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Speaker 1: W MNH will rip the novels. Welcome back everybody. We

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have entered our number three New Marrow trace of Matt

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Connorton unleashed and we are live from the studios of

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w m n H ninety five point three FM in

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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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news table, president and account of four and joining us

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in the studio this morning. We have making her third appearance,

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as we figured out on the on the program, Doctor

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Bethany billideohs here, Welcome.

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Speaker 2: 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 1: Yes, yes, you get to that five dimmers club. You

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get What do we what do we give guests who

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

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Speaker 3: We'll give a hand fanning ovation. I think our undying gratitude.

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Speaker 1: 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, that's five she get five hand clap?

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Speaker 4: All right?

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Speaker 5: I kind of see a point there that doesn't make.

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Speaker 1: Sense and they should be enthusiastic to.

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Speaker 5: Give them an extra one for good luck, no.

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Speaker 1: Work, there are rules.

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Speaker 5: I don't like rules.

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Speaker 1: Somebody an extra handclap, that's absurd, breaking.

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Speaker 4: The law, breaking the law. Figure it out, Kenny, you

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can figure where around.

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Speaker 5: That's right, tell me no, sneak.

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Speaker 1: One in, boy, I'll tell you. Uh doctor b you congratulations.

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First of all, you just won yet another award.

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Speaker 4: They did. I didn't know we were nominated for it, but.

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Speaker 1: Oh, that's the best. That often to Jenny and I

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once remember when we got in a certificated.

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Speaker 2: That is awesome when it happens, because it's like surprise,

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you got this and you didn't even exist.

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Speaker 4: On the back. Yeah, yeah, I got mine on the wall.

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Speaker 1: 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 4: Yeah, awesome, I got one the wall like that.

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Speaker 1: Did you frame yours?

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Speaker 4: I did?

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Speaker 1: Yes, Mine's in my email still this kind of random thing.

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Speaker 4: She use them as wallpaper.

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Speaker 1: She does. She has many awards. She has many awards,

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But you have many awards. How many awards have you

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wont now?

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Speaker 4: I honestly don't know.

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Speaker 5: Yeah, that's a good problem to have no clue.

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Speaker 2: Most of the awards are like, yay, nice job, doctor b.

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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 1: 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 4: I didn't know. It's on social equity, this one.

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Speaker 2: 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 4: Okay, so it'll be great.

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Speaker 2: 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 4: We're looking forward to that. It'll be a neat experience

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for us all.

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Speaker 1: Now, So who awarded you the award?

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Speaker 4: It's Business New Hampshire, I believe.

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Speaker 1: Okay, Okay, nice, So talk to us about social equity,

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So what does this mean and why are they giving

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you this award?

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Speaker 2: 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 struggling.

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And because of that, our goal is always to increase

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their social value. So we spend a lot of time

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helping to facilitate peer relationships, helping to establish healthier relationships

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

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their schools and within their communities, and really improve their

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social value over time. So that that's very relevant. And

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oftentimes these kids are reintegrated most of the time, more

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than eighty five percent of the time, these students are

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reintegrated back into their general education setting and into their communities.

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And oftentimes these are students that haven't had that luxury

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of participating in a general education setting in years by

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the time they get to us. So it's really about

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getting them back to where they can be and have connections,

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because that's such a huge factor in quality of life, right.

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Speaker 1: Right absolutely, By the way, Sarah Patna is in the

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chat room and says, let's go for ten. We'll get there,

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We'll get there.

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Speaker 4: Take a little time, Sarah, you're always back pushing us off.

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Speaker 1: And then and then you'll get ten. Collaps It'll be great.

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Speaker 5: Eleven for good luck.

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Speaker 1: You don't do that.

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Speaker 5: What Tinji tell us.

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Speaker 1: I know you don't want to brag, but you should

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tell us about the other awards that you've won.

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Speaker 2: 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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will we want to and oftentimes they do. They've tried everything,

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they know. It's just a matter of youth are different today.

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We're different today. There's so many changes that have happened

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in the past five to ten years, and the strategies

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that we used ten twenty years ago don't necessarily work.

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So it's a matter of just having better strategies that

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address the actual issues that are going on right And

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most of the time it really stems down to safety.

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Feeling safe, feeling regulated. If you don't feel safe, you're

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not going to take a risk, and so many things

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in life involve us taking a risk.

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Speaker 1: Yeah, I'm curious. I don't know if we talked about

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this much before. Something specific. You mentioned about strategies that

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worked ten or twenty years ago that don't necessarily work now.

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Can you give us some examples of what used to

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work that doesn't work now and maybe why.

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Speaker 2: Yeah those times, so compliance, that's a big one that

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doesn't 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 going to either call

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the police or get the principle in here, or tell

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your parents or something like that, and there's no fear

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of that nowadays, isn't And in the fear is really

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I have to live my life. I've got to be

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able to post something on social media that one of

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my other peers is going to think is cool. Otherwise

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I have no social value. It's gonna reduce me. You know,

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those are really the concerns that youth are having today,

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much more so than you know, an authority figure coming

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in and providing something, because there's know that there's no

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real power behind that. Oh that's interesting, So there that

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is not a concern. Like you know, I'll always tell schools.

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They'll be like, oh, we're.

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Speaker 4: Gonna this is happening.

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Speaker 2: We're gonna call the police, and I'll be like, just

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give me a few minutes and let me see if

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I can, you know, get this situation turned around before

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we go down that road. Because once you call the

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police once or twice, that's it. Right the next time

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they come in and they're gonna be hey, what's up,

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you know, right right to the officers. So you know,

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don't use that as a threat because it's it's really

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not a threat at this point.

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Speaker 1: But why did that used to work?

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Speaker 2: I think because we did have that concern and that fear.

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The way we were rares 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 4: Yeah, ten or twenty years ago.

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Speaker 2: 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.

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Speaker 4: They feel on.

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Speaker 2: Edge, a little fearful all the time, but most people do.

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I will say that that's true of most individuals, not

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just youth, and so feeling safe enough to be able

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to do something that's a little different or out of

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their comfort zone, it takes a big step. So you've

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got to get them to feel safe first and then

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give them some strategies to help them regulate and that

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sort of thing. So many of us are like, you know,

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we're constantly looking for something else to do or something

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to get upset over because we're so used to feeling

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that way, been conditioned to feel that way so much

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of 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 1: 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 had my stay. I don't

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know about it.

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Speaker 2: 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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Speaker 4: I mean now, it's a huge thing.

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Speaker 2: Especially I'm with kids they have you know, in schools,

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they are a little bit more careful about the phones,

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but if I'm in their homes, they have no qualms

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in the middle of talking with me, taking it out

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and checking something on their phone or texting someone or

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doing you know, doing a snapchat real quick or something

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like that. It's just commonplace. Yeah, and it's it is

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how they interact with each other nowadays. If you look

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at teens, they are all sitting together, but they're not

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really talking to each other, and they're all got their

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phones out and they're you know, communicating through that and

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they're reading each other's snapchat. They're like the snapchat, the

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pictures coming up and they're looking at it and it's

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their friend that's sitting two seats down.

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Speaker 5: Yeah.

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Speaker 4: Yeah, Yeah, it's funny.

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Speaker 1: 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. Yeah, yes, what do you do?

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So how do you And this might be useful for

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parents or anyone who's dealing with with kids, Well hopefully

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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 exact 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 switch to me seems I mean, how rude, right,

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But to them it's like I guess some some of

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them they just don't even.

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Speaker 2: It's part of the social norm or it is part

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

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for me personally, I just try to be way more

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

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

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

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something shocking or whatever it is. But my role is

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really to engage. So because if I can't engage, I

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

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trying to do something that is a little bit out

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of the ordinary to get their attention. And oftentimes I'm

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so focused on them in giving them so much feedback

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that they're almost uncomfortable taking it out at times.

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Speaker 1: Oh really, they'll.

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Speaker 2: 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. I don't know anything about social media,

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show me how to do that. And then I'll be like, Okay,

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this is now a lesson for you, you know, and

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I try to engage them with the item if I

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can't engage them in another way.

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Speaker 1: Yeah. Yeah.

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Speaker 2: 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. You know.

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Speaker 4: My eleven year old would say, you take me shopping

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and then for ice cream and we do all these

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fabulous things.

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Speaker 2: But you know, so just doing things like that where

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you're getting to know them a little bit better, yeah,

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makes a huge difference. But I used to My boys

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are adults now, but I used to ask my boys

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to take social media vacations and stuff like that, and

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I would they would actually take the social media platforms

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off their phones, like they would delete that. Oh wow,

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for periods of time, oh and everything. Usually it was

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a result of doing something on social media that wasn't fabulous, right,

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but that would be but we would get to know

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each other so much better during that time period when

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they didn't have it on their phones because they didn't

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really have the desire to text and do that sort

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of thing. That's not how youth communicate now. It's usually

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through snapchatter, Instagram or something. They would, you know, so

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they would have conversations and behold.

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Speaker 1: Yeah, yeah, how big of a problem is this in schools?

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Because something something that I wonder about is how do

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schools Even I guess every school system must have their own.

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Speaker 4: It is all a little different on how they deal

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with it. Yeah, I mean, I.

