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Speaker 1: Midnight. Seven times out of ten we listened to our

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music at night.

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Speaker 2: That's one titled business program.

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Speaker 3: Late Night to Light with DJ Midas right here on

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WMNH Manchester because Saturdays and Sunday nights midnight to four am.

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Speaker 4: This hour on WMNH is sponsored by CGI Business Solutions,

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located at five Dartmouth Drive in Auburn. They serve all

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your business needs including employee benefits, planning, corporate design and

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business administration, investments and wealth management and customized business insurance solutions.

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Their phone number is eight sixty six eighty four to

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one forty six hundred or on the web at CGI

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business Solutions dot com.

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Speaker 5: Wmn E RIP the novels.

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Speaker 6: Welcome back everybody.

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Speaker 2: We have entered our number three New Marrow trace of

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Matt Connorton unleashed and we are live from the studios

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of w m n H ninety five point three FM

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in Glorious Manchester, New Hampshire. Today is Saturday, September twenty eight,

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twenty twenty four. Jenny is here of course at the.

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Speaker 6: News table, president account of four.

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Speaker 2: And joining us in the studio this morning. We have

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making her third appearance, as we figured out on.

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Speaker 6: The on the program. Doctor Bethany Bilidoh is here.

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Speaker 7: Welcome back, Thanks so much. I'm so happy to be here.

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I'm shooting for the five.

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Speaker 6: Yes, yes, you get to that five dimers club. You get.

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Speaker 2: What do we what do we give guests who uh

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we can't afford to give them clap a jacket?

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Speaker 6: We'll give a hand.

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Speaker 8: Fanning ovation, I think, and our undying gratitude.

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Speaker 6: I think we should do five hand claps. When that happens,

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you're pushing it. Well, I just think that, you know,

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come on, five, she get five hand claps? All right?

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Speaker 1: I kind of see you point there.

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Speaker 6: That makes sense, and they should be enthusiastic to.

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Speaker 8: Give them an extra one for good luck.

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Speaker 1: No, that's supposed to work.

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Speaker 6: There are rules.

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Speaker 1: I don't like rules.

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Speaker 6: Somebody an extra handclap, that's absurd.

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Speaker 9: Breaking the law, breaking the law.

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Speaker 1: Figure it out. You can figure around, she will, that's right.

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Speaker 2: Sneak one in, boy, I'll tell you. Uh, doctor b

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you congratulations. First of all, you just won yet another award.

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Speaker 1: I did. I didn't know we were nominated for it, but.

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Speaker 6: Oh that's the best. That often to Jenny and I

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once remember when we got in a certificated that.

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Speaker 7: Is awesome when it happens, because it's like surprise, you

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got this and you didn't even exist on the back.

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Speaker 1: Yeah, I don't mine on the wall.

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Speaker 2: Jenny and I got Jenny and I got an award

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once emailed to us from somebody, like a Great Broadcaster award.

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Speaker 9: Yeah, yeah, awesome.

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Speaker 1: I got one on the wall from like that.

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Speaker 6: You did you frame yours?

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Speaker 9: I did?

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Speaker 6: Yes, Mine's in my email. Still is this kind of

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random thing?

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Speaker 1: Does she use them as wallpaper?

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Speaker 6: She does?

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Speaker 2: She has many awards. She has many awards, but you

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have many awards. How many awards have you wont now?

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Speaker 1: I honestly don't know.

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Speaker 8: Yeah, that's a good problem to have, no clue.

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Speaker 1: Most of the awards are like, yay, nice job, doctor b.

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Speaker 7: You came in first for the best costume on Halloween

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at that elementary school that you worked at that day,

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or you ran the fastest to get in front of

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that kid or something like that. Right, those kind of

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awards and awards an award, you're right, I like those

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awards the best, though, to be honest.

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Speaker 2: We'll tell us about this newest one. And you said

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you didn't know you were even nominated.

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Speaker 1: I didn't know it's on social equity this one.

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Speaker 7: So it's for a leader in the field that has

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really promoted social equity for both their customers as well

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as their employees and has improved quality of life and

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those sorts of things.

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Speaker 1: So okay, so it'll be great.

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Speaker 7: We have a we're going to the awards ceremony in

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a couple of weeks and a lot of our employees

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are attending it with us, and which will be really awesome.

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Speaker 1: We're looking forward to that. Yeah, it'll be a neat

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experience for us.

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Speaker 4: All.

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Speaker 6: Now, who So who awarded you the award?

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Speaker 1: It's Business New Hampshire, I believe.

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Speaker 2: Okay, okay, nice, So talk to us about social equity.

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Speaker 6: So what does this mean and why are they giving

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you this award?

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Speaker 7: So a big part of it is really about like we,

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as you know, we work with at risk youth and

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for the listeners that are on that don't know that,

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we work with youth that are really marginalized, and we

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tend to run large alternative education programs within school districts,

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or we come into school districts and we train them

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on how to work with particular students that may be

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struggling and because of that our goal is always to

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increase their social value, So we spend a lot of

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time helping to facilitate peer relationships, helping to establish healthier

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relationships between them and the adults that they're working with

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within their schools and within their communities, and really improve

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their social value over time.

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Speaker 1: So that that's very relevant.

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Speaker 7: And oftentimes these kids are reintegrated most of the time,

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more than eighty five percent of the time, these students

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are reintegrated back into their general education setting and into

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their communities. And oftentimes these are students that haven't had

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that luxury of participating in a general education setting in

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years by the time they get to us. So it's

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really about getting them back to where they can be

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and have connections, because that's such a huge factor in

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quality of life.

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Speaker 6: Right right. Absolutely.

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Speaker 2: By the way, Sarah Patna is in the chat room

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and says, let's go for ten.

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Speaker 1: We get there a little time, Sarah, you're always back

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pushing us off.

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Speaker 6: And then and then you'll get ten collaps. It'll be great.

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Speaker 1: Even for good laws.

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Speaker 6: We don't do that. What Benji tell us, I know

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you don't want to brag, but you should tell us

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about the other awards that you've won.

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Speaker 7: So we won just recently, about five or six months ago.

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We also won an award and Education so for people

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who have made significant contributions and changes in the world

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of education. And that's again, you know, due to our

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work with at risk youth and reintegrating students into the

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general education setting. And our goal is always to get

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into a school, give them the skills, teach them what

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they need to know, and then get out. And we

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spend a lot of time coaching families to a significant

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amount of time actually coaching families, okay, and that makes

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a huge difference. Like it's just such a great thing

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when you have a parents say we'll teach us something,

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we will, we want to and oftentimes they do. They've

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tried everything they know. It's just a matter of youth

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are different today. We're different today. There's so many changes

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that have happened in the past five to ten years,

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and the strategy she's that we used ten twenty years

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ago don't necessarily work. So it's a matter of just

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having better strategies that address the actual issues that are

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going on right And most of the time it really

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stems down to safety, safe, feeling regulated, if you don't

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feel safe, you're not going to take a risk.

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Speaker 1: And so many things in life involve us taking the risk.

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Speaker 6: Yeah, I'm curious. I don't know if we talked about

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this much before. Something specific.

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Speaker 2: You mentioned about strategies that worked ten or twenty years

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ago that don't necessarily work now. Can you give us

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some examples of what used to work that doesn't work

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now and maybe why?

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Speaker 7: Yeah, those time compliance that's a big one that doesn't

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work nowadays. Like that, you know, back twenty years ago,

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you could say, well, if you don't do this, you're

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going to get in trouble. We're gonna either call the

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police or get the principle in here, or tell your

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parents or something like that, And there's no fear of

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that nowadays, there really isn't in The fear is really

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I have to live my life. I've gotta be able

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to post something on social media that one of my

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other peers is going to think is cool.

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Speaker 1: Otherwise I have no social value. It's gonna reduce me.

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Speaker 7: You know, those are really the concerns that youth are

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having today, much more so than you know, an authority

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figure coming in and providing something, because they know that there's.

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Speaker 6: No real power behind that inting.

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Speaker 7: So there that is not a concern. Like you know,

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I'll always tell schools. They'll be like, Oh, we're gonna

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this is happening. We're gonna call the police, and I'll

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be like, just give me a few minutes and let

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me see if I can, you know, get this situation

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turned around before we go down that road. Because once

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you call the police once or twice, that's it. Right

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the next time they come and they're gonna be hey,

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what's up, you know, right right to the officers. So

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you know, don't use that as a threat because it's

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it's really not a threat.

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Speaker 1: At this point.

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Speaker 6: But why did that used to work?

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Speaker 7: I think because we did have that concern and that fear.

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The way we were raised created that. I think kids

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are much more knowledgeable about those things nowadays. They're much

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more desensitized to it because they're so overexposed to so

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many things, and they also know what the results of

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it are. They know if a police officer comes in,

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what they can do, what they can't do, And they

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didn't have that awareness.

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Speaker 6: Yeah, ten or.

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Speaker 1: Twenty years ago.

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Speaker 7: They're very over stimulated, oversaturated to things that are going

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on in their world, and that's made a huge difference

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in how they interact. They feel on edge a little

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fearful all the time, but most people do. I will

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say that that's true of most individuals, not just youth

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and so feeling safe enough to be able to do

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something that's a little different or out of their comfort zone,

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it takes a big step. So you've got to get

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them to feel safe first and then give them some

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strategies to help them regulate and that sort of thing.

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So many of us are, like, you know, we're constantly

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looking for something else to do or something to get

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upset over because we're so used to.

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Speaker 1: Feeling that way.

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Speaker 7: We've been conditioned to feel that way so much of

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the time that sometimes when we don't feel that way,

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it feels almost boring. It's not raging enough for the brains. So,

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you know, teaching yourself that there's good things in the calmness,

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that your body has time to heal, you have time

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to you know, get yourself into a better state of

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mind and everything else.

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Speaker 2: Yeah, absolutely, Elizabeth England in the Facebook live chat uh

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says in social media wasn't so important? Yeah, I mean, well,

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twenty years ago we didn't even have well, I don't know.

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I guess we I guess we did twenty years ago, right,

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we had, we did, we.

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Speaker 6: Had my Space. I don't know about it.

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Speaker 7: Many people were really on social media, though, are paying

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as close attention to it now as they did it,

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you know back in you know, twenty years ago versus now.

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I mean now, it's a huge thing, especially if I'm

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with kids. They have you know, in schools, are a

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little bit more careful about the phones, but if I'm

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in their homes, have no qualms in the middle of

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talking with me, taking it out and checking something on

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their phone or texting someone or you know, doing a

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snapchat real quick or something like that.

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Speaker 1: It's just commonplace.

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Speaker 7: Yeah, and it's it is how they interact with each

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other nowadays. If you look at teens, they're all sitting together,

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but they're not really talking to each other, and they're

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all got their phones out and they're you know, communicating

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through that and they're reading each other's snapchat. They're like

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the snapchat, the pictures coming up, and they're looking at

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it and it's their friend that's sitting two seats down.

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Speaker 1: Yeah, yeah, Yeah.

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Speaker 6: That's funny.

