February 6, 2026 • 12 mins
This week, I talk about a moment that made something click for me as a dad.
For years, I thought understanding why my nonverbal son does things was the key to helping him. But raising Lucas has taught me something different.
I don’t always need answers. I need awareness. I need trust.
In this episode, I share how learning to respect what my son does, even when I don’t fully understand it, has reshaped the way I parent, the way I protect him, and the way I see my role as his dad.
This is about trust, transitions, and what happens when you stop trying to decode your child and start meeting them where they are.
It's Here! Get the book – “Hi World, I’m Dad: How Fathers Can Journey to Autism Awareness, Acceptance, and Appreciation” on audio, digital, or print.
Follow Us On TikTok, Instagram, Facebook, and YouTube.
Also, be sure to read the blog that started it all - Hi Blog! I'm Dad.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
James Guttman (00:01):
I'm dad.
Folks, it's James Guttman.
It's Hi Pod I'm Dad.
I am the author of HiBlogImDad.com.
I'm the host of HiPod I'm Dad.
And I thank you once again forfinding us wherever you found
us.
Yeah, man.
I uh I was excited about doingthis podcast because it's rare
that in real time I'll come tokind of an epiphany, an
(00:23):
understanding of somethingthat's happening in that moment
as it relates to, especiallyraising my son.
Um Lucas 14, he's nonverbal andhe has autism.
And at this point, I know a lotof parents they kind of think
they have it all figured out.
You know, uh we reach thatpoint where we're kind of rigid
in our beliefs.
This is who my kid is, this iswhat he does.
(00:44):
And we sometimes forget to sayevolve our thinking, but really
analyze how we see things.
And we had a moment that pastweek, and I talked about it in
the blog.
And the idea was thatunderstanding why my son does
things is not as important asunderstanding that he does
(01:06):
things.
Let me explain.
Had an issue, wrote about it inthe blog.
There was ice on the steps outfront of my house.
I have split custody withLucas' mom.
When she comes to get him, shegets him in the front.
He waits for her, we sit in thefront room, I open the window,
he looks out the window, he hashis backpack, he has his jacket,
(01:27):
he's ready.
Same town, it's a quick ride.
But that's what we do, that'show we prepare for it.
Seeing the ice, I thought tomyself, I should walk him
through the garage.
The garage is how we get intothe house when he and I go out.
We leave for school through thegarage, we come home through
the garage.
Nine times out of ten, we'regoing through the garage.
So I thought to myself, Ishould bring this kid through
(01:47):
the garage.
It'll just be easier.
But as I was thinking about it,I realized, hey, my son has
problems with transitions.
He always has.
Most of the time, if he's goingto have an issue at school,
it's going from class to likemusic class, it's leaving for
recess, it's going back inside.
Even when he was younger,before we built that trust, he
would get upset if we were goinginto a building he didn't know,
(02:09):
a bowling alley, a birthdayparty.
And it finally took himunderstanding that I was
bringing him to positive placesto not do that.
So when I thought aboutbringing him through the garage,
I immediately realized, hey, ifI bring him through here, there
is a good chance that this isgoing to in the least upset him,
right?
Not even having like ameltdown.
(02:30):
Maybe he wouldn't, maybe hetrusts me, whatever, but I know
it's going to cause him a levelof anxiety.
Why would it cause him anxiety?
I have no idea.
Why are transitions difficultfor him?
I have no idea.
I can't tell you if you ask me,why does he do that?
I don't know.
But I know that he does thosethings.
(02:51):
And as his dad, it's my job toget ahead of those things, not
put him in situations where he'sgoing to be upset for no reason
or he's going to have to dealwith something that he doesn't
want to deal with.
And in that moment, gettingahead of it and realizing that
I'm going to protect him fromhaving this upset feeling.
(03:12):
I was proud of myself.
And I was proud of what I'vebuilt with him.
Because again, when you have achild who's nonverbal,
especially when they're little,you can't fathom having a bond,
having a relationship, or evenunderstanding anything that he
does.
Lucas would do things when hewas little that I couldn't
figure out.
And I'm proud to say that a lotof those things I have figured
(03:35):
out through the years.
Again, I don't know why, but Iknow what they are.
For example, Lucas has an iPadand he starts and stops YouTube
videos all day.
Start, stop, start, stop.
To anybody else, it looks likea stim.
And the assumption is stimming,which is kind of just
self-soothing behavior, is justdone randomly because we don't
(03:56):
get it.