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Speaker 1: Mean, I've heard of schools where they have the like

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where the students walk in and they actually take their

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phones their band they put them in some sort of

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lock box until the end of the day or something.

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Speaker 2: 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 responsibly 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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The problem with the phones, is that it really on

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a brain level. When you're looking at the brain, it

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wears out the dopamine receptors, So then you're checking it

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more often, you're doing it, you know, and then you're like,

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I can't get that feedback from it, So then they're

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looking up more and more shocking things. Over time, it's

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just pushing them to have more and more of that

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

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Speaker 1: Yeah. Yeah, if you are just joining us, we're talking

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with doctor Bethany Bilido, doctor b as she is like

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

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of the behavior boot Camp. And we're just gonna take

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a very quick break. I'm actually gonna have I'm gonna

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play a little something and we're gonna have you switch

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to a different microphone because that that microphone isn't sounding

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quite right and I want to make sure everyone can

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hear you. So it's not.

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Speaker 4: It's probably user error, he was technology.

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Speaker 2: It's guarantee, it's not.

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Speaker 1: 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 all right, that's

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a little bit of jam Tomorrow falling into place. Such

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a great song. We'll play the whole thing at the

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end of the show, I promise. I love that song

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so much. But we just wanted to switch our guests

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to a different microphone. So if you are just joining

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us here on Matt Connorton Unleashed this morning, we have

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a doctor Bethany billideo with us live and studio, and

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let's bring that mic up and let's see how we do.

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Speaker 4: Hello, doctor b Hey, how are you?

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Speaker 1: Oh that sounds better already. I just got to boost

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the volume a little bit.

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Speaker 2: 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? Right?

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Speaker 1: Really, have you have you had a technical glitches over there?

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Speaker 2: Everywhere I go, I will say shout out to Bo

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School District. Whenever I train in Bo School District, all

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the technology.

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Speaker 4: Always works perfectly.

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Speaker 2: Really, any other district I train in pretty much there's

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usually some glitch.

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Speaker 1: We shout out to both school district. Then that's excellent.

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That's excellent. So if you could talk a little bit

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about the Behavior boot Camp. Obviously, you know, as we said,

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this is your third time on the show, but for

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listeners who are just getting to know you for the

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first time, what is this?

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Speaker 2: 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

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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

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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,

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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

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simple things like how you're standing, the way you tilt

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your head, how you're moving into the space with another

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person so that they feel safe, and how to do

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those things. And whenever I walk into a school and

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

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they'll say, doctor B you know, can you handle that? Absolutely?

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And I go outside and within two seconds the kids

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coming in that was taking off into the woods or whatever.

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Speaker 4: They're like, why do you do that so fast?

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Speaker 2: 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

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for support that we really couldn't address the need. And

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

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that were asking for the support in these alternative ED

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programs in their schools because of the number of staff

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that we have YEA and so many parents that we're

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calling and I'm trying to talk them through on the

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phone how to do a technique that I was like,

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we need something that where people can see it. So oftentimes,

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if we're working with families, we're you know, giving them

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a membership to the course and that sort of thing

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so they can learn the skills, so they can see

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all these techniques and everything else. And we operate on

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that through social media too. We put out little clips

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every few days on social media that show different techniques

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and all of that, because we really feel like we're

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

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of other professionals in the nation that do similar work

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and their solo shows. So we really feel obligated to

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give these strategies and techniques to the community at large

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because a lot of people don't know them and they

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are very different from traditional, you know, techniques that we're used,

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and traditional techniques can still work, but they only work

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with about thirty percent of the population at this point.

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Speaker 1: Okay, so there's nobody else really doing this on this level.

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Speaker 2: No. I know an occupational therapist that does similar somewhat

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similar work with her students in Massachusetts, and then there's

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a woman over in California that actually two women who

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do similar work, but again it's a one on one situation,

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and one of them's a therapist and the other one

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

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

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more than just physical maneuvers with the body and everything else.

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We do a lot that deals with the mind and

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brain health and mental health and everything else. So our

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strategies are really proprietary to what we do and how

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

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so fast.

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Speaker 1: We do have a question in the chat room, Angela Carter.

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Angela Griffiths Carter says, how are the book is the

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Pain in the Classroom and the Behavior boot Camp related?

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Speaker 2: Well, the book actually I wrote the book which is

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coming out in twenty twenty five.

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Speaker 4: Oh, congratulations, thank you.

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Speaker 2: So that book will be released in twenty twenty five.

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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,

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

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

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

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

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as much content in the book as we have in

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the online course. But the book itself is about sixty

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thousand words.

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Speaker 4: Which is it's dense.

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Speaker 2: So that is really just a it's an educator's tool

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to use in the classroom on new strategies on how

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to use classroom management. So the book is actually eased

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The Pain a guide to safety and regulation in the

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classroom so educators can teach.

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Speaker 5: Are you self publishing or going through a publisher?

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Speaker 4: We have a few options.

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Speaker 2: We do have a publisher, but we may end up

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

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that I want to be able to do with the

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book that we may not be able to do with

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a publisher. So we're going to make that decision at

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the end of November. We'll make that decision.

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Speaker 1: Yeah, So the developing that course must have, that must

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have been quite the undertaking.

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Speaker 4: It was fun.

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Speaker 2: Yeah, I mean I love to write curriculum, and I

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write a lot of curriculum. I've written a lot of

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curriculum for years and years for different organizations and for

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you know, for different things that I train on and everything.

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Speaker 4: So I love to write curriculum.

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Speaker 2: So I basically just sat down and wrote it in

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modules of everything people need to know for, you know,

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to address safety issues. You know, if your kids having

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a tantrum, what do you do. Well, here's how you

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determine why they're having the tantrum. And they may not

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right off the bat, right they're having the tantrum because

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I didn't give them a candymarter and you know, or

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whatever it may be. But it talks about how to

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get them to a point of safety. And then it

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has all the components on regulation and in the online course,

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I mean We have tons of information on nutrition and

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on different things that you can do as far as

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supplementation brain issues. A lot of people don't realize how

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many things impact the brain and what's going on with

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those components. You know, I'll meet a youth that's like

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really irritable and they'll be like, no, you know, I

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don't like this certain kid. And I'll say, oh, yeah, why, well,

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you know, two years ago on the bus he tripped

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me and so on and so forth, and I'm like, oh, yeah,

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you're operating in the Limbic party.

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Speaker 4: You're a brain kiddo. Okay, So here's what we need

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to do.

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Speaker 2: You need more high intensity movement, you need to you know,

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we need to really look at having more of a

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higher protein diet, lower carbs, so we're gonna encourage you

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to eat that when you're at school and.

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Speaker 4: Those sorts of things.

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Speaker 2: But there's some very specific things you can do to

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support the Olympic part of the brain. And really what

476
00:22:52,880 --> 00:22:55,160
that means is the Olympic's getting all the blood flow.

477
00:22:55,400 --> 00:22:57,480
Nothing else is getting the blood flow. So if you're

478
00:22:57,519 --> 00:23:00,519
asking a kid to learn, or even an adult, if

479
00:23:00,559 --> 00:23:03,200
they want to learn something new in the Olympics getting

480
00:23:03,200 --> 00:23:05,240
all the blood flow. You don't have anything in your

481
00:23:05,240 --> 00:23:08,519
prefrontal cortex. You can't learn, you can't learn new content.

482
00:23:09,079 --> 00:23:11,240
So you've got to be able to get brain, you know,

483
00:23:11,839 --> 00:23:14,039
blood flow to that front part of the brain. And

484
00:23:14,079 --> 00:23:17,079
there's some really simple, simple strategies to do that. And

485
00:23:17,119 --> 00:23:19,920
one is you know, high intensity movement and it can

486
00:23:20,000 --> 00:23:21,839
be for just a couple seconds, you know, having them

487
00:23:21,839 --> 00:23:24,119
pick something up and putting it down a few times

488
00:23:24,160 --> 00:23:26,799
before they you know, go into the activity or something.

489
00:23:26,920 --> 00:23:28,880
Speaker 1: Yeah, I remember you talking about that last time. And

490
00:23:29,920 --> 00:23:32,720
you know how you know sometimes that physical activity, a

491
00:23:32,759 --> 00:23:37,359
little bit of exercise can really help the brain. It's yeah,

492
00:23:37,400 --> 00:23:39,720
as you know, as we talked about on your podcast.

493
00:23:39,720 --> 00:23:44,359
I'm a hypnotherapist and something that I really tell all

494
00:23:44,400 --> 00:23:47,680
my clients is, you know, if you because very often

495
00:23:48,759 --> 00:23:51,079
someone might come to me because they want to stop smoking,

496
00:23:51,240 --> 00:23:53,720
or they can't sleep at night or whatever it is,

497
00:23:54,160 --> 00:23:57,240
and we always end up talking about their exercise regimen

498
00:23:57,319 --> 00:24:00,000
and whether or not they have one, because the reality

499
00:24:00,079 --> 00:24:03,400
it is, if you're exercising, everything else will be better.

500
00:24:03,559 --> 00:24:06,160
Oh yeah, everything else will be better. It's not just

501
00:24:06,240 --> 00:24:08,440
about how you feel physically, it's how you feel emotionally

502
00:24:09,240 --> 00:24:13,559
and mentally, your your clarity and everything it all relates.