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Speaker 2: Our friend Ricky Mapleton, who's very funny. He does he's

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a musician, but he does these comedy songs and he

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has one we played it on the show. It's got

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a long title, something like shoot me an email while

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I'm standing right in front of you, and it's about

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that kind of thing.

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Speaker 6: Yeah, yes, what do you do? So how do you

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And this might.

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Speaker 2: Be useful for parents or anyone who's dealing with kids. Well,

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hopefully this entire conversation is, but something specific I'm wondering about,

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So what do you do? How do you address that

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when that exactly scenario. You know, you're you're talking to

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a kid and right in the middle of the conversation

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they just.

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Speaker 6: Switch to me.

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Speaker 2: Seems I mean, how rude, right, But to them, it's

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like I guess some some of them, they just don't even.

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Speaker 7: It's part of the social norm or that it is

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part of the social norm of what's going on today.

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So for me personally, I just try to be way

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more engaging than what's going on on their device. So

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that oftentimes means that I'm either acting things out, or

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I'm using silly voices, or I'm doing whatever, or I'm

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saying something shocking or whatever it is. But yeah, my

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role is really to engage, so because if I can't engage,

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I can't change behavior. So I spend a lot of

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time trying to do something that is a little bit

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out of the ordinary to get their attention. And oftentimes

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I'm so focused on them in giving them so much

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feedback that they're almost uncomfortable.

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Speaker 1: Taking it out at times. Oh really, they'll.

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Speaker 7: Take it out, but they'll be like, well, I'm just

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doing this and I'll be like, oh, show me, I

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want to see.

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Speaker 1: I don't know anything about social media, show me how

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to do that.

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Speaker 7: And then they'll be like, okay, this is now a

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lesson for you, you know. And I try to engage

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them with the item if I can't engage them in

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another way.

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Speaker 6: Yeah, yeah.

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Speaker 7: I also recommend to parents a lot, like have your

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kids take social media breaks and do the same. You know,

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if you guys are going away for a day or

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you know, a weekend or something, take a break, you know,

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to leave your phones at home or use it only

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at specific times. You know, do things like that because

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that will really help all of you interact on a

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much larger level and have some conversations that are more

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in depth and fun conversations about things you want. Like

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with my daughters, I'll be like a perfect saturday. Tell

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me what a perfect Saturday would be.

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Speaker 6: You know.

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Speaker 1: My eleven year old would say.

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Speaker 7: You take me shopping and then for ice cream and

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we do all these fabulous things. But you know, so

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just doing things like that where you're getting to know

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them a little bit better, yeah, makes a huge difference.

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But I used to My boys are adults now, but

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I used to ask my boys to take social media

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vacations and stuff like that, and I would They would

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actually take the social media platforms off the phones, like

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they would delete that, oh for periods of time and everything.

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Usually it was a result of doing something on social.

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Speaker 1: Media that wasn't fabulous, but that would be.

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Speaker 7: But we would get to know each other so much

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better during that time period when they didn't have it

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on their phones because they didn't really have the desire

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to text and do that sort of thing. That's not

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how youth communicate now. It's usually through snapchatter, Instagram or something.

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So they would, you know, so they would have conversations. Yeah.

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Speaker 6: Yeah, how big of a problem is this in schools?

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Speaker 2: Because something something that I wonder about is how do

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schools even.

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Speaker 6: I guess every school system must have their.

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Speaker 1: Own, it is all a little different on how they

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deal with it.

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Speaker 2: Yeah, I mean, I mean, I've heard of schools where

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they have the like where the students walk in and

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they actually take.

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Speaker 1: Their phones away their band they put them.

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Speaker 6: In some sort of lock box until the end of

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the day or something.

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Speaker 7: There are some schools that have done that too, and

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there's a lot of schools have that have worked really

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hard to get responsible use and if that's violated, then

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there's consequences for the violations and so on and so forth.

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Speaker 1: The problem with the phones is that it really on

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a brain level.

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Speaker 7: When you're looking at the brain, it wears out the

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dopamine receptors, So then you're checking it more often, you're

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doing it, you know, and then you're like, I can't

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get that feedback from it, So then they're looking up

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more and more shocking things. Over time, it was just

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pushing them to have more and more of that intense feedback,

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which isn't real life a lot of the time.

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Speaker 6: Yeah.

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Speaker 2: Yeah, if you are just joining us, we're talking with

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doctor Bethany Bilido, doctor b As. She is like to

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she likes to be called from, of course, out of

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the behavior boot camp.

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Speaker 6: And we're just gonna take a very quick break.

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Speaker 2: I'm actually gonna have I'm gonna play a little something

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and we're gonna have you switch to a different microphone

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because that that microphone isn't sounding quite right, and I

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want to make sure everyone can hear you.

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Speaker 1: So it's not it's not it's probably user error. Was anology.

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It's not guarantee an, it's not.

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Speaker 2: It's not you, I promise, uh, but uh, we'll be

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right back. We're gonna play a little jam tomorrow and

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we'll be right back with Doctor b.

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Speaker 7: M.

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Speaker 10: And A feel like things are falling into place.

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Speaker 7: And I feel.

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Speaker 10: Like it's the end of the Red Queen's Races, and

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I feel like the stars.

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Speaker 11: Are gonna change because I feel like this was all just.

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Speaker 5: Rearray. As we move from hugs.

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Speaker 10: And handshakes, we must remember how our souls ay, as

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we move from confidant to confidet, we must remember how

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our souls pay re.

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Speaker 5: But A feel like things are falling in mint.

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Speaker 2: All right, that's a little bit of jam tomorrow, falling

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into place, such a great song.

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Speaker 6: We'll play the whole thing at the end of the show.

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Speaker 2: I promise I love that song so much, but we

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just wanted to switch our guests to a different microphone.

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So if you are just joining us here on Matt

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Connorton Unleashed this morning, we have a doctor Bethany billideo

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with us live and studio, and let's bring that mic

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up and let's see how we do. Hello, doctor Bee, Hey,

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how are you? Oh that sounds better already. I just

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got to boost the volume a little bit.

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Speaker 7: So Matt said that this microphone never goes down. And

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you know, those of you that know me and have

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been at trainings of men, you know that that that's

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the technology curse with me?

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Speaker 1: Right?

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Speaker 2: Really have you have you had a technical glitches over

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the ears?

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Speaker 7: Everywhere I go, I will say shout out to Bo

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School district. Whenever I train in Bow School district. All

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the technology always works perfectly. Really, any other just direct

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I train in pretty much there's usually some glitch.

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Speaker 6: We shout out to both school districts. Then that's excellent.

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That's excellent.

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Speaker 2: So if you could talk a little bit about the

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behavior boot camp. Obviously you know, as we said, this

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is your third time on the show. But for listeners

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who are just getting to know you for the first time,

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what is this?

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Speaker 7: So the Behavior boot Camp is really our online platform.

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We have a course, an online course that's also live.

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We hold weekly sessions as well through the course, but

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it's it's a training program that teaches people how to

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understand and how to teach, and how to recognize when

394
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safety is a concern, how regulation is a concern, and

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those strategies and then a lot of higher skills, like

396
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you can't get to the therapeutic parts. You can't get

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to the the mindfulness, you can't get to the meditation,

398
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you can't get to the all of those social emotional learning,

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all those other pieces until you can address safety and

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regulation first. So that course teaches it, and it's really

401
00:20:00,200 --> 00:20:03,359
simple things like how you're standing, the way you tilt

402
00:20:03,400 --> 00:20:06,720
your head, how you're moving into the space with another

403
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person so that they feel safe, and how to do

404
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those things. And whenever I walk into a school and

405
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they'll say, oh, you know, there's a meltdown going on,

406
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they'll say, doctor b you know, can you handle that?

407
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Speaker 1: Absolutely?

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Speaker 7: And I go outside and within two seconds the kids

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coming in that was taking off into the woods.

410
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Speaker 1: Or whatever and they're like, why do you do that

411
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so fast?

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Speaker 7: It's not rocket science, it's simple techniques that can be taught.

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And we really developed this online course because we had

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a lot of places outside of New England contacting us

415
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for support that we really couldn't address the need, and

416
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we couldn't address the need of as many school districts

417
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that were asking for the support in these alternative ED

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00:20:44,759 --> 00:20:47,880
programs in their schools because of the number of staff

419
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that we have, and there were so many parents that

420
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were calling and I'm trying to talk them through on

421
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the phone how to do a technique that I was like,

422
00:20:55,200 --> 00:20:58,240
we need something that where people can see it. So

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oftentimes if we're working with family, were you know, giving

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them a membership to the course and that sort of

425
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thing so they can learn the skills, so they can

426
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see all these techniques and everything else. And we operate

427
00:21:10,400 --> 00:21:12,400
on that through social media too. We put out little

428
00:21:12,400 --> 00:21:16,400
clips every few days on social media that show different

429
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techniques and all of that, because we really feel like

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we're doing something that's very unique. I've only met a

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couple of other professionals in the nation that do similar

432
00:21:24,400 --> 00:21:29,960
work and their solo shows, so we really feel obligated

433
00:21:30,079 --> 00:21:33,480
to give these strategies and techniques to the community at

434
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large because a lot of people don't know them and

435
00:21:37,480 --> 00:21:42,839
they are very different from traditional you know, techniques that

436
00:21:42,920 --> 00:21:45,960
were used, and traditional techniques can still work, Yeah, but

437
00:21:46,000 --> 00:21:48,000
they only work with about thirty percent of the population

438
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at this point.

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Speaker 6: Okay, so there's nobody else really doing this on this level.

440
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Speaker 7: No. I know an occupational therapist that does somewhat similar

441
00:21:59,039 --> 00:22:03,440
work with her student in Massachusetts, and then there's a

442
00:22:03,480 --> 00:22:07,759
woman over in California that actually two women who do

443
00:22:07,839 --> 00:22:10,359
similar work, but again it's a one on one situation,

444
00:22:11,480 --> 00:22:14,200
and one of them's a therapist and the other one

445
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is a behaviorist, but she only teaches it through yoga techniques,

446
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And that's not what we do. Ours encompasses so much

447
00:22:22,839 --> 00:22:27,599
more than just physical maneuvers with the body and everything else.

448
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We do a lot that deals with the mind and

449
00:22:29,599 --> 00:22:33,319
brain health and mental health and everything else. So our

450
00:22:34,240 --> 00:22:37,680
strategies are really proprietary to what we do and how

451
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we work with students, but it's how we get results

452
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so fast.

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Speaker 6: We do have a question in the chat room, Angela.

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Speaker 4: Carter.

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Speaker 2: Angela Griffiths Carter says, how are the book ease the

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pain in the classroom and the behavior boot camp related.

457
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Speaker 7: Well, the book actually I wrote the book which is

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coming out in twenty twenty five.

459
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Speaker 6: Oh congratulations, thank you.

460
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Speaker 7: So that book will be released in twenty twenty five.

461
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And I wrote that book as a supplement to the

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course itself because there's a lot of educators that say,

463
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you know, I don't have time to go through the

464
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videos on the course. I don't have time to attend

465
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the classes, the live classes that you guys hold, So

466
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what are my other options? So we certainly don't have

467
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as much content in the book as we have in

468
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the online course. But the book itself is about sixty

469
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thousand words, which is it's dense. So that is really

470
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just a it's an educator's tool to use in the

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classroom on new strategies on how to use classroom management.

