (this also saves the waistline). Eat at happy hours. Bring wine from home and skip dessert. Value food quality over expensive ambience.

Eating In: Eat better and less expensively by cooking at home. Make it a friends and family event. Get your kids involved. Bonus: You can have that extra drink without worrying about getting busted for driving under the influence. Also: buy day-old bread at the best bakery in town and freeze it. Eat oatmeal, because it's the most cost-effective breakfast food. Get a supermarket "club card" and buy food on special. Play the game of trying to see how much of a discount can be saved off the total food bill.

Clothes: When you buy something new donate something used to charity. Buy traditional clothes, but wait for the off-season to acquire them. Go for high quality - not high price. Buy vintage clothing and avoid logo clothing and keep people guessing who the designer might be. Hint: There shouldn't be one!

Consumer Electronics: Buy low-end gear that has the basic functionality of the more expensive stuff. Don't be the first to buy new technology. Wait at least one lifecycle so the bugs are worked out. Buy refurbished electronics whenever possible.

Computers: Buy more mainstream computers with proven technology. Select higher capacity hard drives, a decent amount of RAM (the memory that the program runs in) and a cost effective processor. Super fast doesn't always equal super good...unless you are building airplanes or bridges. Laptops are a good compromise between desktops and netbooks. Don't go through the pain of upgrading operating systems on existing computers, it's not time efficient and you will probably go insane trying.

Going green: Being green and frugal go hand-in-hand. Yet frugal millionaires don't readily fall for the trendy green hype machine. They typically buy green if it helps the environment and lowers their costs. They look at the timeframe when a product can pay for itself. They do use compact fluorescent lighting, turn off lights and equipment that isn't being used, monitor AC and heat usage (with programmable thermostats), drive efficiently, live in "right-sized" homes and turn off the water when they aren't brushing their teeth or washing dishes. Because they have trained themselves to not waste money they won't waste anything else either. They get into good habits and keep them going. You can, too.

Taken from: http://finance.yahoo.com/news/How-to-Spend-Like-a-Frugal-usnews-15357371.html

Handling exam fever

THERE are indeed ­parents, yours truly ­included, who feel and act as if they are the ones taking exams instead of their children.

While it is good that ­parents remind their children to be well prepared, there is a need to be conscious of the line between encouraging and nagging; ­between sharing the importance of good grades and demanding they meet your high ­expectations.

Being a first-timer with my child’s school exam, I ­recently got into gear to prepare for the exams much earlier than my daughter.

It’s not surprising since I am the one with 17 or more years’ of examination ­experience while my seven-year-old only knows exams as “a test to see how much you remember and have learnt so far”.

As the days drew ­closer, Mama started harping about doing revision, getting extra workbooks for practice, ­giving tips on the do’s and don’ts when ­answering ­questions, and ­turning every ­conversation with the carefree daughter into mini revision sessions.

Was I ­subconsciously ­thinking that how well my child does in school is a reflection of my parenting skills?

Taking a step back for a ­personal check, I told myself that it is more important for a child to progress academically and morally in the long term than achieving short-term ­success in exams.

It is more valuable for them to learn from the consequences of their actions when they fail to heed your advice to read their textbooks instead of comics. It is also good that they know it is all right to make mistakes and that they can learn from them.

Young children need ­patience, encouragement and support from parents when preparing for exams.

They have shorter attention spans, so break their revision times into shorter ­periods to make it less ­daunting for both parent and child.

Never compare their ­performance with those of ­another ­classmate, as this would put undue ­pressure on them. Not all ­children ­develop at the same pace. Neither are their interests and talents alike.

While it is important to get good grades, especially when they are older and grades are significant for their future, ­perfect exam scores alone do not a successful young adult make.

And what, I need to ask, is my definition of “success”? What are the values, morals, general knowledge and life skills that I want my child to possess? What good is it to be a millionaire but go through life without compassion or ­humility? Can she be a rocket scientist yet possess conversational skills fit for the Queen of England or the regular Joe?

Children, even those as young as five or six I believe, do have some idea of how they should and want to go about things in their lives. When we let go and trust them, we may be surprised at how they come through.