503
00:24:13,680 --> 00:24:16,000
And just that you know, even if it's just walking

504
00:24:16,039 --> 00:24:19,480
a little bit each day, that will make there's no

505
00:24:19,519 --> 00:24:21,920
way it makes anything worse. It'll make everything better.

506
00:24:22,039 --> 00:24:23,839
Speaker 4: It's a huge that's the biggest thing.

507
00:24:24,039 --> 00:24:26,640
Speaker 2: You push those large amino acids into the muscles and

508
00:24:26,680 --> 00:24:28,440
you get that blood flow of the front of the brain.

509
00:24:28,839 --> 00:24:30,839
It makes a huge difference. My husband will be the

510
00:24:30,839 --> 00:24:33,680
first person to say that if I don't exercise at

511
00:24:33,880 --> 00:24:37,039
during the day, I am not fit for human consumption

512
00:24:37,480 --> 00:24:38,119
is a mean.

513
00:24:41,880 --> 00:24:43,599
Speaker 4: So you know, you make it part of the lifestyle.

514
00:24:43,640 --> 00:24:47,480
Speaker 2: But nowadays, because of the structure of households and stuff,

515
00:24:47,519 --> 00:24:49,119
a lot of kids don't get a lot of physical

516
00:24:49,160 --> 00:24:52,599
movement during the course of the day. So and they're

517
00:24:52,599 --> 00:24:54,960
getting pee maybe once a week. I mean, there's some

518
00:24:54,960 --> 00:24:57,240
school districts that have it more often, which is great,

519
00:24:57,279 --> 00:24:59,880
But even at recess, kids aren't moving all that much there.

520
00:25:00,279 --> 00:25:01,839
You know, they may go up and down the slide

521
00:25:01,839 --> 00:25:04,480
a couple of times, but they're not breaking a sweat

522
00:25:04,519 --> 00:25:07,160
always right right, So and it's not consistent.

523
00:25:07,400 --> 00:25:09,680
Speaker 4: So yeah, any more of it.

524
00:25:10,039 --> 00:25:12,920
Speaker 1: And you did talk to you spoke about nutrition and

525
00:25:12,920 --> 00:25:15,079
how important that is for the branch. When you're in

526
00:25:15,119 --> 00:25:20,039
these school systems, do you see and this this isn't

527
00:25:20,079 --> 00:25:23,799
something you probably address with the school system necessarily, I

528
00:25:23,839 --> 00:25:28,279
wouldn't think, but do you see issues with what they're

529
00:25:28,359 --> 00:25:32,640
serving for lunches in public schools as not being optimum?

530
00:25:32,680 --> 00:25:35,160
Speaker 4: For for sure? I mean, the school districts are doing

531
00:25:35,200 --> 00:25:35,839
the best they can.

532
00:25:36,279 --> 00:25:38,880
Speaker 2: It's a program, so they're given the items that they're

533
00:25:38,920 --> 00:25:42,240
given and they you know, and they have to serve

534
00:25:42,319 --> 00:25:45,240
those specific items. It's it's very regimented, but it is

535
00:25:45,359 --> 00:25:49,519
not a diet that is conducive to good brain health unfortunately.

536
00:25:49,920 --> 00:25:52,920
And there is a common factor that all of my

537
00:25:53,000 --> 00:25:55,480
students pretty much I would say ninety nine percent of

538
00:25:55,519 --> 00:25:57,920
my student's experience, and it is that they eat a

539
00:25:58,039 --> 00:26:02,240
processed Western diet. And when we have the opportunity, we've

540
00:26:02,440 --> 00:26:05,119
had the opportunity to change some of our students' diets,

541
00:26:05,400 --> 00:26:09,759
and amazing things happen their verbal abilities and improve their

542
00:26:09,799 --> 00:26:16,319
behavioral issues, tend to really tend to decrease significant.

543
00:26:15,400 --> 00:26:16,680
Speaker 4: Changes in mental health.

544
00:26:16,799 --> 00:26:20,880
Speaker 2: I mean, we see huge changes when we can modify

545
00:26:20,920 --> 00:26:22,119
and work with their diets.

546
00:26:22,920 --> 00:26:23,920
Speaker 4: But that's not enough.

547
00:26:23,960 --> 00:26:26,680
Speaker 2: I mean you've got a diet is just one piece

548
00:26:26,720 --> 00:26:29,200
of the puzzle and everything, and it's hard. I mean, like,

549
00:26:29,240 --> 00:26:30,960
I'll be the first one to say that, you know,

550
00:26:31,319 --> 00:26:33,880
love I love having ice cream on Friday. I was

551
00:26:33,920 --> 00:26:36,160
at a meeting yesterday and I had one of the

552
00:26:36,200 --> 00:26:38,559
administrators in the school bought me a donut and I

553
00:26:38,640 --> 00:26:41,200
was like, oh my god, this is the best donut

554
00:26:41,319 --> 00:26:44,160
I've ever had. Shout out to Brothers Donuts in Franklin,

555
00:26:44,200 --> 00:26:46,720
New Hampshire. I was like, this donut is amazing and

556
00:26:46,880 --> 00:26:49,240
I love sugar, but you know, I don't have it

557
00:26:49,279 --> 00:26:52,240
on a daily basis, And it's you know, I mean,

558
00:26:52,279 --> 00:26:54,359
and it's tough because there's so many of those things

559
00:26:54,359 --> 00:26:59,559
that help us hit those dopamine receptors, but they don't

560
00:26:59,759 --> 00:27:02,039
help us long term. Like they might help us in

561
00:27:02,039 --> 00:27:04,000
the short term for a couple of minutes, but they're

562
00:27:04,039 --> 00:27:06,160
not going to help us long term, especially not over

563
00:27:06,200 --> 00:27:06,759
the long haul.

564
00:27:07,079 --> 00:27:11,240
Speaker 1: Right Right, People always talk too about and we hear

565
00:27:11,279 --> 00:27:13,680
this a lot on the show whenever we discuss social media.

566
00:27:14,279 --> 00:27:16,680
I mean, is it is it true that do you

567
00:27:16,720 --> 00:27:20,160
find that people's attention spans just generally are much shorter

568
00:27:20,200 --> 00:27:20,839
than they used to be?

569
00:27:21,000 --> 00:27:22,720
Speaker 2: Yes, for sure, And I mean you can see that

570
00:27:22,759 --> 00:27:25,480
with social media and stuff too. I mean, you know,

571
00:27:25,960 --> 00:27:29,279
not that we've been doing social media stuff for very long.

572
00:27:29,319 --> 00:27:31,640
I mean it's been pretty it's pretty short time span.

573
00:27:31,960 --> 00:27:35,119
But even since we started stuff a couple of years ago,

574
00:27:35,440 --> 00:27:37,640
we've head to shorten the length of time because we

575
00:27:37,680 --> 00:27:40,200
don't get engagement if things are as long as they

576
00:27:40,240 --> 00:27:43,119
were when we released them two three years ago, no kidding.

577
00:27:43,279 --> 00:27:46,559
Speaker 1: Yeah, even you can see even over the past couple

578
00:27:46,599 --> 00:27:47,920
of years, you can see that difference.

579
00:27:48,000 --> 00:27:48,240
Speaker 4: Yep.

580
00:27:48,480 --> 00:27:51,119
Speaker 1: That's amazing and disheartening.

581
00:27:51,359 --> 00:27:52,119
Speaker 4: Yeah.

582
00:27:52,480 --> 00:27:54,920
Speaker 2: You think about it back when, like podcasts could be

583
00:27:54,960 --> 00:27:57,240
an hour and people would listen to them, right, and

584
00:27:57,319 --> 00:27:59,759
certain people will I'll listen to a podcast for an.

585
00:27:59,720 --> 00:28:02,200
Speaker 1: Hour, sure, yeah, me too, me too.

586
00:28:03,519 --> 00:28:06,559
Speaker 2: But younger people oftentimes won't.

587
00:28:06,839 --> 00:28:08,119
Speaker 4: Twenty minutes is the max.

588
00:28:08,160 --> 00:28:11,160
Speaker 2: I mean right now, we're doing a video podcast series

589
00:28:11,200 --> 00:28:14,920
all on our book, and it's twenty minutes max.

590
00:28:14,960 --> 00:28:16,599
Speaker 4: Like they cut me at twenty minutes.

591
00:28:16,640 --> 00:28:21,839
Speaker 1: Oh no kidding, Yeah yeah, yep, Oh yeah, that's too bad.

592
00:28:21,920 --> 00:28:23,680
Speaker 2: Yeah, I'm like, I had another good one, get but

593
00:28:23,839 --> 00:28:24,640
I'll just have.

594
00:28:24,559 --> 00:28:27,200
Speaker 4: To I'll just have to ask you off off of.

595
00:28:27,640 --> 00:28:31,519
Speaker 1: Right, right, Yeah, if you are just joining us. Doctor

596
00:28:31,559 --> 00:28:34,680
Bethany Bilideo is here from the Behavior boot Camp, and

597
00:28:36,480 --> 00:28:38,960
somebody had a question. Oh, somebody in the chat room

598
00:28:39,000 --> 00:28:42,359
made a comment about drinking water. That's probably another thing too.