472
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So the book is actually eased the pain, a guide

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to safety and regulation in the classroom so educators can teach.

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Speaker 1: Are you self publishing or going through a publisher? You know,

475
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we have a few options.

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Speaker 7: We do have a publisher, but we may end up

477
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going the self publishing route because there's a few things

478
00:23:58,200 --> 00:23:59,799
that I want to be able to do with the book.

479
00:24:00,200 --> 00:24:02,039
Speaker 1: We may not be able to do with a publisher.

480
00:24:02,160 --> 00:24:04,759
Speaker 7: So we're going to make that decision at the end

481
00:24:04,799 --> 00:24:06,599
of November. We'll make that decision.

482
00:24:06,799 --> 00:24:10,920
Speaker 2: Yeah, So the developing that course must have, that must

483
00:24:10,920 --> 00:24:11,880
have been quite the undertaking.

484
00:24:12,200 --> 00:24:13,200
Speaker 1: It was fun. Yeah.

485
00:24:13,240 --> 00:24:15,839
Speaker 7: I mean I love to write curriculum, and I write

486
00:24:15,880 --> 00:24:18,559
a lot of curriculum. I've written a lot of curriculum

487
00:24:18,640 --> 00:24:22,519
for years and years for different organizations and for you know,

488
00:24:22,599 --> 00:24:24,680
for different things that I train on and everything.

489
00:24:24,759 --> 00:24:26,279
Speaker 1: So I love to write curriculums.

490
00:24:26,359 --> 00:24:28,640
Speaker 7: So I basically just sat down and wrote it in

491
00:24:28,720 --> 00:24:31,599
modules of everything people need to know for you know,

492
00:24:31,640 --> 00:24:32,920
to address safety issues.

493
00:24:32,960 --> 00:24:33,960
Speaker 1: You know, if your kids having a.

494
00:24:33,920 --> 00:24:36,720
Speaker 7: Tantrum, what do you do, Well, here's how you determine

495
00:24:36,759 --> 00:24:37,839
why they're having the tantrum.

496
00:24:37,920 --> 00:24:39,720
Speaker 1: And they may not right off the bat, right.

497
00:24:39,640 --> 00:24:42,279
Speaker 7: They're having the tantrum because I didn't give them a

498
00:24:42,359 --> 00:24:44,599
candy bar and you know, or.

499
00:24:44,680 --> 00:24:45,359
Speaker 1: Whatever it may be.

500
00:24:45,799 --> 00:24:47,759
Speaker 7: But it talks about how to get them to a

501
00:24:47,799 --> 00:24:50,440
point of safety. And then it has all the components

502
00:24:50,519 --> 00:24:53,240
on regulation and in the online course, I mean, we

503
00:24:53,279 --> 00:24:56,559
have tons of information on nutrition and on different things

504
00:24:56,599 --> 00:25:00,519
that you can do as far as supplementation brain ish shoes.

505
00:25:01,359 --> 00:25:05,000
A lot of people don't realize how many things impact

506
00:25:05,039 --> 00:25:07,759
the brain and what's going on with those components. You know,

507
00:25:07,799 --> 00:25:11,160
I'll meet a youth that's like really irritable and they'll

508
00:25:11,160 --> 00:25:13,759
be like, no, you know, I don't like this certain kid.

509
00:25:13,799 --> 00:25:16,480
And I'll say, oh, yeah, why, well, you know two

510
00:25:16,559 --> 00:25:18,200
years ago on the bus.

511
00:25:17,920 --> 00:25:19,440
Speaker 1: He tripped me and so on and.

512
00:25:19,319 --> 00:25:21,559
Speaker 7: So forth, and I'm like, oh, yeah, you're operating in

513
00:25:21,599 --> 00:25:23,359
the Olympic party your brain, kiddo.

514
00:25:23,720 --> 00:25:25,400
Speaker 1: Okay, So here's what we need to do.

515
00:25:25,519 --> 00:25:29,960
Speaker 7: You need more high intensity movement, you need to you know,

516
00:25:30,039 --> 00:25:32,160
we need to really look at having more of a

517
00:25:32,240 --> 00:25:35,279
higher protein diet, lower carbs, so we're gonna encourage you

518
00:25:35,319 --> 00:25:37,519
to eat that when you're at school and those sorts

519
00:25:37,559 --> 00:25:39,559
of things. But there's some very specific things you can

520
00:25:39,599 --> 00:25:41,880
do to support the Olympic part of the brain. And

521
00:25:41,960 --> 00:25:44,160
really what that means is the Olympics getting all the

522
00:25:44,160 --> 00:25:46,680
blood flow. Nothing else is getting the blood flow. So

523
00:25:46,720 --> 00:25:49,240
if you're asking a kid to learn, or even an

524
00:25:49,279 --> 00:25:51,920
adult they if they want to learn something new, and

525
00:25:52,000 --> 00:25:54,559
Olympics getting all the blood flow, you don't have anything

526
00:25:54,559 --> 00:25:55,759
in your prefrontal cortex.

527
00:25:55,799 --> 00:25:58,079
Speaker 1: You can't learn, you can't learn new content.

528
00:25:58,599 --> 00:26:00,759
Speaker 7: So you've got to be able to get brain you know,

529
00:26:01,359 --> 00:26:03,559
blood flow to that front part of the brain. And

530
00:26:03,599 --> 00:26:06,559
there's some really simple, simple strategies to do that. And

531
00:26:06,640 --> 00:26:09,319
one is you know, high high intensity movement and it

532
00:26:09,359 --> 00:26:11,000
can be for just a couple of seconds, you know,

533
00:26:11,000 --> 00:26:13,000
having them pick something up and putting it down a

534
00:26:13,039 --> 00:26:15,839
few times before they you know, go into the activity

535
00:26:15,920 --> 00:26:16,319
or something.

536
00:26:16,440 --> 00:26:18,319
Speaker 6: Yeah, I remember you talking about that last time.

537
00:26:18,359 --> 00:26:22,039
Speaker 2: And you know how you know, sometimes that physical activity,

538
00:26:22,200 --> 00:26:25,160
a little bit of exercise can really help the brain.

539
00:26:25,279 --> 00:26:29,200
It's as you know, as we talked about on your podcast.

540
00:26:29,279 --> 00:26:33,880
I'm a hypnotherapist and something that I really tell all

541
00:26:33,960 --> 00:26:37,160
my clients is, you know, if you because very often

542
00:26:38,319 --> 00:26:40,640
someone might come to me because they want to stop smoking,

543
00:26:40,759 --> 00:26:43,200
or they can't sleep at night or whatever it is,

544
00:26:43,680 --> 00:26:46,759
and we always end up talking about their exercise regimen

545
00:26:46,839 --> 00:26:49,839
and whether or not they have one, because the reality is,

546
00:26:49,839 --> 00:26:52,920
if you're exercising, everything else will be better.

547
00:26:53,079 --> 00:26:55,279
Speaker 6: Oh yeah, everything else will be better.

548
00:26:55,319 --> 00:26:57,119
Speaker 2: It's not just about how you feel physically, it's how

549
00:26:57,119 --> 00:27:01,680
you feel emotionally and mentally, your your clarity and everything

550
00:27:01,960 --> 00:27:04,960
it all relates and just that you know, even if

551
00:27:05,000 --> 00:27:07,680
it's just walking a little bit each day, that will

552
00:27:07,720 --> 00:27:10,039
make there's no way it makes anything worse.

553
00:27:10,079 --> 00:27:11,480
Speaker 6: It'll just it'll make everything better.

554
00:27:11,559 --> 00:27:13,359
Speaker 1: It's a huge that's the biggest thing.

555
00:27:13,559 --> 00:27:16,160
Speaker 7: You push those large amino acids into the muscles and

556
00:27:16,200 --> 00:27:17,960
you get that blood flow of the front of the brain.

557
00:27:18,359 --> 00:27:19,519
Speaker 1: It makes a huge difference.

558
00:27:19,519 --> 00:27:21,400
Speaker 7: My husband will be the first person to say that

559
00:27:21,519 --> 00:27:24,359
if I don't exercise at during the day, I am

560
00:27:24,400 --> 00:27:26,559
not fit for human consumption.

561
00:27:27,000 --> 00:27:27,640
Speaker 1: Is mean.

562
00:27:30,640 --> 00:27:33,119
Speaker 7: Yeah, so, you know, you make it part of the lifestyle.

563
00:27:33,160 --> 00:27:37,039
But nowadays, because of the structure of households and stuff,

564
00:27:37,039 --> 00:27:38,599
a lot of kids don't get a lot of physical

565
00:27:38,680 --> 00:27:41,480
movement during the course of the day, right So, and

566
00:27:41,880 --> 00:27:44,359
they're getting pee maybe once a week. I mean, there's

567
00:27:44,359 --> 00:27:46,759
some school districts that have it more often, which is great,

568
00:27:46,839 --> 00:27:49,200
But even at recess, kids aren't moving all that much.

569
00:27:49,240 --> 00:27:51,039
Speaker 1: They're you know, they may go up and down the

570
00:27:51,039 --> 00:27:53,920
slide a couple of times, but they're not breaking.

571
00:27:53,519 --> 00:27:56,680
Speaker 7: A sweat always right right, So, and it's not consistent.

572
00:27:56,920 --> 00:27:59,279
Speaker 6: So, yeah, any more of it.

573
00:27:59,559 --> 00:28:02,440
Speaker 2: And you did talk to you spoke about nutrition and

574
00:28:02,480 --> 00:28:04,640
how important that is for the French when you're in

575
00:28:04,680 --> 00:28:09,599
these school systems. Do you see and this this isn't

576
00:28:09,599 --> 00:28:13,359
something you probably address with the school system necessarily, I

577
00:28:13,359 --> 00:28:17,799
wouldn't think, But do you see issues with what they're

578
00:28:17,880 --> 00:28:22,160
serving for lunches in public schools as not being optimum?

579
00:28:22,200 --> 00:28:23,279
Speaker 1: For for sure?

580
00:28:23,359 --> 00:28:25,359
Speaker 7: I mean, the school districts are doing the best they can.

581
00:28:26,039 --> 00:28:28,720
It's a program. So they're given the items that they're given,

582
00:28:28,880 --> 00:28:32,079
and they you know, and they have to serve those

583
00:28:32,119 --> 00:28:33,200
specific items.

584
00:28:33,240 --> 00:28:34,279
Speaker 1: It's very regimented.

585
00:28:34,319 --> 00:28:37,400
Speaker 7: But it is not a diet that is conducive to

586
00:28:37,480 --> 00:28:41,039
good brain health, unfortunately. And there is a common factor

587
00:28:41,359 --> 00:28:43,920
that all of my students pretty much I would say

588
00:28:44,000 --> 00:28:46,599
ninety nine percent of my student's experience, and it is

589
00:28:46,640 --> 00:28:50,279
that they eat a processed Western diet. And when we

590
00:28:50,319 --> 00:28:53,480
have the opportunity, we've had the opportunity to change some

591
00:28:53,559 --> 00:28:57,359
of our students' diets, and amazing things happen their verbal

592
00:28:57,400 --> 00:28:59,279
abilities and improve.