Love them for who they are, and not for how many A’s they score. I may have dreams of my daughter winning the Nobel Prize but if she chooses to be a rock drummer (not that it is more inferior a vocation), that would be great too.

As for taking exams these few early years, I shall be ­mindful not to nag at her to revise, or to check that all her pencils have been sharpened.

8 Marriage-Busters to Give Up Today

1. Nagging, nagging, nagging. We know about the squeaky wheel, but complaining loud and long gets you only short-term gains and builds up powerful discontent on your spouse's side.

2. Blaming, criticizing, and name-calling. These tactics belittle the person you promised to love, honor, and cherish; let you play angel to his or her devil; and don't address the responsibility you both share for your marital happiness.

3. Bullying, rudeness, and selfishness. These ugly power plays tell your partner that he or she doesn't count at all in your eyes.

4. Peacekeeping and passive placating. A "whatever you say, Dear" attitude may keep your home quieter but leaves you in the martyr's role. You'll end up angry, defensive, and a drudge. What fun is that?

5. Deploying logic all the time. Life isn't the starship Enterprise; playing the dispassionate Mr. Spock not only cuts you off from your feelings but also subtly tells your spouse that his or her feelings don't count either.

6. Throwing up distractions. You're just having fun, right? Think again. Being hyperactive, fooling around all the time, and refusing to focus -- in conversation or in life -- often is an attempt to avoid intimacy or difficult issues, which can be horribly frustrating for your mate.

7. Stonewalling. Another stall maneuver, stonewalling stops arguments and constructive discussions cold. Not much can happen when one spouse just won't talk about it.

8. Making unilateral decisions about the big things. Sometimes you have to pick the bathroom paint color on your own. But if you're making major decisions about your money, your time, your kids, and your family life, you're acting without accountability and cutting off the possibility of joint decision-making and deeper intimacy.

Retirement: Getting Ready

Don't retire too early. "Working longer will become a necessity for many people," says Andrew Eschtruth, a spokesman at Boston College's Center for Retirement Research. "If you can work into your mid to late 60s, it will make a huge difference." For one thing, your savings and 401(k) can grow without your drawing on them for everyday expenses. That extra time can improve your chances of maintaining a comfortable retirement lifestyle.

Waiting also gives your Social Security benefits time to build up. To see how much you can expect to receive from Social Security, go to socialsecurity.gov. Remember, if you start collecting government checks at age 62, when you become eligible, your monthly payments will be smaller for the rest of your life. For each year that you work beyond your full-benefit retirement age (that's 66 or 67, depending on your year of birth) up until age 70, your Social Security benefit rises 8 percent.

Know how much money you'll really need. Some retirees, like teacher Pat Forest, 65, are having the time of their lives. Forest made sacrifices throughout her career to stretch her income and is now spending time with her grandkids between trips to dream spots like Egypt and Italy. But in an environment where nearly $2 trillion in 401(k) and IRA assets evaporated in the 12 months after October 2007, how do you know when you're ready to start the retirement chapter of your life?

One traditional rule of thumb: Expect to spend about 70 percent or 80 percent of your final working salary each year you're retired. But planners like Mackey McNeill say that's an oversimplification; after all, people tend to underestimate their expenses and overestimate how well their investments will perform. Instead of working toward an abstract number, she suggests, make yet another budget for yourself to uncover how much you'll really spend. Consult a fee-only planner -- napfa.org has a list -- or work with calculators like the one at choosetosave.org for a guide.

Think carefully about health care. This is especially true if you're planning to retire before you're eligible for Medicare, at age 65. Even then, Medicare won't pay for everything, so look into the Medicare Advantage program or private Medigap insurance, which covers the difference (a typical policy costs $100 to $300 a month).

Stay conservative. Keep cash you absolutely can't afford to lose in government-insured bank accounts, even though their rates aren't very high right now. Bank deposits are insured for up to $250,000 this year, but the rules may change in 2010, so check with the FDIC (fdic.gov) for the latest updates.

A lasting investment

TRYING to fit in your needs, your children’s needs, work and all the day to day jobs we all love to hate can be exhausting.