599
00:28:42,880 --> 00:28:44,440
I guess you could kind of sort of file that

600
00:28:44,519 --> 00:28:45,359
under nutrition rot.

601
00:28:45,400 --> 00:28:47,319
Speaker 2: No, it is, yeah, And I mean I've looked up

602
00:28:47,359 --> 00:28:48,920
a lot of the stats on it. I've read a

603
00:28:48,960 --> 00:28:51,440
lot a lot of journal articles on water, and it's

604
00:28:51,519 --> 00:28:53,880
it's something like more than eighty five percent of the

605
00:28:54,039 --> 00:28:58,400
kids that are diagnosed with ADHD are actually severely dehydrated

606
00:28:58,559 --> 00:29:01,640
and real times interesting. Yeah, and sometimes if you can

607
00:29:01,759 --> 00:29:06,079
increase their ability to consume water, you see that their

608
00:29:06,119 --> 00:29:07,799
symptoms decrease significantly.

609
00:29:08,000 --> 00:29:11,880
Speaker 1: Oh that's interesting. Yeah, that's interesting. Angela said in the

610
00:29:11,960 --> 00:29:14,880
chat room, a lot of my students bring sugary snacks

611
00:29:14,920 --> 00:29:17,200
to school as they're only nutrition.

612
00:29:17,519 --> 00:29:19,119
Speaker 4: Yeah, it's unfortunate.

613
00:29:19,799 --> 00:29:20,240
Speaker 1: Yeah.

614
00:29:20,319 --> 00:29:22,880
Speaker 2: Yeah, there's some school districts that have great programs as

615
00:29:22,880 --> 00:29:26,400
far as providing fruits and vegetables and things like that additionally,

616
00:29:26,440 --> 00:29:28,880
so kids can have those at snacks and those sorts

617
00:29:28,880 --> 00:29:31,880
of times when when we work with those particular districts,

618
00:29:31,880 --> 00:29:35,599
we're really pushing those pieces of it, you know, and saying,

619
00:29:35,599 --> 00:29:38,480
oh yeah, save that for later, save that for after school,

620
00:29:38,559 --> 00:29:40,200
and that sort of thing, because you see it too.

621
00:29:40,319 --> 00:29:42,599
I mean, if you have something super sugary and then

622
00:29:42,599 --> 00:29:44,400
they're going into a class, they're not going to be

623
00:29:44,440 --> 00:29:48,519
able to be appropriately or even optimally to learn.

624
00:29:48,519 --> 00:29:51,000
Speaker 1: Right right. I feel like we have a much much

625
00:29:51,039 --> 00:29:55,200
broader problem in our culture too, with just I don't

626
00:29:55,279 --> 00:29:58,880
understand why. You know, It's like you come into the

627
00:29:58,880 --> 00:30:01,200
world and it seems like, right out of the gate,

628
00:30:02,920 --> 00:30:05,480
everybody around you, like all these people who love you,

629
00:30:05,480 --> 00:30:08,480
your family and everyone you know, they can't wait to

630
00:30:08,720 --> 00:30:11,759
just fill you up with sugar and things that cause

631
00:30:11,839 --> 00:30:15,720
diabetes and junk food. It's strange, you know. It's like,

632
00:30:15,759 --> 00:30:18,839
you know, you have your first birthday and here here's cake. Yeah,

633
00:30:19,039 --> 00:30:21,440
you know, it's it's it's bizarre if you really think

634
00:30:21,440 --> 00:30:24,240
about it logically, like why do we do that?

635
00:30:24,400 --> 00:30:28,039
Speaker 4: Yeah? A lot of our celebrations revolve around food. Yeah,

636
00:30:28,079 --> 00:30:28,640
stuff like that.

637
00:30:28,720 --> 00:30:32,599
Speaker 1: We're all taught. We're taught from a very young age

638
00:30:32,640 --> 00:30:35,640
that all these things that are so terrible for you

639
00:30:35,640 --> 00:30:36,000
eat this.

640
00:30:36,319 --> 00:30:36,759
Speaker 4: Yeah.

641
00:30:36,839 --> 00:30:40,759
Speaker 2: Well, you think back to antiquity, I mean when people

642
00:30:41,079 --> 00:30:45,599
were starving and in a state of starvation and going

643
00:30:45,920 --> 00:30:47,880
days and days on time not able to find food.

644
00:30:48,240 --> 00:30:52,359
Speaker 4: The quickest energy source was sugar. Yep, So anything with sugar.

645
00:30:52,759 --> 00:30:57,960
Speaker 2: Sugar has become this you know, celebratory item because of that.

646
00:30:58,160 --> 00:31:00,799
I think, you know, over time and and we still

647
00:31:00,920 --> 00:31:01,599
view it that way.

648
00:31:01,680 --> 00:31:02,400
Speaker 4: I mean, you have sugar.

649
00:31:02,400 --> 00:31:10,240
Speaker 1: I like, right, yeah, it's uh, yeah, it's frustrating. What

650
00:31:10,240 --> 00:31:15,119
what's the single biggest issue you see in schools? I

651
00:31:15,160 --> 00:31:16,960
know it's kind of a broad question, but I mean,

652
00:31:17,039 --> 00:31:19,359
is there is there something that really stands out that

653
00:31:19,359 --> 00:31:22,200
that you that you see consistently in every school system

654
00:31:22,200 --> 00:31:22,759
you go into.

655
00:31:22,960 --> 00:31:26,960
Speaker 2: So for me, because I'm called in because a student

656
00:31:27,480 --> 00:31:31,799
is probably physically aggressive, so that's what I see. Yeah,

657
00:31:32,200 --> 00:31:34,519
but that's the reason I'm being asked to come in.

658
00:31:34,559 --> 00:31:36,920
So I do a lot of Tier one, Tier two trainings,

659
00:31:36,920 --> 00:31:39,319
and those are kids that are not aggressive but might

660
00:31:39,359 --> 00:31:43,799
be refusing. I think the refusals are huge, refusing to participate,

661
00:31:44,839 --> 00:31:45,839
so they're walking out.

662
00:31:46,000 --> 00:31:48,480
Speaker 1: So kids, so kids who aren't violent, they're just they're

663
00:31:48,519 --> 00:31:50,200
just saying I'm just not gonna Yeah.

664
00:31:50,240 --> 00:31:52,599
Speaker 4: I mean, I'm doing that for professional development wise.

665
00:31:52,640 --> 00:31:55,480
Speaker 2: That's what I'm training on most of the time because

666
00:31:55,519 --> 00:31:58,279
usually if they have a kid who's physically aggressive, they're

667
00:31:58,319 --> 00:32:02,119
referring them to an organization such as mine that specializes

668
00:32:02,160 --> 00:32:05,240
in working with kids like that. And I'm not necessarily

669
00:32:05,319 --> 00:32:08,160
training the school staff to deal with that. Sometimes i

670
00:32:08,240 --> 00:32:12,000
am because there aren't agencies available to deal with those

671
00:32:12,000 --> 00:32:16,200
sorts of challenges. But it's probably the refusal and the

672
00:32:16,240 --> 00:32:20,799
avoidance is the big one that is getting reported, and

673
00:32:20,880 --> 00:32:24,720
those are simple things to address. I mean typically right now,

674
00:32:24,799 --> 00:32:27,920
you think about from a learning perspective, how do people

675
00:32:28,079 --> 00:32:32,160
learn nowadays? Well, we can learn through repetition. Most individuals

676
00:32:32,200 --> 00:32:32,519
hate that.

677
00:32:32,680 --> 00:32:33,200
Speaker 4: It sucks.

678
00:32:34,960 --> 00:32:38,160
Speaker 2: We can learn through things that are super super engaging,

679
00:32:39,000 --> 00:32:41,359
or we can learn through things that are new novel.

680
00:32:41,799 --> 00:32:44,160
Speaker 4: So the easiest way to.

681
00:32:44,200 --> 00:32:47,559
Speaker 2: Engage, you know, students at this point is really to

682
00:32:47,599 --> 00:32:50,160
either make it new, present the materials so it's new,

683
00:32:50,240 --> 00:32:53,519
or make it super engaging. Those two things. Because most

684
00:32:53,640 --> 00:32:56,880
kids won't do repetition. You do still have some students

685
00:32:56,920 --> 00:32:59,839
that will engage in repetition, but that's you think back

686
00:32:59,880 --> 00:33:03,160
to your own school experiences, it's probably a lot through repetition.

687
00:33:03,240 --> 00:33:06,119
I know mine was a lot through repetition, right you know,

688
00:33:06,160 --> 00:33:08,319
And I'd be writing it and be like a squirrel

689
00:33:08,359 --> 00:33:10,039
do do you know?

690
00:33:10,160 --> 00:33:10,759
Speaker 4: Sort of things.

691
00:33:10,799 --> 00:33:13,480
Speaker 2: So I had some great teachers, but I was not

692
00:33:13,759 --> 00:33:17,920
a great student so at all. And I think I'm

693
00:33:17,960 --> 00:33:20,319
in this field because I feel for kids. I know

694
00:33:20,400 --> 00:33:23,000
it's tough. I you know, I knew every hiding place

695
00:33:23,039 --> 00:33:26,480
in my elementary school. They'd say, you know, Bethany, you

696
00:33:26,559 --> 00:33:29,160
need to go up to the library, the creepy library

697
00:33:29,519 --> 00:33:31,880
and work up there. It was like one of those

698
00:33:31,920 --> 00:33:34,480
weird like the ceilings were only like seven feet tall.