593
00:28:59,079 --> 00:28:59,960
Speaker 1: Their behavioral lists.

594
00:29:00,039 --> 00:29:05,440
Speaker 7: You tend to really tend to decrease significant changes in

595
00:29:05,480 --> 00:29:09,160
mental health. I mean, we see huge changes when we

596
00:29:09,279 --> 00:29:11,640
can modify and work with their diets.

597
00:29:11,839 --> 00:29:13,440
Speaker 1: Yeah, but that's not enough.

598
00:29:13,480 --> 00:29:16,200
Speaker 7: I mean, you've got a diet is just one piece

599
00:29:16,240 --> 00:29:18,599
of the puzzle and everything and it's hard. I mean,

600
00:29:18,640 --> 00:29:20,480
like I'll be the first one to say that, you know,

601
00:29:20,640 --> 00:29:23,319
I love I love having ice cream on Friday. I

602
00:29:23,359 --> 00:29:25,599
was at a meeting yesterday and I had one of

603
00:29:25,640 --> 00:29:27,920
the administrators in the school bought me a donut and

604
00:29:27,960 --> 00:29:30,200
I was like, oh my god, this is the best

605
00:29:30,319 --> 00:29:33,680
donut I've ever had. Shout out to Brothers Donuts in Franklin,

606
00:29:33,720 --> 00:29:36,240
New Hampshire. I was like, this donut is amazing, and

607
00:29:36,400 --> 00:29:38,759
I love sugar, but you know, I don't have it

608
00:29:38,799 --> 00:29:39,720
on a daily basis.

609
00:29:39,839 --> 00:29:41,960
Speaker 1: And it's you know, I mean, and.

610
00:29:41,920 --> 00:29:44,000
Speaker 7: It's tough because there's so many of those things that

611
00:29:44,079 --> 00:29:49,599
help us hit those dopamine receptors, but they don't help

612
00:29:49,680 --> 00:29:51,640
us long term. Like they might help us in the

613
00:29:51,640 --> 00:29:53,640
short term for a couple of minutes, but they're not

614
00:29:53,640 --> 00:29:56,279
going to help us long term, especially not over the long.

615
00:29:56,039 --> 00:29:57,200
Speaker 6: Haul, right right.

616
00:29:58,599 --> 00:30:01,039
Speaker 2: People always talk too about and we hear this a

617
00:30:01,039 --> 00:30:04,039
lot on the show whenever we discussed social media. I mean,

618
00:30:04,119 --> 00:30:07,279
is it true that do you find that people's attention

619
00:30:07,359 --> 00:30:10,359
spans just generally are much shorter than they used to be?

620
00:30:10,559 --> 00:30:12,279
Speaker 7: Yes, for sure, And I mean you can see that

621
00:30:12,279 --> 00:30:15,000
with social media and stuff too. I mean you know,

622
00:30:15,480 --> 00:30:18,799
not that we've been doing social media stuff for very long.

623
00:30:18,839 --> 00:30:21,160
I mean it's been pretty it's pretty short time span.

624
00:30:21,480 --> 00:30:24,640
But even since we started stuff a couple of years ago,

625
00:30:24,960 --> 00:30:27,160
we've had to shorten the length of time because we

626
00:30:27,200 --> 00:30:29,759
don't get engagement if things are as long as they

627
00:30:29,759 --> 00:30:32,079
were when we released them two three years ago.

628
00:30:32,079 --> 00:30:32,640
Speaker 6: No kidding.

629
00:30:32,799 --> 00:30:36,079
Speaker 2: Yeah, even you can see even over the past couple

630
00:30:36,119 --> 00:30:37,440
of years, you can see that difference.

631
00:30:37,519 --> 00:30:37,720
Speaker 1: Yep.

632
00:30:38,000 --> 00:30:41,119
Speaker 6: That's amazing and disheartening. Yeah.

633
00:30:42,000 --> 00:30:44,440
Speaker 7: You think about it, back when, like podcasts could be

634
00:30:44,480 --> 00:30:46,759
an hour and people would listen to them, right, and

635
00:30:46,839 --> 00:30:50,519
certain people will all listen to a podcast for an hour. Sure, yeah,

636
00:30:50,599 --> 00:30:56,119
me too, me too, but younger people oftentimes won't.

637
00:30:56,400 --> 00:30:57,640
Speaker 1: Twenty minutes is the max.

638
00:30:57,680 --> 00:31:00,680
Speaker 7: I mean, right now, we're doing a video podcast series

639
00:31:00,720 --> 00:31:04,440
all on our book, and it's twenty minutes max.

640
00:31:04,480 --> 00:31:06,119
Speaker 1: Like they cut me at twenty minutes.

641
00:31:06,160 --> 00:31:11,359
Speaker 6: Oh, no kidding, Yeah, yeah, yep, oh yeah, it's too bad.

642
00:31:11,440 --> 00:31:13,200
Speaker 7: Yeah, I'm like, I had another good ud get, but

643
00:31:13,359 --> 00:31:15,920
I'll just have to I'll just have to ask you

644
00:31:16,000 --> 00:31:16,759
off off.

645
00:31:16,559 --> 00:31:20,559
Speaker 2: Of right right, yeah, if you are just joining us.

646
00:31:20,759 --> 00:31:23,920
Doctor Bethany Bilideo is here from the Behavior boot Camp

647
00:31:24,039 --> 00:31:28,319
and somebody had a question. Oh, somebody in the chat

648
00:31:28,359 --> 00:31:31,480
room made a comment about drinking water. That's probably another

649
00:31:31,519 --> 00:31:33,640
thing too. I guess you could kind of sort of

650
00:31:33,680 --> 00:31:35,000
file that under nutrition right now.

651
00:31:35,240 --> 00:31:37,000
Speaker 7: It is, yeah, And I mean I've looked up a

652
00:31:37,000 --> 00:31:38,680
lot of the stats on it. I've read a lot

653
00:31:38,720 --> 00:31:41,240
a lot of journal articles on water, and it's it's

654
00:31:41,240 --> 00:31:43,839
something like more than eighty five percent of the kids

655
00:31:43,880 --> 00:31:48,680
that are diagnosed with ADHD are actually severely dehydrated.

656
00:31:48,079 --> 00:31:49,519
Speaker 1: And real times interest.

657
00:31:49,559 --> 00:31:52,599
Speaker 7: Yeah, and sometimes if you can increase their ability to

658
00:31:52,640 --> 00:31:57,319
consume water, you see that their symptoms decrease significantly.

659
00:31:57,519 --> 00:32:01,440
Speaker 2: Oh that's interesting, Yeah, that's interesting. Angela said in the

660
00:32:01,480 --> 00:32:04,400
chat room. A lot of my students bring sugary snacks

661
00:32:04,440 --> 00:32:06,720
to school, as they're only nutrition.

662
00:32:07,079 --> 00:32:08,680
Speaker 1: Yeah, it's unfortunate.

663
00:32:09,319 --> 00:32:09,759
Speaker 6: Yeah.

664
00:32:09,839 --> 00:32:12,400
Speaker 7: Yeah, there's some school districts that have great programs as

665
00:32:12,400 --> 00:32:15,920
far as providing fruits and vegetables and things like that additionally,

666
00:32:15,960 --> 00:32:18,400
so kids can have those at snacks, and those sorts

667
00:32:18,400 --> 00:32:21,400
of times when when we work with those particular districts,

668
00:32:21,440 --> 00:32:25,480
we're really pushing those pieces of it, you know, and saying, oh, yeah,

669
00:32:25,559 --> 00:32:28,200
save that for later, save that for after school, and

670
00:32:28,200 --> 00:32:29,440
that sort of thing because.

671
00:32:29,160 --> 00:32:29,759
Speaker 1: You see it too.

672
00:32:29,839 --> 00:32:32,119
Speaker 7: I mean, if you have something super sugary and then

673
00:32:32,119 --> 00:32:33,960
they're going into a class, they're not going to be

674
00:32:33,960 --> 00:32:38,640
able to be appropriately or even optimally to learn right right.

675
00:32:39,039 --> 00:32:41,480
Speaker 2: I feel like we have a much much broader problem

676
00:32:41,519 --> 00:32:45,680
in our culture too, with just I don't understand why.

677
00:32:46,960 --> 00:32:48,799
You know, it's like you come into the world and

678
00:32:48,880 --> 00:32:53,519
it seems like, right out of the gate, everybody around you,

679
00:32:53,599 --> 00:32:55,640
like all these people who love you, your family and

680
00:32:55,680 --> 00:32:59,160
everyone you know, they can't wait to just fill you

681
00:32:59,279 --> 00:33:03,559
up with sugar and things that cause diabetes and junk food.

682
00:33:03,880 --> 00:33:05,960
It's strange, you know. It's like, you know, you have

683
00:33:06,000 --> 00:33:06,960
your first birthday and.

684
00:33:06,960 --> 00:33:08,039
Speaker 6: Here here's cake.

685
00:33:08,160 --> 00:33:10,480
Speaker 2: Yeah, you know, it's it's it's bizarre if you if

686
00:33:10,480 --> 00:33:13,440
you really think about it logically, like why do we

687
00:33:13,480 --> 00:33:13,759
do that?

688
00:33:13,920 --> 00:33:17,559
Speaker 1: Yeah? A lot of our celebrations revolve around foods. Yeah,

689
00:33:17,599 --> 00:33:18,160
stuff like that.

690
00:33:18,240 --> 00:33:19,440
Speaker 6: We're all taught.

691
00:33:19,880 --> 00:33:23,279
Speaker 2: We're taught from a very young age that all these

692
00:33:23,400 --> 00:33:25,519
things that are so terrible for you eat this.

693
00:33:25,880 --> 00:33:26,279
Speaker 1: Yeah.

694
00:33:26,359 --> 00:33:30,279
Speaker 7: Well, you think back to antiquity, I mean, when people

695
00:33:30,599 --> 00:33:35,119
were starving and in a state of starvation and going

696
00:33:35,480 --> 00:33:37,400
days and days on time not able to find food.

697
00:33:37,799 --> 00:33:42,240
Speaker 1: The quickest energy source with sugar. So anything with sugar.

698
00:33:42,279 --> 00:33:47,519
Speaker 7: Sugar has become this you know, celebratory item because of that.

699
00:33:47,680 --> 00:33:50,319
I think, you know, over time and and we still

700
00:33:50,440 --> 00:33:51,160
view it that way.

701
00:33:51,200 --> 00:33:52,039
Speaker 1: I mean, you have sugar, I.

702
00:33:52,200 --> 00:33:59,960
Speaker 2: Like, right, yeah, it's uh yeah, it's frustrating. What's what's

703
00:34:00,000 --> 00:34:04,680
what's the single biggest issue you see in schools? I

704
00:34:04,680 --> 00:34:06,440
know it's kind of a broad question, but I mean,

705
00:34:06,559 --> 00:34:08,639
is there is there something that really stands out that

706
00:34:08,880 --> 00:34:12,280
that you see consistently in every school system you go into.