So we go, oh, this kid's juststarting this.
He likes to start and stopthings.
It's not true.
It was when I really sit downnext to him and I wonder, why is
he starting this?
Why is he stopping it?
And I always tell the storyabout the first time that I
figured one of them out.
He had been watching the SesameStreet video, kid's favorite
songs.
There's like seven SesameStreet videos that he loves.
Every other Sesame Street cango to hell, according to this
(04:18):
kid.
Like he won't watch.
If you put on a Sesame Streetthat he doesn't have on his
approved list in his head, youmight as well put on like CNN.
He doesn't care, he'll leavethe room, he'll get upset.
So he watches this video and hekept pausing it and unpausing
it.
And I sat and I looked over hisshoulder and I realized what he
was doing.
There was a star swipe.
And you guys who knowtransitions between um scenes in
(04:41):
a movie or a TV show, and it'dgo like that, a star would wipe
over the screen.
And he liked it.
And I guess he figured out thatif he paused the video, it
would rewind half a second andplay again if he unpaused it.
So he figured out exactly howto pause it so he could watch
that star swipe over and overagain.
(05:03):
And I was like, oh, okay,that's that's why he does it.
Same thing with glares.
Like Lucas has been infatuatedwith glares and reflections
since he was a baby.
I think it would have happenedno matter what.
We used to have a lot ofmirrors in the house where he
grew up.
He would always look in themirror.
I have a video on Instagram ofhim as a toddler looking in the
mirror.
He loves it.
He loves, I have a big mirrorin his room.
(05:24):
I got it for his birthday.
It's a little stick-on mirror.
He's got so many differentones.
And he spends most of his timegetting up and running to it
against the wall and kind oflooking at himself.
He loves it.
And knowing that, I know thatif I bring him somewhere and
there's a giant window in thefront, he's going to be
distracted.
We went in through this at oneof these sensory gyms.
(05:45):
We couldn't even get insidebecause there was this big plate
glass window right in the frontwhen you walked in and he
wouldn't stop walking past it,clapping, looking from the side
of his face to see hisreflection in the window.
We went for Easter to one ofthese pop-up things that they
do.
And it was one of those thingswhere I'm trying to explain it
to you.
There were speakers around theroom in a circle.
(06:06):
You may have seen these.
And each speaker played adifferent instrument.
So you heard a symphony, buteach speaker played a different
part of the symphony inconjunction.
So if you walked around theroom, it was like almost being
there.
It was, it was impressive.
It was cool.
I mean, it got a little oldquick, but it was it was
soothing.
And it was me, him, and hissister.
And he's sitting there and he'slooking her in the eyes so
(06:29):
deeply.
And she's like, what?
And was if you saw it fromafar, you would be like, this
boy is really making eyecontact.
And he always makes eyecontact.
That's never been an issue forLucas.
But it was like intense eyecontact.
And so we figured out, oh, hesees the glare of the lights
behind him in her eyes, and he'swatching it.
So that's something we figuredout.
(06:51):
Again, though, if you ask mewhy does he like glare?
So I don't know.
You know, why does he likewatching a particular part of a
video?
I don't know.
I know that in my life I've hadstimming things that I've done.
I think we all do.
When I was a kid, it was likefive years old.
I always talk about the firsttime I learned the word
metamorphosis, and I couldn'tstop saying it for like, it felt
like forever.
(07:11):
It might have been less time,but it was like metamorphosis
constantly.
So we all do things that welike to do and to feel, and you
don't have to understand why.
Now, let's say you're listeningto this and you're like, this
all sounds a little weird.
I'm gonna do, I'm gonna do youone better.
Let's pretend you had aneurotypical kid, and that
neurotypical kid is obsessedwith baseball.
(07:32):
Obsessed with baseball.
You don't know why.
You don't like baseball.
Doesn't seem all that excitingto you.
Where'd he get it from?
Who likes baseball this much?
This kid, it's all he does.
He wears the hats and he talksabout the players and he won't
stop.
It's so, I don't get it.
I don't get it.
You don't have to get it.
But you should still buy himbaseball things for his
birthday.
You should still support thefact that he likes baseball.
(07:53):
And that is exactly what I dowith my son.
I don't know why he does thethings that he does, but I
acknowledge it, I respect it,and I make it a part of how I
interact with him.
I know this, you know.