699
00:33:34,599 --> 00:33:36,319
Oh really, and so it was really it was a

700
00:33:36,359 --> 00:33:38,960
strange space. So they'd be like, go upstairs and work,

701
00:33:39,200 --> 00:33:41,680
and I would just hide under one of the water

702
00:33:41,720 --> 00:33:44,359
fountains or in one of the cabinets going up there

703
00:33:44,480 --> 00:33:46,839
or something. And then eventually I'd go back to class

704
00:33:46,880 --> 00:33:48,519
and they'd be like, did you work up the Oh yeah,

705
00:33:48,519 --> 00:33:49,000
I worked.

706
00:33:48,880 --> 00:33:50,359
Speaker 4: Up the right right.

707
00:33:51,039 --> 00:33:57,319
Speaker 1: Oh wow, that's funny. How many uh, I know, we

708
00:33:57,359 --> 00:33:59,799
talked about this before and I was surprised at how

709
00:33:59,839 --> 00:34:01,680
long charge to the number ones? But how many school

710
00:34:01,680 --> 00:34:04,640
districts are you working with it at any given time?

711
00:34:04,839 --> 00:34:09,320
Speaker 2: So we tend to focus on twelve in a year primarily,

712
00:34:09,760 --> 00:34:14,320
but I personally work with about twenty to twenty five

713
00:34:14,400 --> 00:34:16,880
during a school year. So my reach is a little

714
00:34:16,880 --> 00:34:19,559
bit different because I do so much professional development and

715
00:34:19,559 --> 00:34:22,039
I do I train about I do about one hundred

716
00:34:22,039 --> 00:34:25,400
trainings a year. So I'm in a lot more schools

717
00:34:25,400 --> 00:34:27,880
than my staff are in because they're they're in the

718
00:34:27,880 --> 00:34:30,599
same schools every day, Whereas I'm going in and either

719
00:34:30,679 --> 00:34:33,239
doing professional development or I'm writing an assessment on a

720
00:34:33,280 --> 00:34:35,519
student that's struggling or something like that, and then or

721
00:34:35,559 --> 00:34:38,119
I'm doing a parent training and then I'm out and

722
00:34:38,119 --> 00:34:40,440
I'm onto a different in a different school and that

723
00:34:40,519 --> 00:34:44,199
sort of thing. So my time is very short. Okay, schools,

724
00:34:44,199 --> 00:34:46,199
so and we rotate, We don't stay in the same

725
00:34:46,239 --> 00:34:48,559
schools every year. Like we really look at it as

726
00:34:48,679 --> 00:34:52,480
we need an exit plan. Once all of your tier

727
00:34:52,599 --> 00:34:55,480
three students are at tier two, tier one, I mean,

728
00:34:55,480 --> 00:34:57,280
our goal is obviously to get them to tier one.

729
00:34:58,039 --> 00:35:00,400
Speaker 4: Then we're out. You know, we look at other you know,

730
00:35:00,440 --> 00:35:01,119
we have a wait.

731
00:35:00,960 --> 00:35:03,079
Speaker 2: List and we move on to the next school districts

732
00:35:03,079 --> 00:35:04,159
that need that support.

733
00:35:04,440 --> 00:35:08,679
Speaker 1: Yeah. So while you're so you're going into the school,

734
00:35:08,880 --> 00:35:11,599
but but you've got staff also going into the school,

735
00:35:11,880 --> 00:35:14,599
and so the staff great staff. Yeah, and they stay

736
00:35:14,639 --> 00:35:17,079
at that Yeah, they're there every week for the for

737
00:35:17,119 --> 00:35:17,800
the process.

738
00:35:17,920 --> 00:35:21,280
Speaker 2: They're there every day, and our staff work with anywhere

739
00:35:21,280 --> 00:35:25,840
from one to twelve students in a day, and you know,

740
00:35:25,920 --> 00:35:30,000
and it's really providing safety and regulation training and all

741
00:35:30,039 --> 00:35:31,880
of that so that the students getting it and the

742
00:35:31,960 --> 00:35:34,480
staff are getting it, so that they're learning those skills

743
00:35:34,840 --> 00:35:37,440
so that we can then we have an exit plan

744
00:35:37,480 --> 00:35:38,719
and we are trying.

745
00:35:38,480 --> 00:35:38,880
Speaker 4: To get out.

746
00:35:38,960 --> 00:35:41,400
Speaker 2: So it used to take us one to three years

747
00:35:41,400 --> 00:35:43,239
to get out of a school district. We now can

748
00:35:43,280 --> 00:35:45,320
get out of a school in as little as three

749
00:35:45,320 --> 00:35:46,199
to six months.

750
00:35:46,119 --> 00:35:48,679
Speaker 4: Okay with the staff. So and we go back to.

751
00:35:48,639 --> 00:35:50,880
Speaker 2: The school once all the students have transitioned off. I

752
00:35:50,880 --> 00:35:53,760
had a one of my amazing staff last year. She

753
00:35:53,840 --> 00:35:57,639
had her school. She got all of her all of

754
00:35:57,679 --> 00:36:00,039
her students were Tier three. She had nine students and

755
00:36:00,079 --> 00:36:03,320
she got seven of them to Tier one and two

756
00:36:03,360 --> 00:36:04,800
of them were at Tier two. And we went back

757
00:36:04,840 --> 00:36:07,480
to the district in April and said, you know, we

758
00:36:07,519 --> 00:36:09,760
should we need to pull her out, Like you don't

759
00:36:09,800 --> 00:36:12,639
need that level of support there anymore. We can keep

760
00:36:12,639 --> 00:36:15,280
doing stuff, but you're better off putting us in one

761
00:36:15,320 --> 00:36:18,400
of your other schools in the district. Over the rest

762
00:36:18,400 --> 00:36:19,960
of the year to try to shore up some of

763
00:36:19,960 --> 00:36:24,679
the other issues, which works great, and we're we're constantly

764
00:36:24,840 --> 00:36:27,079
on that and we're taking data all the time to

765
00:36:27,119 --> 00:36:28,599
see where we're at with that too.

766
00:36:29,440 --> 00:36:31,559
Speaker 1: Do you ever go into a school or a school

767
00:36:31,559 --> 00:36:35,960
district where you're kind of pleasantly surprised that things maybe

768
00:36:35,960 --> 00:36:38,400
aren't that bad, like like often like this one's going

769
00:36:38,480 --> 00:36:39,239
to be kind of easy.

770
00:36:39,559 --> 00:36:42,320
Speaker 4: Often, Yeah, that must be nice when that happens. Great

771
00:36:42,320 --> 00:36:44,920
when it happens. Yeah, I mean, for me, the.

772
00:36:44,880 --> 00:36:46,440
Speaker 2: Best thing that happens is when I go in and

773
00:36:46,440 --> 00:36:48,920
they're like, tell me how else I can do this,

774
00:36:49,039 --> 00:36:51,079
Give me some other strategies for this, and they want

775
00:36:51,079 --> 00:36:52,800
to learn because then I'm like, oh, I'm in and

776
00:36:52,840 --> 00:36:55,360
out fast, you know, because they're going to pick up

777
00:36:55,360 --> 00:36:59,440
the strategies and I can exit out. And a lot

778
00:36:59,480 --> 00:37:01,519
of times they're dealing with it where they're texting me

779
00:37:01,599 --> 00:37:02,440
or emailing me and.

780
00:37:02,360 --> 00:37:04,000
Speaker 4: Saying I tried this, I tried this, what else?

781
00:37:04,039 --> 00:37:06,280
Speaker 2: And I'll say how about this, this and this, and

782
00:37:06,280 --> 00:37:08,559
and they're able to work on it in that way.

783
00:37:08,639 --> 00:37:11,159
When they're open to that, that's great. When I have

784
00:37:11,239 --> 00:37:13,599
to spend a lot of time convincing them that it's

785
00:37:13,639 --> 00:37:14,159
going to work.

786
00:37:14,559 --> 00:37:16,719
Speaker 4: It takes more time. Yeah, obviously, do.

787
00:37:16,719 --> 00:37:19,480
Speaker 1: You run into that a lot as well? Oh yeah,

788
00:37:19,639 --> 00:37:20,920
I would imagine. Yeah.

789
00:37:21,880 --> 00:37:24,519
Speaker 3: Image from the standpoint of those that are working with

790
00:37:24,559 --> 00:37:28,280
the students, the teachers, the parents, one thing that I

791
00:37:28,360 --> 00:37:29,320
hear is exhaustion.

792
00:37:29,599 --> 00:37:33,400
Speaker 2: Exhaustion all around across the board for everybody, the parents,

793
00:37:33,480 --> 00:37:34,639
the kids, the staff.

794
00:37:34,719 --> 00:37:36,559
Speaker 3: What kind of advice do you give people that are

795
00:37:36,599 --> 00:37:39,000
dealing just in general to deal with that exhaustion or

796
00:37:39,039 --> 00:37:39,840
to try and help them.