707
00:34:12,480 --> 00:34:16,480
Speaker 7: So for me, because I'm called in because a student

708
00:34:17,000 --> 00:34:21,840
is probably physically aggressive, so that's what I see, but

709
00:34:21,880 --> 00:34:24,199
that's the reason I'm being asked to come in. So

710
00:34:24,239 --> 00:34:26,440
I do a lot of Tier one, Tier two trainings,

711
00:34:26,480 --> 00:34:28,840
and those are kids that are not aggressive but might

712
00:34:28,880 --> 00:34:30,079
be refusing.

713
00:34:30,159 --> 00:34:30,599
Speaker 1: I think the.

714
00:34:30,599 --> 00:34:35,360
Speaker 7: Refusals are huge, refusing to participate or they're walking out.

715
00:34:35,519 --> 00:34:38,559
Speaker 2: So kids who aren't violent, they're just they're just saying

716
00:34:38,679 --> 00:34:39,719
I'm just not gonna Yeah.

717
00:34:39,760 --> 00:34:42,119
Speaker 1: I mean, I'm doing that for professional development wise.

718
00:34:42,159 --> 00:34:45,000
Speaker 7: That's what I'm training on most of the time, because

719
00:34:45,079 --> 00:34:47,800
usually if they have a kid who's physically aggressive, they're

720
00:34:47,840 --> 00:34:51,639
referring them to an organization such as mine that specializes

721
00:34:51,679 --> 00:34:54,760
in working with kids like that. And I'm not necessarily

722
00:34:54,840 --> 00:34:57,920
training the school staff to deal with that. Sometimes i am,

723
00:34:58,039 --> 00:35:01,519
because there aren't agencies of vail to deal with those

724
00:35:01,559 --> 00:35:05,719
sorts of challenges. But it's probably the refusal and the

725
00:35:05,760 --> 00:35:10,000
avoidance is the big one that that is getting reported,

726
00:35:10,239 --> 00:35:13,480
and those are simple things to address. I mean typically,

727
00:35:13,760 --> 00:35:17,000
right now, you think about from a learning perspective, how

728
00:35:17,000 --> 00:35:18,679
do people learn nowadays?

729
00:35:18,679 --> 00:35:22,039
Speaker 1: Well, we can learn through repetition. Most individuals hate that.

730
00:35:22,199 --> 00:35:22,719
It sucks.

731
00:35:24,480 --> 00:35:27,679
Speaker 7: We can learn through things that are super super engaging,

732
00:35:28,519 --> 00:35:30,880
or we can learn through things that are new novel.

733
00:35:31,320 --> 00:35:35,800
So the easiest way to engage, you know, students at

734
00:35:35,840 --> 00:35:38,480
this point is really to either make it new, present

735
00:35:38,519 --> 00:35:40,960
the materials so it's new, or make it super engaging.

736
00:35:41,360 --> 00:35:45,199
Those two things. Because most kids won't do repetition. You

737
00:35:45,239 --> 00:35:48,000
do still have some students that will engage in repetition.

738
00:35:48,400 --> 00:35:51,440
But that's you think back to your own school experiences, it's.

739
00:35:51,320 --> 00:35:52,719
Speaker 1: Probably a lot through repetition.

740
00:35:52,760 --> 00:35:55,679
Speaker 7: I know mine was a lot through repetition, you know,

741
00:35:55,679 --> 00:35:57,840
and I'd be writing it and be like a squirrel,

742
00:35:57,880 --> 00:36:01,159
do do you know? Sort of So I had some

743
00:36:01,199 --> 00:36:04,480
great teachers, but I was not a great student so

744
00:36:05,639 --> 00:36:08,480
at all, and I think I'm in this field because

745
00:36:08,679 --> 00:36:09,559
I feel for kids.

746
00:36:09,599 --> 00:36:10,440
Speaker 1: I know it's tough.

747
00:36:10,559 --> 00:36:12,760
Speaker 7: I you know, I knew every hiding place in my

748
00:36:12,840 --> 00:36:16,360
elementary school. They'd say, you know, Bethany, you need to

749
00:36:16,400 --> 00:36:19,840
go up to the library, the creepy library and work

750
00:36:19,960 --> 00:36:21,840
up there. It was like one of those weird like

751
00:36:21,880 --> 00:36:24,800
the ceilings were only like seven feet tall really, so

752
00:36:24,880 --> 00:36:27,320
it was really it was a strange space. So they'd

753
00:36:27,320 --> 00:36:29,840
be like, go upstairs and work, and I would just

754
00:36:30,119 --> 00:36:32,159
hide under one of the water fountains or in one

755
00:36:32,159 --> 00:36:33,840
of the cabinets going up.

756
00:36:33,719 --> 00:36:34,519
Speaker 1: There or something.

757
00:36:34,639 --> 00:36:36,679
Speaker 7: And then eventually I'd go back to class and they'd

758
00:36:36,719 --> 00:36:38,119
be like, did you work up the Oh yeah, I

759
00:36:38,119 --> 00:36:39,360
worked up.

760
00:36:38,480 --> 00:36:44,960
Speaker 6: The right right. Oh wow, that's funny. How many.

761
00:36:46,480 --> 00:36:48,079
Speaker 2: I know, we talked about this before and I was

762
00:36:48,119 --> 00:36:50,920
surprised at how large the number was. But how many

763
00:36:50,920 --> 00:36:54,159
school districts are you working with it at any given time?

764
00:36:54,360 --> 00:36:58,840
Speaker 7: So we tend to focus on twelve in a year primarily,

765
00:36:59,280 --> 00:37:03,840
but I personally work with about twenty to twenty five

766
00:37:03,920 --> 00:37:06,400
during a school year. So my reach is a little

767
00:37:06,400 --> 00:37:09,079
bit different because I do so much professional development and

768
00:37:09,079 --> 00:37:11,519
I do I train about I do about one hundred

769
00:37:11,559 --> 00:37:14,880
trainings a year. So I'm in a lot more schools

770
00:37:14,920 --> 00:37:17,280
than my staff are in because they're in they're in

771
00:37:17,320 --> 00:37:19,760
the same schools every day. Whereas I'm going in and

772
00:37:19,880 --> 00:37:22,599
either doing professional development or I'm writing an assessment on

773
00:37:22,679 --> 00:37:24,840
a student that's struggling or something like that, and then

774
00:37:24,960 --> 00:37:27,519
or I'm doing a parent training and then I'm out

775
00:37:27,559 --> 00:37:29,840
and I'm onto a different in a different school and

776
00:37:29,920 --> 00:37:33,719
that sort of thing. So my time is very short. Okay, schools,

777
00:37:33,719 --> 00:37:35,719
So and we rotate. We don't stay in the same

778
00:37:35,760 --> 00:37:38,079
schools every year. Like we really look at it as

779
00:37:38,199 --> 00:37:42,079
we need an exit plan. Once all of your tier

780
00:37:42,159 --> 00:37:45,039
three students are at tier two, tier one, I mean

781
00:37:45,039 --> 00:37:46,800
our goal is obviously to get them to Tier one.

782
00:37:47,559 --> 00:37:49,519
Then we're out. You know, we look at other we

783
00:37:49,719 --> 00:37:51,199
you know, we have a wait list and we move

784
00:37:51,239 --> 00:37:53,679
on to the next school districts that need that support.

785
00:37:54,000 --> 00:37:55,840
Speaker 6: Yeah.

786
00:37:54,320 --> 00:37:58,519
Speaker 2: So while you're so you're going into the school, but

787
00:37:58,880 --> 00:38:01,159
but you've got staff also going into the school.

788
00:38:01,400 --> 00:38:02,679
Speaker 6: And so the staff great staff.

789
00:38:02,760 --> 00:38:05,800
Speaker 2: Yeah, and they stay at that Yeah, they're there every

790
00:38:05,920 --> 00:38:07,320
year for the process.

791
00:38:07,440 --> 00:38:08,360
Speaker 1: They're there every day.

792
00:38:08,400 --> 00:38:12,639
Speaker 7: And our staff work with anywhere from one to twelve

793
00:38:12,679 --> 00:38:16,079
students in a day, and you know, and it's really

794
00:38:16,519 --> 00:38:20,079
providing safety and regulation training and all of that so

795
00:38:20,119 --> 00:38:22,360
that the students getting it and the staff are getting it,

796
00:38:22,440 --> 00:38:25,119
so that they're learning those skills so that we can

797
00:38:25,159 --> 00:38:27,960
then we have an exit plan and we are trying

798
00:38:28,000 --> 00:38:30,239
to get out. So it used to take us one

799
00:38:30,280 --> 00:38:32,159
to three years to get out of a school district.

800
00:38:32,159 --> 00:38:34,079
We now can get out of a school in as

801
00:38:34,119 --> 00:38:37,079
little as three to six months with the staff. So

802
00:38:37,480 --> 00:38:39,000
and we go back to the school once all the

803
00:38:39,039 --> 00:38:41,559
students have transitioned off. I had a one of my

804
00:38:41,639 --> 00:38:45,880
amazing staff last year. She had her school. She got

805
00:38:45,920 --> 00:38:48,320
all of her all of her students were Tier three.

806
00:38:48,400 --> 00:38:51,920
She had nine students and she got seven of them

807
00:38:51,920 --> 00:38:53,800
to Tier one and two of them were at Tier two.

808
00:38:53,880 --> 00:38:56,400
We went back to the district in April and said,

809
00:38:56,559 --> 00:38:58,639
you know, we should we need to pull her out,

810
00:38:58,719 --> 00:39:01,599
like you don't need the level of support there anymore.

811
00:39:01,639 --> 00:39:04,400
We can keep doing stuff, but you're better off putting

812
00:39:04,480 --> 00:39:07,119
us in one of your other schools in the district

813
00:39:07,480 --> 00:39:09,079
for the rest of the year to try to shore

814
00:39:09,159 --> 00:39:12,239
up some of the other issues. Which works great, and

815
00:39:12,480 --> 00:39:16,119
we're we're constantly on that, and we're taking data all

816
00:39:16,159 --> 00:39:18,119
the time to see where we're at with that too.

817
00:39:18,960 --> 00:39:21,079
Speaker 2: Do you ever go into a school or a school

818
00:39:21,079 --> 00:39:25,440
district where you're kind of pleasantly surprised that things maybe

819
00:39:25,480 --> 00:39:27,960
aren't that bad, like like often like this one's going

820
00:39:28,000 --> 00:39:28,760
to be kind of easy.

821
00:39:29,079 --> 00:39:29,440
Speaker 1: Often.

822
00:39:29,559 --> 00:39:31,559
Speaker 6: Yeah, that must be nice when that happens.

823
00:39:31,599 --> 00:39:34,360
Speaker 1: Great when it happens. Yeah, I mean, for me, the

824
00:39:34,400 --> 00:39:36,440
best thing that happens is when I go in and they're.

825
00:39:36,239 --> 00:39:38,760
Speaker 7: Like, tell me how else I can do this, give

826
00:39:38,800 --> 00:39:40,639
me some other strategies for this, and they want to

827
00:39:40,719 --> 00:39:43,480
learn because then I'm like, oh, I'm in and out fast,

828
00:39:43,639 --> 00:39:45,599
you know, because they're going to pick up the strategies

829
00:39:45,960 --> 00:39:49,320
and I can exit out. And a lot of times

830
00:39:49,320 --> 00:39:51,679
they're dealing with it where they're texting me or emailing

831
00:39:51,679 --> 00:39:52,360
me and saying.