There is a saying that goes “If you want something done, give it to a busy person.” And who is busier than a working parent?

However, there is a difference between being busy and being frantic. If you’re struggling to find time to enjoy your children who, after all, are the most important thing in your life, then a little reorganising wouldn’t go amiss.

If you want to find more quality time in a day for your family, try some of the following ideas:

» Use a weekly planner. This may sound basic but many people forget to plan out their week in relationship to their children. When notes come home from school with activities that you are required to attend, block them out as you would a meeting. Set aside family time in your diary before anything else.

Create regular family moments. There are many planners that fit the needs of a family. Marking in your family’s different outings and activities also helps to manage their time ­better. Consider placing it all on the computer and printing out mini schedules for each family member every week so everyone knows who is picking up and dropping off each other over the week.

» Make your child responsible for his own schedule. This can often start earlier than you think. My six-year-old and eight-year-old are responsible for checking which days are their swimming, library, or other activity days and to ensure that they have the right equipment or materials for each.

They have also been taught how to pack an overnight bag by themselves and are completely responsible for the contents of their school bags.

On top of this, they are responsible for getting the three-year-old ready in the morning. This has all contributed to giving me more time to arrange other tasks.

» Get a whiteboard. If your family is often scattered all over the place, a whiteboard can be used as an in/out message board. The trick is everyone in the family needs to use it.

This is a great place for teens to put a contact number of where they’ll be, and it’s a good ­practice for when they are working in a company and need to be accountable for where they are and estimate when they’ll be home. It’s a good place to leave communal messages as well.

» If you find that there is just too much going on, try an online programme for important dates such as www.rememberthemilk.com. This ­programme helps you plug in all those important dates and events – and then reminds you about them.

It’s a virtual to-do list and its very user friendly.

» Outsource the awful bits. You know you can. In fact it’s great for the economy. Write down your five most hated jobs and find someone else to do them.

The energy we expend from avoiding our most disliked jobs is best used doing things we love. Get a cleaner, or find someone to do some of your administrive duties. Reduce your stress, and not only will your productivity increase, but your family will have a happier you.

» Reevaluate your own priorities. If you’ve done everything you can and are still struggling to find any family time, then take a look at the long term cost of your current lifestyle.

It’s no use being absent in your children’s lives so they can have material possessions or a slightly more expensive school. Children thrive best in a family where their parents have time to talk to them.

In fact, having fewer ­possessions often just creates a hunger for them to succeed – as everything isn’t handed to them automatically. Your decision to spend more time with your children is a lasting ­investment in their lives.

NIDA InfoFacts: Lessons from Prevention Research*

The principles listed below are the result of long-term research studies on the origins of drug abuse behaviors and the common elements of effective prevention programs. These principles were developed to help prevention practitioners use the results of prevention research to address drug use among children and adolescents in communities across the country. Parents, educators, and community leaders can use these principles to help guide their thinking, planning, selection, and delivery of drug abuse prevention programs at the community level.

Prevention programs are generally designed for use in a particular setting, such as at home, at school, or within the community, but can be adapted for use in several settings. In addition, programs are also designed with the intended audience in mind: for everyone in the population, for those at greater risk, and for those already involved with drugs or other problem behaviors. Some programs can be geared for more than one audience.

Principle 1 - Prevention programs should enhance protective factors and reverse or reduce risk factors (Hawkins et al. 2002).

* The risk of becoming a drug abuser involves the relationship among the number and type of risk factors (e.g., deviant attitudes and behaviors) and protective factors (e.g., parental support) (Wills et al. 1996).
* The potential impact of specific risk and protective factors changes with age. For example, risk factors within the family have greater impact on a younger child, while association with drug-abusing peers may be a more significant risk factor for an adolescent (Gerstein and Green 1993; Dishion et al. 1999).
* Early intervention with risk factors (e.g., aggressive behavior and poor self-control) often has a greater impact than later intervention by changing a child’s life path (trajectory) away from problems and toward positive behaviors (Ialongo et al. 2001).
* While risk and protective factors can affect people of all groups, these factors can have a different effect depending on a person’s age, gender, ethnicity, culture, and environment (Beauvais et al. 1996; Moon et al. 1999).