797
00:37:39,880 --> 00:37:43,079
Speaker 2: I think the big thing around exhaustion is that, like

798
00:37:43,360 --> 00:37:46,280
we are working ourselves to a state of exhaustion a

799
00:37:46,320 --> 00:37:50,719
lot of the time, so you know, implementing strategies that

800
00:37:50,800 --> 00:37:53,519
are going to help significantly with that, making sure that

801
00:37:53,559 --> 00:37:57,400
you're getting good quality sleep. But I really think it's

802
00:37:57,679 --> 00:38:00,679
it's you know, giving yourself some downtime too, And a

803
00:38:00,719 --> 00:38:01,440
lot of people don't.

804
00:38:01,480 --> 00:38:05,320
Speaker 4: They're so overscheduled and it just happens.

805
00:38:05,320 --> 00:38:07,760
Speaker 2: It's part of your life and everything. So I have

806
00:38:07,880 --> 00:38:10,800
one of my own personal children, like she signs herself

807
00:38:10,880 --> 00:38:13,440
up for everything, and then my other child will be like,

808
00:38:13,920 --> 00:38:17,559
that's enough, I've got two nights of stuff. I just

809
00:38:17,599 --> 00:38:20,039
want to be home and have my time, and I'm like,

810
00:38:20,039 --> 00:38:23,079
you go, girl, Like she knows her boundaries and she

811
00:38:23,239 --> 00:38:25,119
sets them and knows that it's too much.

812
00:38:25,159 --> 00:38:26,039
Speaker 4: Where's my other one?

813
00:38:26,119 --> 00:38:26,320
Speaker 1: Will?

814
00:38:26,480 --> 00:38:27,599
Speaker 4: You know? Over schedule?

815
00:38:27,639 --> 00:38:30,840
Speaker 2: And then she's you know, on top of it and

816
00:38:30,880 --> 00:38:34,840
everything else. But I also make them my own personal children.

817
00:38:34,880 --> 00:38:38,760
Like we've meditated since they were my littlest I think

818
00:38:38,840 --> 00:38:41,639
was eighteen months when I started meditating with her. And wow,

819
00:38:41,719 --> 00:38:44,519
and so we meditate every night as a family.

820
00:38:45,440 --> 00:38:49,599
Speaker 4: Wow, my husband sleeps during the meditation.

821
00:38:50,280 --> 00:38:53,960
Speaker 2: I'll sleep every night during the meditation. But my girls meditate.

822
00:38:54,000 --> 00:38:56,840
We meditate every night, and that is part of what

823
00:38:57,199 --> 00:39:00,280
my youngest daughter will tell you. That is the bigest

824
00:39:00,320 --> 00:39:02,800
thing that has helped her with quality of sleep, that

825
00:39:02,800 --> 00:39:05,679
has helped her with her anxiety, and has significantly helped

826
00:39:05,679 --> 00:39:08,960
her when she starts to feel sad. So those are huge,

827
00:39:09,000 --> 00:39:12,000
which you look at the research. I mean honestly, the

828
00:39:12,079 --> 00:39:16,079
meditation it creates those hormones in the brain that helped

829
00:39:16,119 --> 00:39:20,960
to combat all of those pieces and everything, so significantly

830
00:39:21,000 --> 00:39:24,519
helps with that. And we're very specific about what we're

831
00:39:24,559 --> 00:39:29,800
meditating about, whether we're reviewing our day, whether we are meditating,

832
00:39:29,920 --> 00:39:33,199
because we want to think about something that we feel happens,

833
00:39:33,199 --> 00:39:37,000
and we're mentally rehearsing that scenario, whatever it is. We're

834
00:39:37,159 --> 00:39:39,280
very specific about our meditations.

835
00:39:39,519 --> 00:39:41,320
Speaker 3: Now. Do you tell somebody that says, oh, I can't

836
00:39:41,360 --> 00:39:43,559
meditate everybody, my brain doesn't stop.

837
00:39:43,639 --> 00:39:46,400
Speaker 4: I can't meditate. I feel your pain. If you know

838
00:39:46,599 --> 00:39:50,320
me that, I'm like, yeah, no, I hear that.

839
00:39:50,519 --> 00:39:53,840
Speaker 1: Yeah. Actually we talked about that when I was on

840
00:39:53,880 --> 00:39:55,800
your podcast, because I hear that all the time.

841
00:39:56,039 --> 00:40:01,440
Speaker 2: Apist, Yeah, everybody. Can you start with very small components

842
00:40:01,480 --> 00:40:03,639
of time. I have Every one of my students tells

843
00:40:03,679 --> 00:40:05,280
me that when I start with them, because we start

844
00:40:05,320 --> 00:40:08,119
with mindfulness and we work up to meditation over time.

845
00:40:08,199 --> 00:40:11,119
We have to do safety and regulation first, but we

846
00:40:11,199 --> 00:40:14,320
get to the meditation and kids always students that have

847
00:40:14,360 --> 00:40:15,159
said I.

848
00:40:15,159 --> 00:40:18,199
Speaker 4: Can't do this, this is stupid, I don't like.

849
00:40:18,239 --> 00:40:20,760
Speaker 2: It, you know, And then a couple months later I'm in.

850
00:40:20,800 --> 00:40:22,559
They'll be like, doctor, b are we going to meditate today?

851
00:40:22,559 --> 00:40:23,599
Speaker 4: And I'm like, yep, we are.

852
00:40:23,719 --> 00:40:26,960
Speaker 2: So they get in, they get to that and they'll say, oh,

853
00:40:27,000 --> 00:40:28,800
I really need to meditate today. I have a math

854
00:40:28,880 --> 00:40:31,079
test and I've got to be ready or I've got to,

855
00:40:31,320 --> 00:40:32,599
you know, get up in front of the class and

856
00:40:33,079 --> 00:40:35,880
speak about this project that I'm doing. I need to meditate,

857
00:40:35,920 --> 00:40:38,000
and I'll be like, okay, let's do it. And they

858
00:40:38,079 --> 00:40:40,800
get themselves, you know, into a point where they really

859
00:40:40,800 --> 00:40:43,119
look forward to it, and they tell me also, that's

860
00:40:43,119 --> 00:40:45,320
one of the biggest things that helps their quality of life.

861
00:40:45,400 --> 00:40:46,519
Speaker 5: Mm hmm, that's awesome.

862
00:40:46,679 --> 00:40:48,440
Speaker 1: Yeah, yeah, no, that's excellent.

863
00:40:48,880 --> 00:40:49,000
Speaker 2: Uh.

864
00:40:49,079 --> 00:40:51,000
Speaker 1: Sarah in the chat room two was asking, great question.

865
00:40:51,079 --> 00:40:53,800
Can you explain the tears you mentioned like tier one

866
00:40:53,840 --> 00:40:54,199
tier two?

867
00:40:54,280 --> 00:40:55,039
Speaker 4: Yeah, good question.

868
00:40:55,440 --> 00:40:58,679
Speaker 2: So Tier one is really just a student who might

869
00:40:58,719 --> 00:41:01,800
be just struggling a little bit, having some trouble paying attention,

870
00:41:01,880 --> 00:41:04,599
maybe talking to their neighbor or blurting things out, doing

871
00:41:04,639 --> 00:41:05,320
that sort of thing.

872
00:41:05,599 --> 00:41:07,840
Speaker 4: A Tier two kid is probably a student who's.

873
00:41:07,639 --> 00:41:10,440
Speaker 2: Getting up and leaving class, using a lot of bathroom breaks,

874
00:41:10,719 --> 00:41:14,840
maybe refusing to do work in the classroom. Those sorts

875
00:41:14,880 --> 00:41:19,119
of things, isn't getting isn't producing much academically, especially if

876
00:41:19,159 --> 00:41:21,000
they are not getting one on one support.

877
00:41:21,079 --> 00:41:21,840
Speaker 4: That's a tier two.

878
00:41:22,119 --> 00:41:24,519
Speaker 2: Tier three is your student who's probably not in your

879
00:41:24,559 --> 00:41:26,639
classroom a lot of the time. It might not be

880
00:41:26,719 --> 00:41:27,599
in the classroom at all.

881
00:41:27,679 --> 00:41:28,880
Speaker 4: Those are Tier three kids.

882
00:41:29,719 --> 00:41:32,039
Speaker 2: I tend to get Tier three kids if they are

883
00:41:32,119 --> 00:41:35,840
physically aggressive. A Tier three kid who is not physically aggressive,

884
00:41:35,880 --> 00:41:39,039
more in shutdown mode and stuff. Sometimes I'll get that student,

885
00:41:39,239 --> 00:41:42,280
especially if it's if the community around them is really

886
00:41:42,320 --> 00:41:46,079
invested in getting them to a better point. But it

887
00:41:46,159 --> 00:41:49,719
really depends on the students. So the difference is that

888
00:41:49,760 --> 00:41:52,679
students who are physically aggressive are obviously disruptive to the

889
00:41:52,679 --> 00:41:56,840
school community. Yeah, so that's why we get called in

890
00:41:57,039 --> 00:42:00,320
so quickly versus the other population. We work just as

891
00:42:00,400 --> 00:42:04,639
much with the other population, especially with parents, but it's

892
00:42:04,679 --> 00:42:07,400
not as high a need because it's not disrupting and

893
00:42:07,440 --> 00:42:07,960
not putting a.