832
00:39:52,119 --> 00:39:53,519
Speaker 1: I tried this, I tried this, what else?

833
00:39:53,559 --> 00:39:55,800
Speaker 7: And I'll say how about this, this and this and

834
00:39:55,800 --> 00:39:58,079
and they're able to work on it in that way

835
00:39:58,159 --> 00:39:59,480
when they're open to that.

836
00:39:59,480 --> 00:40:00,239
Speaker 1: That's rate.

837
00:40:00,320 --> 00:40:02,480
Speaker 7: When I have to spend a lot of time convincing

838
00:40:02,519 --> 00:40:04,920
them that it's going to work, it takes more time.

839
00:40:05,039 --> 00:40:05,840
Speaker 1: Yeah, obviously.

840
00:40:06,159 --> 00:40:09,000
Speaker 6: Do you run into that a lot as well? Oh yeah,

841
00:40:09,159 --> 00:40:10,000
I would imagine.

842
00:40:10,280 --> 00:40:14,039
Speaker 8: Yeah, from the standpoint of those that are working with

843
00:40:14,079 --> 00:40:18,280
the students, the teachers, the paris, one thing that I hear.

844
00:40:18,239 --> 00:40:22,239
Speaker 7: Is exhaustion, exhaustion all around across the board, for everybody,

845
00:40:22,320 --> 00:40:24,199
the parents, the kids, the staff.

846
00:40:24,239 --> 00:40:26,079
Speaker 8: What kind of advice do you give people that are

847
00:40:26,119 --> 00:40:28,519
dealing just in general to deal with that exhaustion or

848
00:40:28,559 --> 00:40:29,400
to try and help them.

849
00:40:29,440 --> 00:40:32,599
Speaker 7: I think the big thing around exhaustion is that, like,

850
00:40:32,880 --> 00:40:35,800
we are working ourselves to a state of exhaustion a

851
00:40:35,840 --> 00:40:40,280
lot of the time, so you know, implementing strategies that

852
00:40:40,320 --> 00:40:43,039
are going to help significantly with that, making sure that

853
00:40:43,079 --> 00:40:47,159
you're getting good quality sleep. But I really think it's

854
00:40:47,199 --> 00:40:50,239
it's you know, giving yourself some downtime too, And a

855
00:40:50,239 --> 00:40:54,840
lot of people don't. They're so overscheduled and it just happens.

856
00:40:54,880 --> 00:40:57,280
It's part of your life and everything. So I have

857
00:40:57,400 --> 00:41:00,320
one of my own personal children, like she signs itself

858
00:41:00,400 --> 00:41:01,239
up for everything.

859
00:41:01,440 --> 00:41:02,960
Speaker 1: Yeah, and then my other child will be.

860
00:41:02,880 --> 00:41:06,840
Speaker 7: Like, that's enough, I've got two nights of stuff. I

861
00:41:07,000 --> 00:41:09,239
just want to be home and have my time. And

862
00:41:09,280 --> 00:41:11,760
I'm like, you go, girl, Like she knows her boundaries

863
00:41:11,840 --> 00:41:14,639
and she sets them and knows that it's too much,

864
00:41:14,679 --> 00:41:15,559
where's my other one?

865
00:41:15,639 --> 00:41:15,880
Speaker 1: Will?

866
00:41:16,000 --> 00:41:19,639
Speaker 7: You know, over schedule and then she's you know, on

867
00:41:19,719 --> 00:41:22,079
top of it and everything else. But I also make

868
00:41:22,119 --> 00:41:26,000
them my own personal children. Like we've meditated since they

869
00:41:26,039 --> 00:41:29,360
were My littlest I think was eighteen months when I

870
00:41:29,360 --> 00:41:33,360
started meditating with her, and so we meditate every night

871
00:41:33,400 --> 00:41:34,039
as a family.

872
00:41:34,960 --> 00:41:40,400
Speaker 1: Wow, my husband sleeps during the meditation. Yeah, I'll sleep

873
00:41:40,440 --> 00:41:43,480
every night during the meditation. But my girls meditate.

874
00:41:43,519 --> 00:41:46,400
Speaker 7: We meditate every night, and that is part of what

875
00:41:46,719 --> 00:41:49,800
my youngest daughter will tell you. That is the biggest

876
00:41:49,800 --> 00:41:52,320
thing that has helped her with quality of sleep, that

877
00:41:52,320 --> 00:41:55,199
has helped her with her anxiety, and has significantly helped

878
00:41:55,199 --> 00:41:58,039
her when she starts to feel sad. Oh, So those

879
00:41:58,079 --> 00:42:01,360
are huge, which you look at the research. I mean honestly,

880
00:42:01,440 --> 00:42:05,199
the meditation it creates those hormones in the brain that

881
00:42:05,320 --> 00:42:08,760
help to combat all of those pieces and everything, so

882
00:42:09,679 --> 00:42:13,840
significantly helps with that. And we're very specific about what

883
00:42:13,880 --> 00:42:17,760
we're meditating about, whether we're reviewing our day, whether we

884
00:42:17,920 --> 00:42:21,800
are meditating because we want to think about something that

885
00:42:21,800 --> 00:42:25,960
we feel happens and we're mentally rehearsing that scenario, whatever

886
00:42:26,000 --> 00:42:28,800
it is. We're very specific about our meditations.

887
00:42:29,039 --> 00:42:30,840
Speaker 8: Now, do you tell somebody that says, oh, I can't

888
00:42:30,880 --> 00:42:33,079
meditate everybody, my brain doesn't stop.

889
00:42:33,159 --> 00:42:38,440
Speaker 1: I feel your pain. If you know me that, I'm like, yeah, no,

890
00:42:39,360 --> 00:42:41,039
I hear that. Yeah.

891
00:42:41,960 --> 00:42:44,000
Speaker 2: Actually we talked about that when I was on your podcast,

892
00:42:44,239 --> 00:42:49,400
because I hear that all the Timepista.

893
00:42:47,840 --> 00:42:51,320
Speaker 7: Everybody, can you start with very small components of time?

894
00:42:51,360 --> 00:42:51,559
Speaker 1: I have.

895
00:42:52,000 --> 00:42:53,639
Speaker 7: Every one of my students tells me that when I

896
00:42:53,639 --> 00:42:55,920
start with them, because we start with mindfulness and we

897
00:42:55,960 --> 00:42:58,440
work up to meditation over time. We have to do

898
00:42:58,480 --> 00:43:01,679
safety and regulation first, but we get to the meditation

899
00:43:01,840 --> 00:43:04,679
and kids always students that have said I.

900
00:43:04,679 --> 00:43:07,920
Speaker 1: Can't do this, this is stupid. I don't take it,

901
00:43:08,000 --> 00:43:08,199
you know.

902
00:43:08,320 --> 00:43:10,920
Speaker 7: And then a couple months later I'm in. They'll be like, doctor,

903
00:43:10,960 --> 00:43:12,719
b are we going to meditate today? And I'm like, yep,

904
00:43:12,800 --> 00:43:15,599
we are. So they get in, they get to that

905
00:43:15,639 --> 00:43:17,760
and they'll say, oh, I really need to meditate today.

906
00:43:17,760 --> 00:43:19,639
I have a math test and I've got to be

907
00:43:19,760 --> 00:43:21,440
ready or I've got to, you know, get up in

908
00:43:21,440 --> 00:43:24,119
front of the class and speak about this project that

909
00:43:24,159 --> 00:43:26,119
I'm doing. I need to meditate, and I'll be like, okay,

910
00:43:26,159 --> 00:43:29,039
let's do it, and they get themselves, you know, into

911
00:43:29,079 --> 00:43:31,320
a point where they really look forward to it, and

912
00:43:31,360 --> 00:43:33,480
they tell me also, that's one of the biggest things

913
00:43:33,480 --> 00:43:34,840
that helps their quality of life.

914
00:43:34,920 --> 00:43:36,039
Speaker 1: M hm, that's awesome.

915
00:43:36,199 --> 00:43:39,239
Speaker 2: Yeah, yeah, no, that's excellent. Uh Sarah, And the chat

916
00:43:39,320 --> 00:43:41,360
room two was asking great question. Can you explain the

917
00:43:41,400 --> 00:43:43,719
tears you mentioned like tier one tier two?

918
00:43:43,800 --> 00:43:44,559
Speaker 1: Yeah, good question.

919
00:43:44,960 --> 00:43:48,199
Speaker 7: So Tier one is really just a student who might

920
00:43:48,239 --> 00:43:50,320
be just struggling a little bit in class, having some

921
00:43:50,360 --> 00:43:53,239
trouble paying attention, maybe talking to their neighbor or blurting

922
00:43:53,280 --> 00:43:55,599
things out, doing that sort of thing. A Tier two

923
00:43:55,719 --> 00:43:58,360
kid is probably a student who's getting up and leaving class,

924
00:43:58,519 --> 00:44:01,480
using a lot of bathroom breaks, maybe refusing to do

925
00:44:01,599 --> 00:44:05,360
work in the classroom. Those sorts of things, isn't getting

926
00:44:05,559 --> 00:44:09,480
isn't producing much academically, especially if they are not getting

927
00:44:09,519 --> 00:44:10,519
one on one support.

928
00:44:10,599 --> 00:44:11,320
Speaker 1: That's a tier two.

929
00:44:11,639 --> 00:44:14,039
Speaker 7: Tier three is your student who's probably not in your

930
00:44:14,079 --> 00:44:16,239
classroom a lot of the time. It might not be

931
00:44:16,239 --> 00:44:18,400
in the classroom at all. Those are Tier three kids.

932
00:44:19,280 --> 00:44:21,599
I tend to get Tier three kids if they are

933
00:44:21,639 --> 00:44:24,840
physically aggressive. A Tier three kid who is not physically

934
00:44:24,880 --> 00:44:27,960
aggressive more in shutdown mode and stuff. Sometimes I'll get

935
00:44:27,960 --> 00:44:31,280
that student, especially if it's if the community around them

936
00:44:31,360 --> 00:44:34,440
is really invested in getting them to a better point.

937
00:44:35,320 --> 00:44:37,440
Speaker 1: But it really depends on the students.

938
00:44:37,480 --> 00:44:40,679
Speaker 7: So the difference is that students who are physically aggressive

939
00:44:40,679 --> 00:44:44,760
are obviously disruptive to the school community. Yeah, so that's

940
00:44:44,880 --> 00:44:48,880
why we get called in so quickly versus the other population.

941
00:44:49,079 --> 00:44:51,480
We work just as much with the other population, especially

942
00:44:51,480 --> 00:44:55,840
with parents, but it's not as high a need because

943
00:44:55,880 --> 00:44:58,239
it's not disrupting and not putting a risk to the

944
00:44:58,639 --> 00:45:00,000
school community at as a whole.