Principle 2 - Prevention programs should address all forms of drug abuse, alone or in combination, including the underage use of legal drugs (e.g., tobacco or alcohol); the use of illegal drugs (e.g., marijuana or heroin); and the inappropriate use of legally obtained substances (e.g., inhalants), prescription medications, or over-the-counter drugs (Johnston et al. 2002).

Principle 3 - Prevention programs should address the type of drug abuse problem in the local community, target modifiable risk factors, and strengthen identified protective factors (Hawkins et al. 2002).

Principle 4 - Prevention programs should be tailored to address risks specific to population or audience characteristics, such as age, gender, and ethnicity, to improve program effectiveness (Oetting et al. 1997).

Principle 5 - Family-based prevention programs should enhance family bonding and relationships and include parenting skills; practice in developing, discussing, and enforcing family policies on substance abuse; and training in drug education and information (Ashery et al. 1998).

Family bonding is the bedrock of the relationship between parents and children. Bonding can be strengthened through skills training on parent supportiveness of children, parent-child communication, and parental involvement (Kosterman et al. 1997).

* Parental monitoring and supervision are critical for drug abuse prevention. These skills can be enhanced with training on rule-setting; techniques for monitoring activities; praise for appropriate behavior; and moderate, consistent discipline that enforces defined family rules (Kosterman et al. 2001).
* Drug education and information for parents or caregivers reinforces what children are learning about the harmful effects of drugs and opens opportunities for family discussions about the abuse of legal and illegal substances (Bauman et al. 2001).
* Brief, family-focused interventions for the general population can positively change specific parenting behavior that can reduce later risks of drug abuse (Spoth et al. 2002b).

Principle 6 - Prevention programs can be designed to intervene as early as preschool to address risk factors for drug abuse, such as aggressive behavior, poor social skills, and academic difficulties (Webster-Stratton 1998; Webster-Stratton et al. 2001).

Principle 7 - Prevention programs for elementary school children should target improving academic and social-emotional learning to address risk factors for drug abuse, such as early aggression, academic failure, and school dropout. Education should focus on the following skills (Conduct Problems Prevention Research Group 2002; Ialongo et al. 2001):

* self-control;
* emotional awareness;
* communication;
* social problem-solving; and
* academic support, especially in reading.

Principle 8 - Prevention programs for middle or junior high and high school students should increase academic and social competence with the following skills (Botvin et al. 1995; Scheier et al. 1999):

* study habits and academic support;
* communication;
* peer relationships;
* self-efficacy and assertiveness;
* drug resistance skills;
* reinforcement of anti-drug attitudes; and
* strengthening of personal commitments against drug abuse.

Principle 9 - Prevention programs aimed at general populations at key transition points, such as the transition to middle school, can produce beneficial effects even among high-risk families and children. Such interventions do not single out risk populations and, therefore, reduce labeling and promote bonding to school and community (Botvin et al. 1995; Dishion et al. 2002).

Principle 10 - Community prevention programs that combine two or more effective programs, such as family-based and school-based programs, can be more effective than a single program alone (Battistich et al. 1997).

Principle 11 - Community prevention programs reaching populations in multiple settings—for example, schools, clubs, faith-based organizations, and the media—are most effective when they present consistent, community-wide messages in each setting (Chou et al. 1998).

Principle 12 - When communities adapt programs to match their needs, community norms, or differing cultural requirements, they should retain core elements of the original research-based intervention (Spoth et al. 2002b), which include:

* Structure (how the program is organized and constructed);
* Content (the information, skills, and strategies of the program); and
* Delivery (how the program is adapted, implemented, and evaluated).

Principle 13 - Prevention programs should be long-term with repeated interventions (i.e., booster programs) to reinforce the original prevention goals. Research shows that the benefits from middle school prevention programs diminish without followup programs in high school (Scheier et al. 1999).