894
00:42:08,039 --> 00:42:10,519
Speaker 4: Risk to the school community as as a whole.

895
00:42:11,239 --> 00:42:14,920
Speaker 1: Do you have any advice for parents who are dealing

896
00:42:14,960 --> 00:42:17,480
with this not obviously not in the school, but parents

897
00:42:17,519 --> 00:42:20,320
who are dealing with this at home physically aggressive kids. Yeah,

898
00:42:20,320 --> 00:42:21,199
and they don't know what to do.

899
00:42:21,320 --> 00:42:22,239
Speaker 4: Absolutely, Yeah.

900
00:42:22,239 --> 00:42:24,159
Speaker 2: I mean some big things are you know, does the

901
00:42:24,239 --> 00:42:27,840
kid feel safe? And do you feel safe? If you

902
00:42:27,960 --> 00:42:30,000
don't feel safe, then you're not going to be able

903
00:42:30,039 --> 00:42:34,599
to convey safety to the other person. The stance of safety,

904
00:42:34,679 --> 00:42:36,480
I talk about that all the time. There's a certain

905
00:42:36,519 --> 00:42:38,960
way to stand your feet, are about shoulder with apart,

906
00:42:39,360 --> 00:42:41,559
your hands are in front of your thumbs are up,

907
00:42:41,599 --> 00:42:44,920
because that conveys confidence to the other person nonverbally, even

908
00:42:44,960 --> 00:42:48,039
though they don't realize that your elbows.

909
00:42:47,679 --> 00:42:48,800
Speaker 4: Are slightly out.

910
00:42:48,840 --> 00:42:51,199
Speaker 2: But you're not in an arms of Kimbo sort of

911
00:42:51,199 --> 00:42:53,840
stance because you're not trying to convey authority. You're trying

912
00:42:53,840 --> 00:42:58,000
to convey safety. So there is a slight differentiation with that.

913
00:42:58,840 --> 00:43:01,320
You're tilting your head lightly to the left, and the

914
00:43:01,360 --> 00:43:05,039
reason why is that conveys empathy in lifting the chin

915
00:43:05,079 --> 00:43:07,760
a little bit, because that also conveys that you're paying attention,

916
00:43:07,880 --> 00:43:09,199
that you're intentionally attuned.

917
00:43:09,239 --> 00:43:11,119
Speaker 4: So the stance safety huge.

918
00:43:11,320 --> 00:43:14,239
Speaker 2: Usually if I just move into that stance when I

919
00:43:14,280 --> 00:43:17,280
have a youth that is, you know, really agitated and

920
00:43:17,360 --> 00:43:20,960
could be physically agitated destroying property or whatever, they start

921
00:43:21,000 --> 00:43:23,400
to calm down and they end up usually moving into crying.

922
00:43:23,800 --> 00:43:25,840
If you're a parent and you're home with your kid

923
00:43:25,960 --> 00:43:30,360
oftentime and your kid is getting physically aggressive, oftentimes one

924
00:43:30,519 --> 00:43:33,880
remove the trigger. So if the trigger is I want

925
00:43:33,880 --> 00:43:35,480
that candy bar, I want that candy bar, and you

926
00:43:35,519 --> 00:43:37,400
said no, and the candy bar is still on the counter,

927
00:43:37,960 --> 00:43:40,159
you got to get whatever the trigger is same thing.

928
00:43:40,199 --> 00:43:40,840
Speaker 4: I want my phone.

929
00:43:40,880 --> 00:43:42,880
Speaker 2: I want my phone and the phone is still sitting

930
00:43:42,880 --> 00:43:45,079
on the counter, or I want my xbox.

931
00:43:45,519 --> 00:43:47,639
Speaker 4: Block it, either physically stand.

932
00:43:47,320 --> 00:43:49,239
Speaker 2: In front of it so that they can't see it,

933
00:43:50,039 --> 00:43:53,360
or put it away, because anytime they see that item,

934
00:43:53,679 --> 00:43:55,880
it's gonna they're going to trigger again.

935
00:43:56,000 --> 00:43:58,559
Speaker 4: It's just going to re escalate the person over again.

936
00:43:58,880 --> 00:44:01,599
Speaker 2: So get rid of it, you know, provide some sort

937
00:44:01,599 --> 00:44:04,639
of simple distraction once they start to come down a

938
00:44:04,639 --> 00:44:06,280
little bit, but you've got to give them a moment

939
00:44:06,320 --> 00:44:07,840
to come down. If you know your child is not

940
00:44:07,840 --> 00:44:10,320
going to be physically aggressive towards you, oftentimes a hug

941
00:44:10,360 --> 00:44:12,480
will bring them out of it because that calms the

942
00:44:12,480 --> 00:44:16,159
olympic system. So if you're at home, a lot of

943
00:44:16,159 --> 00:44:18,119
schools are non huggers, so I wouldn't say to do

944
00:44:18,159 --> 00:44:21,400
that at school, But if you're at home, grab your

945
00:44:21,440 --> 00:44:23,199
kid and hug them, or say do you need a hug?

946
00:44:23,239 --> 00:44:25,480
Do you just need a hug right now? And you know,

947
00:44:25,559 --> 00:44:27,480
pull them in and give them a hug. And usually

948
00:44:27,519 --> 00:44:30,320
then you can say, hey, you know, let's let's go

949
00:44:30,400 --> 00:44:32,880
do something, distract them for a minute, and then say

950
00:44:32,960 --> 00:44:34,840
what are some solutions? What are some things we can

951
00:44:34,880 --> 00:44:37,840
do differently and move them forward from that. Water is

952
00:44:37,880 --> 00:44:39,840
also a great remedy for this.

953
00:44:40,360 --> 00:44:41,840
Speaker 1: Oh I remember you talking about this.

954
00:44:41,960 --> 00:44:43,599
Speaker 2: Get them in the tub, get them in the shower,

955
00:44:44,079 --> 00:44:46,599
you know, if they're open to that. You know, water

956
00:44:46,679 --> 00:44:50,440
will help to de escalate them for sure as far

957
00:44:50,480 --> 00:44:53,679
as that stuff goes. So get them, you know, involved

958
00:44:53,719 --> 00:44:56,559
in water somehow you can get them to do that.

959
00:44:56,639 --> 00:44:59,079
But comfort items work really well too. If you can't

960
00:44:59,079 --> 00:45:01,480
get them into a shower, get a get a blanket

961
00:45:01,519 --> 00:45:03,760
and put it over them or something like that. Or

962
00:45:04,079 --> 00:45:07,079
help them get to a smaller, more confined space. If

963
00:45:07,119 --> 00:45:09,000
they're standing in the living room and that's your biggest

964
00:45:09,199 --> 00:45:12,039
room of the house, they're going to keep screaming and

965
00:45:12,119 --> 00:45:15,559
yelling and having big motions because the space is big.

966
00:45:15,719 --> 00:45:18,679
Their body has to fill the space. That makes sense, Okay,

967
00:45:18,679 --> 00:45:21,880
get them into the kitchen, in the bathroom, wherever. Get

968
00:45:21,880 --> 00:45:26,039
them into a smaller space. That will help significantly.

969
00:45:26,239 --> 00:45:27,719
Speaker 4: Okay, So the.

970
00:45:27,440 --> 00:45:29,599
Speaker 2: More you can shrink the space, the more safe they're

971
00:45:29,639 --> 00:45:32,360
going to feel. You know, at schools, I'll often be

972
00:45:32,480 --> 00:45:34,880
like I'll say to the kid, I'll like just point

973
00:45:34,920 --> 00:45:38,599
under the table, you know, and they'll just move under

974
00:45:38,639 --> 00:45:40,920
the table and then I'll hand them a blanket and

975
00:45:40,960 --> 00:45:43,039
then after a few minutes, they'll say, you ready to

976
00:45:43,079 --> 00:45:45,559
come out and we'll do a focus activity and then

977
00:45:45,559 --> 00:45:48,239
I get them back onto the academics. And the same

978
00:45:48,280 --> 00:45:50,679
thing works really well at home. Like I'll you know,

979
00:45:50,920 --> 00:45:53,559
you can say to them, you know, you want to go,

980
00:45:53,920 --> 00:45:56,239
you know, into a cabinet or something like that, Like

981
00:45:56,559 --> 00:45:59,719
all kids love that secret room, right concept I want

982
00:45:59,760 --> 00:46:00,000
to build.

983
00:46:00,079 --> 00:46:00,760
Speaker 5: Let's take me wrong.

984
00:46:01,119 --> 00:46:03,199
Speaker 2: You'll just be like, open the cabinet, pull out the

985
00:46:03,360 --> 00:46:05,599
you know, pull out your dishes and stuff for a second,

986
00:46:05,639 --> 00:46:07,519
be like, won't you go in there for a moment,

987
00:46:07,840 --> 00:46:10,800
you know, and they'll feel, they'll regroup, and then they

988
00:46:10,840 --> 00:46:11,320
come out.