945
00:45:00,760 --> 00:45:04,480
Speaker 2: Do you have any advice for parents who are dealing

946
00:45:04,480 --> 00:45:07,000
with this, not obviously not in the school, but parents

947
00:45:07,039 --> 00:45:09,519
who are dealing with this at home physically aggressive kids.

948
00:45:09,639 --> 00:45:10,719
Speaker 6: Yeah, and they don't know what to do.

949
00:45:10,840 --> 00:45:11,760
Speaker 1: Absolutely, Yeah.

950
00:45:11,800 --> 00:45:13,679
Speaker 7: I mean some big things are you know, does the

951
00:45:13,760 --> 00:45:17,360
kid feel safe? And do you feel safe? If you

952
00:45:17,480 --> 00:45:19,559
don't feel safe, then you're not going to be able

953
00:45:19,599 --> 00:45:24,159
to convey safety to the other person. The stance of safety.

954
00:45:24,199 --> 00:45:26,000
I talk about that all the time. There's a certain

955
00:45:26,039 --> 00:45:28,480
way to stand. Your feet are about shoulder with apart,

956
00:45:28,880 --> 00:45:31,079
your hands are in front of your thumbs are up,

957
00:45:31,119 --> 00:45:34,159
because that conveys confidence to the other person nonverbally.

958
00:45:34,280 --> 00:45:37,519
Speaker 1: Even though they don't realize that your elbows are.

959
00:45:37,519 --> 00:45:39,760
Speaker 7: Slightly out but not You're not in an arms of

960
00:45:39,840 --> 00:45:42,960
Kimbo sort of stance because you're not trying to convey authority.

961
00:45:43,000 --> 00:45:46,159
You're trying to convey safety. So there is a slight

962
00:45:46,199 --> 00:45:50,559
differentiation with that. You're tilting your head slightly to the left,

963
00:45:50,639 --> 00:45:54,199
and the reason why is that conveys empathy in lifting

964
00:45:54,239 --> 00:45:56,320
the chin a little bit, because that also conveys that

965
00:45:56,360 --> 00:45:58,719
you're paying attention, that you're intentionally attuned.

966
00:45:58,760 --> 00:46:00,639
Speaker 1: So the stance of safety huge.

967
00:46:00,840 --> 00:46:03,760
Speaker 7: Usually if I just move into that stance when I

968
00:46:03,800 --> 00:46:06,800
have a youth that is, you know, really agitated and

969
00:46:06,880 --> 00:46:10,440
could be physically agitated destroying property or whatever, they start

970
00:46:10,519 --> 00:46:12,920
to calm down and they end up usually moving into crying.

971
00:46:13,320 --> 00:46:15,360
If you're a parent and you're home with your kid

972
00:46:15,480 --> 00:46:19,920
oftentime and your kid is getting physically aggressive, oftentimes one

973
00:46:20,039 --> 00:46:23,400
remove the trigger. So if the trigger is I want

974
00:46:23,400 --> 00:46:25,039
that candy bar. I want that candy bar, and you

975
00:46:25,039 --> 00:46:26,920
said no, and the candy bar is still on the counter,

976
00:46:27,480 --> 00:46:29,679
you got to get whatever the trigger is. Same thing

977
00:46:29,719 --> 00:46:31,440
I want my phone, I want my phone and the

978
00:46:31,480 --> 00:46:33,159
phone is still sitting on the counter.

979
00:46:33,480 --> 00:46:34,599
Speaker 1: Or I want my Xbox.

980
00:46:35,039 --> 00:46:37,639
Speaker 7: Block it, either physically stand in front of it so

981
00:46:37,679 --> 00:46:41,199
that they can't see it, or put it away, because

982
00:46:41,199 --> 00:46:44,639
anytime they see that item, it's gonna they're going to

983
00:46:44,679 --> 00:46:45,400
trigger again.

984
00:46:45,519 --> 00:46:48,079
Speaker 1: It's just going to re escalate the person over again.

985
00:46:48,400 --> 00:46:51,079
Speaker 7: So get rid of it, you know, provide some sort

986
00:46:51,159 --> 00:46:54,159
of simple distraction once they start to come down a

987
00:46:54,159 --> 00:46:55,800
little bit, but you've got to give them a moment

988
00:46:55,880 --> 00:46:57,360
to come down. If you know your child is not

989
00:46:57,400 --> 00:46:59,800
going to be physically aggressive towards you, oftentimes a hug

990
00:46:59,800 --> 00:47:02,360
will bring them out of it because that calms.

991
00:47:01,960 --> 00:47:02,960
Speaker 1: The olympic system.

992
00:47:03,360 --> 00:47:06,199
Speaker 7: So if you're at home, A lot of schools are

993
00:47:06,199 --> 00:47:08,280
non huggers, so I wouldn't say to do that at school.

994
00:47:08,639 --> 00:47:11,559
But if you're at home, grab your kid and hug them,

995
00:47:11,639 --> 00:47:13,079
or say do you need a hug? Do you just

996
00:47:13,119 --> 00:47:15,480
need a hug right now? And you know, pull them

997
00:47:15,480 --> 00:47:17,440
in and give them a hug. And usually then you

998
00:47:17,480 --> 00:47:20,480
can say, hey, you know, let's let's go do something,

999
00:47:20,599 --> 00:47:22,800
distract them for a minute, and then say what are

1000
00:47:22,800 --> 00:47:25,000
some solutions, what are some things we can do differently

1001
00:47:25,519 --> 00:47:26,679
and move them forward from that.

1002
00:47:26,800 --> 00:47:29,360
Speaker 1: Water is also a great remedy for this.

1003
00:47:29,880 --> 00:47:31,360
Speaker 6: Oh I remember you talking about this.

1004
00:47:31,480 --> 00:47:33,119
Speaker 7: Get them at the tub, get them in the shower,

1005
00:47:33,599 --> 00:47:36,159
you know, if they're open to that. You know, water

1006
00:47:36,239 --> 00:47:39,960
will help to de escalate them for sure as far

1007
00:47:40,000 --> 00:47:43,199
as that stuff goes. So get them, you know, involved

1008
00:47:43,239 --> 00:47:46,079
in water somehow you can get them to do that.

1009
00:47:46,199 --> 00:47:48,039
Speaker 1: But comfort items work really well too.

1010
00:47:48,079 --> 00:47:49,920
Speaker 7: If you can't get them into a shower, get a

1011
00:47:50,519 --> 00:47:52,960
blanket and put it over them or something like that.

1012
00:47:53,199 --> 00:47:56,480
Or help them get to a smaller, more confined space.

1013
00:47:56,519 --> 00:47:58,119
If they're standing in the living room and that's your

1014
00:47:58,159 --> 00:48:01,199
biggest room of the house, they're going to keep screaming

1015
00:48:01,440 --> 00:48:05,079
and yelling and having big motions because the space is big.

1016
00:48:05,239 --> 00:48:07,000
Speaker 1: Their body has to fill the space.

1017
00:48:07,199 --> 00:48:08,480
Speaker 6: That makes sense, Okay.

1018
00:48:08,199 --> 00:48:11,400
Speaker 7: Get them into the kitchen, in the bathroom, wherever. Get

1019
00:48:11,400 --> 00:48:15,559
them into a smaller space. That will help significantly.

1020
00:48:15,760 --> 00:48:17,320
Speaker 1: Okay, So the.

1021
00:48:16,960 --> 00:48:19,159
Speaker 7: More you can shrink the space and more safe they're

1022
00:48:19,159 --> 00:48:21,760
going to feel. Yeah, you know, at schools, I'll often

1023
00:48:21,840 --> 00:48:24,079
be like I'll say to the kid, I'll like, just

1024
00:48:24,119 --> 00:48:27,760
point under the table, you know, and they'll just move

1025
00:48:27,920 --> 00:48:30,239
under the table, and then I'll hand them a blanket.

1026
00:48:30,360 --> 00:48:32,480
And then after a few minutes, I'll say, you ready

1027
00:48:32,519 --> 00:48:34,960
to come out, and we'll do a focus activity and

1028
00:48:35,000 --> 00:48:37,519
then I get them back onto the academics and the

1029
00:48:37,559 --> 00:48:40,199
same thing works really well at home. Like I'll you know,

1030
00:48:40,440 --> 00:48:43,079
you can say to them, you know, you want to go,

1031
00:48:43,480 --> 00:48:45,760
you know, into a cabinet or something like that. Like

1032
00:48:46,079 --> 00:48:49,440
all kids love that secret room, right concept, I want to.

1033
00:48:49,400 --> 00:48:50,320
Speaker 1: Build a secret room.

1034
00:48:50,639 --> 00:48:52,719
Speaker 7: You'll just be like, open the cabinet, pull out the

1035
00:48:52,880 --> 00:48:55,079
you know, pull out your dishes and stuff for a second,

1036
00:48:55,159 --> 00:48:57,079
be like, won't you go in there for a moment,

1037
00:48:57,360 --> 00:49:00,360
you know, and they'll feel, they'll regroup, and then they

1038
00:49:00,400 --> 00:49:00,880
come out and.

1039
00:49:00,800 --> 00:49:02,920
Speaker 1: Then you can do some processing with them. It's really good.

1040
00:49:02,960 --> 00:49:04,480
Speaker 7: You need to do processing with them so that you

1041
00:49:04,519 --> 00:49:06,360
can talk about what they can do better the next time,

1042
00:49:06,400 --> 00:49:08,519
because you certainly don't want a twenty five year old

1043
00:49:08,559 --> 00:49:11,920
crawling into a cabinet when they get upset, right, Not

1044
00:49:12,039 --> 00:49:14,239
that that would I haven't heard any stories of that happening.

1045
00:49:14,280 --> 00:49:17,280
Speaker 2: But yeah, we don't even like it when our cats

1046
00:49:17,679 --> 00:49:18,719
crawl into our cabinets.

1047
00:49:19,199 --> 00:49:21,360
Speaker 6: But maybe that's why they, you know, because they like.

1048
00:49:21,440 --> 00:49:23,000
Speaker 1: They like faces.

1049
00:49:23,000 --> 00:49:25,599
Speaker 7: This is the same reason why dogs like small confined

1050
00:49:25,599 --> 00:49:28,239
spaces everything too. I mean, it's you know, I have

1051
00:49:28,280 --> 00:49:29,840
a lot of kids who will go into their beds

1052
00:49:30,000 --> 00:49:31,760
when they don't feel safe, they go under their beds.

1053
00:49:32,039 --> 00:49:32,599
Speaker 1: You know that.

1054
00:49:32,960 --> 00:49:34,840
Speaker 7: And I'll tell parents make it as a safe place.

1055
00:49:35,679 --> 00:49:38,360
If they're feeling stressed or you can see that they're

1056
00:49:38,360 --> 00:49:41,119
starting to get agitated, say hey, why don't you go

1057
00:49:41,760 --> 00:49:43,519
lan under your bed for a little bit. Here's some

1058
00:49:43,760 --> 00:49:47,000
here's some coloring, or here's some this to do. Teens

1059
00:49:47,079 --> 00:49:51,000
do it with clothing typically, so if they're getting stressed

1060
00:49:51,039 --> 00:49:54,360
and they're starting to get agitated with you, handam a sweatshirt.