Principle 14 - Prevention programs should include teacher training on good classroom management practices, such as rewarding appropriate student behavior. Such techniques help to foster students’ positive behavior, achievement, academic motivation, and school bonding (Ialongo et al. 2001).

Principle 15 - Prevention programs are most effective when they employ interactive techniques, such as peer discussion groups and parent role-playing, that allow for active involvement in learning about drug abuse and reinforcing skills (Botvin et al. 1995).

Principle 16 - Research-based prevention programs can be cost-effective. Similar to earlier research, recent research shows that for each dollar invested in prevention, a savings of up to $10 in treatment for alcohol or other substance abuse can be seen (Aos et al. 2001; Hawkins et al. 1999; Pentz 1998; Spoth et al. 2002a).

NIDA’s prevention research program addresses all stages of child development, a mix of audiences and settings, and the delivery of effective services at the community level. The Institute focuses on risks for drug abuse and other problem behaviors that occur throughout a child’s development. Prevention interventions designed and tested to address risks can help children at every step along their developmental path. Working more broadly with families, schools, and communities, scientists have found effective ways to help people gain the skills and approaches to stop problem behaviors before they occur. Research funded by NIDA and other Federal research organizations—such as the National Institute of Mental Health and the Centers for Disease Control and Prevention—shows that early intervention can prevent many adolescent risk behaviors.

How To Sniff Out A Liar

There are plenty of dangerously skilled liars--and not just the Bernie Madoffs and Jeffrey Skillings of the world. Indeed, under the right (or wrong) circumstances, we're all guilty fibbers.

According to an oft-cited 1996 University of Virginia study led by psychologist Bella DePaulo, lying is part of the human condition. Over the course of one week, DePaulo and her colleagues asked 147 participants, aged 18 to 71, to record in a diary all of their social interactions and all of the lies they told during them. On average, each person lied just over 10 times, and only seven participants claimed to have been completely honest

To be fair, most of the time we're just trying to be nice. (When your wife asks if you enjoyed the dinner she cooked, most husbands who know what's good for them say, "It was delicious.") Such "false positive" lies are delivered 10 to 20 times more often than spurious denials of culpability, according to DePaulo's research. Other studies show that men and women lie with equal frequency, though women are more likely to lie to make other people feel good, while men tend to lie to make themselves look better. As for who we hoodwink, "we lie less frequently to our significant others because we're more invested in those relationships," says Jeffrey Hancock, associate professor of communication at Cornell University.

The question is: How to know when someone's selling you ice in Eskimo?

Traditional polygraph tests, around in some form or fashion since the early 1900s, use sensors to detect fluctuations in blood pressure, pulse, respiration and sweat in response to probing questions. Two problems with polygraphs: First, they only work about 80% of the time, according to the American Polygraph Association. Second, it's not like we are going to carry all that hardware to a business meeting or a bar. And that means relying on our own very limited vigilance.

"Although there are some ways in which liars behave differently from truth-tellers, there are no perfectly reliable cues to deception," admits DePaulo, author of more than a dozen deception studies. "Cues to deception differ according to factors such as the type of lie and the motivation for getting away with it."

While there is no surefire on-the-spot way to sniff out dissemblers, there are some helpful tactics for uncovering untruths.

Liars often give short or one-word responses to questions, while truth tellers are more likely to flesh out their answers. According to a 2003 study by DePaulo, a liar provides fewer details and uses fewer words than an honest person, and talks for a smaller percentage of the conversation.

Skilled liars don't break a sweat, but the rest of us get a little fidgety. Four possible giveaways: shifty eyes, higher vocal pitch, perspiration and heavier breathing. Of course, not everyone who doesn't meet your gaze is a liar.

"Certain behavioral traits, like averting eye contact, could be cultural and not indicative of a liar," says Joseph Buckley, president of John E. Reid & Associates, which has provided interview and interrogation training to more than 500,000 law enforcement agents to date. The company is also the creator of the Reid Technique, a nine-step interrogation process employed by many U.S. law enforcement agencies.