989
00:46:11,199 --> 00:46:12,920
Speaker 4: And then you can do some processing with them. It's

990
00:46:12,960 --> 00:46:13,400
really good.

991
00:46:13,440 --> 00:46:14,960
Speaker 2: You need to do processing with them so that you

992
00:46:14,960 --> 00:46:16,840
can talk about what they can do better the next time,

993
00:46:16,880 --> 00:46:19,039
because you certainly don't want a twenty five year old

994
00:46:19,039 --> 00:46:22,400
crawling into a cabinet when they get upset, right, Not

995
00:46:22,480 --> 00:46:24,719
that that would I haven't heard any stories of that happening,

996
00:46:24,719 --> 00:46:26,199
but yeah, don't.

997
00:46:26,320 --> 00:46:28,559
Speaker 1: We don't even like it when our cats crawl into

998
00:46:28,559 --> 00:46:31,360
our cabinets. But maybe that's why they You know, because

999
00:46:31,400 --> 00:46:31,840
they like.

1000
00:46:31,920 --> 00:46:33,440
Speaker 4: They like small faces.

1001
00:46:33,480 --> 00:46:36,039
Speaker 2: This is the same reason why dogs like small confined

1002
00:46:36,079 --> 00:46:38,719
spaces everything too. I mean, it's you know, I have

1003
00:46:38,760 --> 00:46:40,320
a lot of kids who will go into their beds

1004
00:46:40,440 --> 00:46:42,360
when they don't feel safe. They go under their beds. Ye,

1005
00:46:42,519 --> 00:46:44,679
you know that, And I'll tell parents make it as

1006
00:46:44,679 --> 00:46:47,639
a safe place right there. If they're feeling stressed or

1007
00:46:47,719 --> 00:46:50,800
you can see that they're starting to get agitated, say hey,

1008
00:46:50,800 --> 00:46:53,039
why don't you go lay under your bed for a

1009
00:46:53,079 --> 00:46:55,679
little bit. Here's some here's some coloring, or here's some

1010
00:46:56,119 --> 00:47:00,280
this to do. Teens do it with clothing typically, so

1011
00:47:00,519 --> 00:47:02,760
if they're getting stressed and they're starting to get agitated

1012
00:47:02,800 --> 00:47:04,840
with you handam's sweatshirt.

1013
00:47:04,559 --> 00:47:05,960
Speaker 4: Okay, so I put the hood up.

1014
00:47:06,199 --> 00:47:08,400
Speaker 2: Yeah yeah, or Hannama winter hat so you can put

1015
00:47:08,400 --> 00:47:10,840
the hat on something like that. You know, that's why

1016
00:47:10,840 --> 00:47:14,039
people love to wear hats. It feel safer, get them

1017
00:47:14,400 --> 00:47:17,679
on and everything. It helps to stimulate that vagus nerve

1018
00:47:17,760 --> 00:47:20,639
and also helps to feel more confined, so.

1019
00:47:20,599 --> 00:47:22,079
Speaker 4: They feel a little bit safer.

1020
00:47:22,400 --> 00:47:26,000
Speaker 1: Everything that makes sense. Yeah, yeah, doctor b. The time

1021
00:47:26,000 --> 00:47:28,679
goes so quickly. We're already we're already approaching the top

1022
00:47:28,679 --> 00:47:30,840
of the hour. So I want to make sure before

1023
00:47:30,880 --> 00:47:33,639
we run out of time that our listeners know how

1024
00:47:33,679 --> 00:47:36,079
to reach you, how to learn more about the Behavior

1025
00:47:36,119 --> 00:47:39,159
boot Camp and the podcast of course, and anything else

1026
00:47:39,199 --> 00:47:41,159
you want to make sure everybody knows about.

1027
00:47:41,280 --> 00:47:43,360
Speaker 2: Yeah, so the easiest way to get a hold of

1028
00:47:43,400 --> 00:47:48,239
us is going to Wwwthbehavior boot camp dot com. That's

1029
00:47:48,320 --> 00:47:51,159
and we're also on the social media platforms under that

1030
00:47:51,280 --> 00:47:53,719
name is Well and everything we'd love to see. We

1031
00:47:53,760 --> 00:47:57,079
hold the free webinar every Thursday, and usually one of

1032
00:47:57,079 --> 00:48:00,119
our staff, one of our behaviorists, actually mansat. So if

1033
00:48:00,119 --> 00:48:03,440
you're having challenges at home, if you're having challenges at school,

1034
00:48:04,320 --> 00:48:06,280
whatever it may be, feel free to go on to

1035
00:48:06,519 --> 00:48:09,920
our website, sign up for that webinar and jump on

1036
00:48:10,039 --> 00:48:12,440
and a behaviorist will help get you through some of

1037
00:48:12,519 --> 00:48:14,920
those things, and they'll also give you some strategies, so

1038
00:48:15,000 --> 00:48:17,480
they have a planned content for that time. But that's

1039
00:48:17,519 --> 00:48:20,000
really for people who are struggling with certain scenarios that

1040
00:48:20,079 --> 00:48:21,079
need to work through things.

1041
00:48:21,719 --> 00:48:23,840
Speaker 1: Excellent. Excellent. By the way, I do want to read

1042
00:48:23,840 --> 00:48:26,719
this comment to Angela posted I've learned through Behavior Bootcamp

1043
00:48:26,800 --> 00:48:30,159
how body stance it's so important. Had no idea how

1044
00:48:30,280 --> 00:48:33,199
much body language can speak so much louder than words.

1045
00:48:33,280 --> 00:48:34,679
Speaker 4: Oh, thank you so much, Angelo.

1046
00:48:34,840 --> 00:48:38,880
Speaker 1: Yeah, yeah, absolutely, absolutely, thank you for that. Angela very

1047
00:48:38,880 --> 00:48:40,760
good well, doctor B. It's always a pleasure.

1048
00:48:40,920 --> 00:48:42,360
Speaker 4: It's always great to be here.

1049
00:48:42,440 --> 00:48:44,480
Speaker 2: Thanks so much for having me you guys, it's good

1050
00:48:44,480 --> 00:48:45,159
to see you both now.

1051
00:48:45,199 --> 00:48:48,159
Speaker 1: We really appreciate you and Jenny before we go too.

1052
00:48:48,199 --> 00:48:50,519
You want to plug your website and remind everybody of

1053
00:48:50,519 --> 00:48:51,079
what you're doing.

1054
00:48:51,280 --> 00:48:52,000
Speaker 4: Yeah, coming with.

1055
00:48:52,039 --> 00:48:54,480
Speaker 2: Yeah, shout out much, shout out much.

1056
00:48:54,920 --> 00:48:57,119
Speaker 3: You can go to coffee dot com, j E N

1057
00:48:57,239 --> 00:48:59,599
N co O f f ui dot com. Check out

1058
00:48:59,599 --> 00:49:02,800
on my arm art work, keep up with my activism.

1059
00:49:03,360 --> 00:49:03,960
Speaker 5: Yeah.

1060
00:49:04,119 --> 00:49:06,440
Speaker 3: Looking forward to writing up what it was like going

1061
00:49:06,480 --> 00:49:07,960
to the White House to speak next week.

1062
00:49:08,039 --> 00:49:09,760
Speaker 2: Yeah, big things, big things coming.

1063
00:49:10,079 --> 00:49:10,679
Speaker 1: Absolutely.

1064
00:49:11,159 --> 00:49:14,320
Speaker 3: Don't forget to check out the Mosaic Art Collective right

1065
00:49:14,360 --> 00:49:16,360
here in the Queens City, where I'm proud to have

1066
00:49:16,360 --> 00:49:18,840
one of my pieces on display right now, and it's

1067
00:49:18,840 --> 00:49:21,000
not too late. I think today is the leadline deadline

1068
00:49:21,000 --> 00:49:25,159
to get in for the Spellbuying spell Bound Art show

1069
00:49:25,280 --> 00:49:27,239
next month at the Mosaic Art Collective.

1070
00:49:27,360 --> 00:49:31,599
Speaker 1: Yes, yes, absolutely, uh, doctor B. Thank you again, and

1071
00:49:31,760 --> 00:49:33,920
of course thank you to jam tomorrow for joining us

1072
00:49:33,920 --> 00:49:35,960
in the second hour, and of course we had Adam

1073
00:49:36,000 --> 00:49:38,320
from Everfelt. Oh, I'm sorry. We had Jam Tomorrow in

1074
00:49:38,320 --> 00:49:41,239
the first hour, Adam in the second hour I ever Felt, Yes, Yes,

1075
00:49:41,599 --> 00:49:44,239
And we will leave you with as promised. So I'm

1076
00:49:44,239 --> 00:49:46,199
going to play the entire song because I love it

1077
00:49:46,239 --> 00:49:49,280
so much, Falling into Place by Jam Tomorrow. And if

1078
00:49:49,320 --> 00:49:50,719
you miss any part of today's show, it will be

1079
00:49:50,760 --> 00:49:53,280
up in just a little bit at wmnhradio dot org

1080
00:49:53,480 --> 00:49:56,079
at my website Matt Connorton dot com, and we'll talk

1081
00:49:56,119 --> 00:49:58,280
at you all a little bit later. By everybody, Bye bye,