1061
00:49:54,079 --> 00:49:56,360
Speaker 1: Okay, so they put the hood up, yeah yeah.

1062
00:49:56,280 --> 00:49:58,159
Speaker 7: Or Hannama winter hat so you can put the hat

1063
00:49:58,199 --> 00:50:00,800
on something like that. You know, that's why people love

1064
00:50:00,880 --> 00:50:04,679
to wear hats. It feel safer, get them on and everything.

1065
00:50:04,719 --> 00:50:08,199
It helps to stimulate that vagus nerve and also helps

1066
00:50:08,239 --> 00:50:11,599
to feel more confined, so they feel a little bit safer.

1067
00:50:11,920 --> 00:50:13,119
Speaker 1: Everything that makes sense.

1068
00:50:13,280 --> 00:50:16,400
Speaker 2: Yeah, yeah, doctor B. The time goes so quickly. We're

1069
00:50:16,440 --> 00:50:18,719
already we're already approaching the top of the hour. So

1070
00:50:18,800 --> 00:50:21,039
I want to make sure before we run out of

1071
00:50:21,039 --> 00:50:24,400
time that our listeners know how to reach you, how

1072
00:50:24,400 --> 00:50:26,800
to learn more about the behavior boot camp and the

1073
00:50:26,840 --> 00:50:29,159
podcast of course, and anything else you want to make

1074
00:50:29,159 --> 00:50:30,920
sure everybody knows about.

1075
00:50:30,800 --> 00:50:32,880
Speaker 7: Yeah, so the easiest way to get a hold of

1076
00:50:32,960 --> 00:50:38,000
us is going to Wwwthbehavior boot camp dot COM's and

1077
00:50:38,159 --> 00:50:41,000
we're also on the social media platforms under that name

1078
00:50:41,199 --> 00:50:43,480
is Well and Everything we'd love to see. We hold

1079
00:50:43,480 --> 00:50:47,119
the free webinar every Thursday, and usually one of our staff,

1080
00:50:47,119 --> 00:50:50,079
one of our Behaviors actually manset. So if you're having

1081
00:50:50,159 --> 00:50:54,159
challenges at home, if you're having challenges at school, whatever

1082
00:50:54,199 --> 00:50:56,679
it may be, feel free to go onto our website,

1083
00:50:56,760 --> 00:51:00,480
sign up for that webinar and jump on and beaviists

1084
00:51:00,519 --> 00:51:02,559
will help get you through some of those things, and

1085
00:51:02,599 --> 00:51:05,199
they'll also give you some strategies so they have a

1086
00:51:05,280 --> 00:51:07,639
planned content for that time. But that's really for people

1087
00:51:07,679 --> 00:51:10,079
who are struggling with certain scenarios that need to work

1088
00:51:10,119 --> 00:51:10,599
through things.

1089
00:51:11,239 --> 00:51:12,079
Speaker 6: Excellent, excellent.

1090
00:51:12,159 --> 00:51:13,800
Speaker 2: By the way, I do want to read this comment

1091
00:51:13,840 --> 00:51:16,440
to Angela posted I've learned through Behavior boot Camp how

1092
00:51:16,480 --> 00:51:20,000
body stance it's so important. Had no idea how much

1093
00:51:20,079 --> 00:51:22,719
body language can speak so much louder than words.

1094
00:51:22,800 --> 00:51:25,320
Speaker 1: Oh thank you so much, Angelo, Yeah.

1095
00:51:24,920 --> 00:51:27,519
Speaker 2: Yeah, absolutely absolutely thank you for that, Angela.

1096
00:51:28,239 --> 00:51:29,199
Speaker 6: Very good well, doctor b.

1097
00:51:29,320 --> 00:51:31,880
Speaker 1: It's always a pleasure, it's always great to be here.

1098
00:51:31,960 --> 00:51:34,000
Thanks so much for having me you guys, it's good

1099
00:51:34,039 --> 00:51:34,559
to see you both.

1100
00:51:34,719 --> 00:51:35,840
Speaker 6: We really appreciate you.

1101
00:51:35,960 --> 00:51:38,000
Speaker 2: And uh, Jenny before we go too, you want to

1102
00:51:38,039 --> 00:51:39,159
plug your website and.

1103
00:51:39,039 --> 00:51:40,599
Speaker 6: Remind everybody of what you're doing.

1104
00:51:40,800 --> 00:51:44,000
Speaker 7: Yeah, coming with Yeah, shout out, shout out much.

1105
00:51:44,480 --> 00:51:46,639
Speaker 8: You can go to coffee dot com, j E N

1106
00:51:46,760 --> 00:51:49,119
N C O F f EI dot com. Check out

1107
00:51:49,119 --> 00:51:52,320
on my artwork, keep up with my activism.

1108
00:51:52,880 --> 00:51:53,440
Speaker 1: Yeah.

1109
00:51:53,639 --> 00:51:55,960
Speaker 8: Looking forward to writing up what it was like going

1110
00:51:56,000 --> 00:51:57,480
to the White House to speak next week.

1111
00:51:57,559 --> 00:51:59,280
Speaker 1: Yeah, big things, big things coming.

1112
00:52:00,679 --> 00:52:03,840
Speaker 8: Don't forget to check out the Mosaic Art Collective right

1113
00:52:03,880 --> 00:52:05,880
here in the Queens City where I'm proud to have

1114
00:52:05,920 --> 00:52:08,360
one of my pieces on display right now, and it's

1115
00:52:08,360 --> 00:52:10,599
not too late. I think today's the leadline deadline to

1116
00:52:10,639 --> 00:52:15,079
get in for the Spellbuying spell Bound Art show next

1117
00:52:15,079 --> 00:52:16,760
month at the Mosaic Art Collective.

1118
00:52:16,880 --> 00:52:21,159
Speaker 2: Yes, yes, absolutely, Uh, doctor b thank you again, and

1119
00:52:21,320 --> 00:52:23,440
of course thank you to Jam Tomorrow for joining us

1120
00:52:23,440 --> 00:52:25,480
in the second hour. And of course we had Adam

1121
00:52:25,519 --> 00:52:27,840
from Everfelt. Oh, I'm sorry we had Jam Tomorrow in

1122
00:52:27,880 --> 00:52:30,119
the first hour. Adam in the second hour from ever Felt.

1123
00:52:30,199 --> 00:52:31,440
Speaker 6: Yes, yes, and.

1124
00:52:31,960 --> 00:52:33,840
Speaker 2: We will leave you with as promised, So I'm going

1125
00:52:33,880 --> 00:52:36,119
to play the entire song because I love it so much.

1126
00:52:36,599 --> 00:52:39,159
Falling into place by jam tomorrow, and if you misten

1127
00:52:39,159 --> 00:52:40,480
any part of today's show, it will be up in

1128
00:52:40,519 --> 00:52:43,320
just a little bit at wmnhradio dot org at my

1129
00:52:43,400 --> 00:52:45,639
website Matt Connorton dot com, and we'll.

1130
00:52:45,440 --> 00:52:46,480
Speaker 6: Talk to you all a little bit later.

1131
00:52:46,480 --> 00:53:35,480
Speaker 9: By everybody, bye bye.

1132
00:53:41,199 --> 00:53:46,400
Speaker 10: And I feel like things are falling into place, and

1133
00:53:46,679 --> 00:53:52,599
I feel like it's the end of the Red Queen's races,

1134
00:53:53,400 --> 00:53:56,199
and I feel like the stars.

1135
00:53:57,599 --> 00:54:03,440
Speaker 11: Are gunna change because I feel like this was all just.

1136
00:54:05,079 --> 00:54:11,079
Speaker 5: Rearray. As we move from hugs.

1137
00:54:10,519 --> 00:54:22,360
Speaker 10: And hands shakes, we must remember how our souls as

1138
00:54:22,400 --> 00:54:30,559
we move from confidant to confidet, we must remember how

1139
00:54:30,599 --> 00:54:37,840
our souls pay re But I feel like things are

1140
00:54:38,079 --> 00:54:45,039
falling its legs and I feel like it's the end

1141
00:54:45,159 --> 00:54:49,360
of the Red Queen's Reggae, and A feel like the

1142
00:54:49,519 --> 00:54:56,920
storms are gonna shage because I feel like this was

1143
00:54:57,079 --> 00:54:57,800
all just.

1144
00:54:59,559 --> 00:55:00,400
Speaker 5: Rear ray.

1145
00:55:03,000 --> 00:55:10,920
Speaker 10: And people take too much pride. It's the way they

1146
00:55:11,119 --> 00:55:16,639
picked their side.

1147
00:55:16,599 --> 00:55:20,480
Speaker 5: Split up. Its to them and us.

1148
00:55:23,440 --> 00:55:28,639
Speaker 10: Aside seating on the bars on the bus.

1149
00:55:30,079 --> 00:55:35,400
Speaker 5: But I feel like things are falling its place, and

1150
00:55:35,639 --> 00:55:41,079
I fee like it's the end of the Red Queen's.

1151
00:55:40,719 --> 00:55:47,039
Speaker 10: Raiders, and I feel like the stars, like the stars.

1152
00:55:46,599 --> 00:55:51,519
Speaker 5: A gout of shade, because I feel like this was

1153
00:55:51,679 --> 00:55:54,760
all Jack wearing.

1154
00:56:17,880 --> 00:56:22,079
Speaker 10: As our lives get along, separated.

1155
00:56:24,679 --> 00:56:33,119
Speaker 5: Well we wish they weren't so as things get.

1156
00:56:32,960 --> 00:56:42,440
Speaker 12: More complicated, well we wish we could just know, just know.

1157
00:56:45,000 --> 00:56:50,320
But I feel like things are falling into please and

1158
00:56:50,559 --> 00:56:54,320
I feel like it's the.

1159
00:56:54,239 --> 00:56:55,920
Speaker 5: End of the Red Queen's Reggie.

1160
00:56:57,239 --> 00:57:04,440
Speaker 10: And A feel like the stars are gonna change.

1161
00:57:03,840 --> 00:57:06,920
Speaker 5: Because I feel like this was all.

1162
00:57:07,159 --> 00:57:15,199
Speaker 10: Just preer Range, and I feel like things aren't falling

1163
00:57:15,360 --> 00:57:21,960
its places, and I like it's the end of the

1164
00:57:22,039 --> 00:57:27,760
Red Queen's Rage. And I feel like the stars, like

1165
00:57:27,920 --> 00:57:33,400
the stars are gonna change because I feel like this

1166
00:57:33,719 --> 00:57:34,480
was all.

1167
00:57:34,679 --> 00:57:38,239
Speaker 5: Just preer Range, I.

1168
00:57:38,320 --> 00:57:49,599
Speaker 10: Said, I feel like this was Ullus freer Range.

1169
00:57:58,320 --> 00:58:02,000
Speaker 5: You're listening to you and.

1170
00:58:04,880 --> 00:58:10,119
Speaker 11: The command God, don't get supremely Maxell coming.

1171
00:58:43,719 --> 00:58:45,760
Speaker 13: When it comes to keeping w M n H on

1172
00:58:45,800 --> 00:58:49,280
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1173
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1178
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1180
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1181
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1182
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1183
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