Liars are often reluctant to admit ordinary storytelling mistakes. When honest people tell stories, they may realize partway through that they left out some details and would unselfconsciously backtrack to fill in holes. They also may realize a previous statement wasn't quite right, and go back and explain further. Liars, on the other hand, "are worried that someone might catch them in a lie and are reluctant to admit to such ordinary imperfections," says DePaulo.

Yet another clue: imprecise pronouns. To psychologically distance themselves from a lie, people often pepper their tales with second- and third-person pronouns like "you," "we" and "they," says Hancock. Liars are also more likely to ask that questions be repeated and begin responses with phrases like, "to tell you the truth," and "to be perfectly honest," says Reid.

When telling the truth, people often make hand gestures to the rhythm of their speech. Hands emphasize points or phrases--a natural and compelling technique when they actually believe the points they're making. The less certain will keep gesticulations in check, says Hancock.

The mode of communication matters too. Studies show that we are less likely to lie face-to-face than over the phone or the Web. In one week-long study of 30 college students, Hancock observed that the phone was the weapon of choice, enabling 37% of all the lies, versus 27% during face-to-face exchanges, 21% using Instant Messaging and just 14% via e-mail.

Will we ever come clean? Not likely. Guilty stomach knots aside, the subjects in DePaulo's study confessed that they would tell 75% of the lies again if given the opportunity. Chances are, they'd get away with it.

The EQ factor

IT used to be that our IQ was the deciding factor of success. However, more and more employers and clients look for our ability to be able to mix with a wide range of people, to listen to the needs of our customers or be able to read people and their actions.

To know how to do all of that, we need to have a well-developed EQ or emotional quotient.

The concept of needing a strong and positive EQ comes from Howard Gardiners’ multiple intelligence model that is based around the concept that people are not just intelligent in one area (such as logic and reason which is what IQ tests normally measure) but a range of intelligence that ­includes creativity, language, ­understanding nature and our social skills.

EQ refers in the main to our talent or intelligence in reading the emotional cues of others. Someone with a highly-developed EQ is likely to get on with a wide range of people, is a natural networker and is quick to accurately read the needs of the people they are relating to or working with.

While there is no doubt some people are natural at this, it is possible to model and teach behaviours to children to help them develop these skills.

The investment of this pays off ­particularly if you want your children to succeed on a worldwide stage where there is a range of different cultures and peoples.

Our world is getting smaller with each passing year, and being able to break through social constraints across a range of cultures will help your children move far in their chosen career.

If this is something that does not come naturally to you, it is possible to learn the skills you need to model the correct social behaviours to your children.

Try the following steps:

» Talking about feelings
This isn’t about letting our children emote all over the place but rather, it’s about teaching them to identify their own feelings so they can manage them.

Use three-word sentences that start with “I feel”. For example, “I feel angry”, or “I feel sad”. This is about not pointing a finger of blame at another person, but instead identifying the feelings you have when they do that.

» Turning -ve to ­+ve
Teach them the energy of ‘negative’ ­emotions. For instance, teach them to harness their fear of public speaking to become an outstanding public speaker.

If a child is angry, they can use the anger to energise themselves out of an angry situation.

» Listening to their feelings
Encourage children to listen to their own feelings when making decisions or setting goals.

We tend to put energy into the things we feel positive about. Find a way to harness positive energy to get jobs or work done. A happy heart has a lot of energy to complete a task.

» Teaching responsibility
Teach children to take responsibility for their own feelings. This is tricky as children instinctively will want to blame someone else for their anger or sadness. Instead of saying: “You are annoying me, stop it”, encourage your child to say: “I feel angry”.

This still warns the other child of a possible result of their continued annoying behaviour but does not escalate the issue.

» Teaching empathy
Encourage them to empathise with ­others. If we always seek first to understand another’s actions, we then are able to change our reactions to them, and adapt our behaviour to get a better result out of them.

This is a great thing for us parents to do as well. A three-year-old’s temper tantrum, when understood to be as a result of fear, hunger or tiredness, can then be easily solved.

Our emotions can actually propel us, direct us and empower us far further than we give them credit for.

Spend time teaching your children to identify their own emotions and read them, and you’ll have children who know how to use their own developing Emotional Intelligence to get them places.