So just like you would get yourkid tickets to a baseball game
for Christmas, knowing that, Imean, not Christmas, it's over
by then, right?
So uh Easter or whatever, youwould buy them tickets for these
(08:14):
holidays as something that theylike, I do the same thing with
my son.
I get ahead of these thingsthat are gonna upset him.
I try to do things that he'sgoing to enjoy.
I buy him presents that, youknow, maybe there's like music
to it or glares, things that hecould stim on.
I do it for him because I don'tneed to know why.
I just need to know what will,you know, be right for him.
(08:34):
And when it came to this, whenit came to the, you know, the
pickup and going through thegarage and not not going through
the garage and rather goingthrough the front door, I had no
guarantee that he was gonnahave a meltdown.
I didn't know.
And in fact, I can tell you, heprobably wouldn't have.
Lucas doesn't really have ameltdown, he would have dealt
with it, but why make him dealwith it?
He has autism.
(08:55):
This isn't the kind of thingwhere I'm just like, he's gonna
learn.
No, man.
Why?
He doesn't have to learn.
This is who he is.
I get it.
Maybe one day it won't botherhim, and that'd be great, and we
could deal with it then, butright now it might.
And I don't want to give himneedless stress over something
that really wasn't that big of adeal.
I went outside, I poured hotwater on this ice, I swept it
(09:16):
off, and we went through thefront door like we were supposed
to do.
And I do that for him, and I dothat for him because he does it
for me.
There's things that I ask ofhim that he probably doesn't
understand.
The example I use in the blog,I'll use it here too.
Clearing the plate afterdinner.
Lucas brings his plate to me.
I tell him, I go, hey, plate.
I do like a little, it almostlooks like uh like a puppet
(09:38):
motion with my hands, a puppettalking.
I go, hey, plate.
And he'll bring his plate over,he'll hand me his plate to put
it in the sink.
He doesn't know why.
I don't think he understands.
Like, oh, if we keep usingdirty plates, we're gonna all,
you know, get mono or whatever.
No, he just knows that his dadasks him to do it.
And this has been something Iwrote about last week, too,
about 4:30 in the morning.
(09:58):
Uh, him going back to bedbecause his dad told him to do
it.
He listens to what I saywithout needing to know
specifically why.
And if he could do that for me,why can't I do that for him?
Right?
I should do that for him.
It's important.
And it's a part of what buildsthis trust with my son.
It's a part of what lets himknow dad has your back.
Dad's going to be there foryou.
(10:20):
So when your dad asks you to dosomething, you do it for him.
That's how this family works.
I do it with my daughter too.
There's things that she doesfor us, there's things that we
do for her.
That's how a family works.
And just because my son has,you know, severe autism, as they
say, he's nonverbal.
Just because all that stuffexists doesn't mean that he
doesn't follow the rules of thisfamily.
It doesn't mean he's not a partof this family.
(10:42):
He's a main character in ourlives.
So I want him to understand thebasics of how we interact with
each other.
That's important to me.
And I'm I'm so proud of it.
I think about it, and I don'tknow.
I gave like a time, but I'm notreally sure if it's two years
ago, three years.
I don't know how long ago ithad to be, but there would have
been a time where I would havesent him through the garage and
(11:05):
he would have thrown himself onthe ground and he would have
been under my car and he wouldhave been like, and I would have
sat there wringing my hands.
I don't get it.
I don't know why he does this.
And I was so proud that thatdidn't happen.
And I saw it visually in mybrain.
I saw that happening, thatunfolding.
And I'm remembering a time whenhe was younger, not getting,
come on, look, oh my God.
(11:25):
And it's one of those thingswhere I immediately thought, I
want to go, I want to writeabout this, I want to do a
podcast about this.
Because if somebody else isdealing with that right now,
they can listen to this and getit a little bit.
And maybe kind of jumpstart andleapfrog over some of the
lessons I had to go throughbefore we got to this.
But this is important so much.
And that's why you guys mayhave noticed the blog, the
(11:47):
podcast.
We deal so much with trust asit relates to raising a kid with
autism like my son, becauseit's the most important thing we
have.
If you have trust with yourkid, it changes everything, it
changes his behavior.
Uh, it changes what he's ableto learn, changes what he wants
to do.
It's the most important thingby far.
And Lucas trusts me.
(12:08):
He knows that I trust him, heloves me, he knows that I love
him, and he knows that he's apart of this family.
And to me, as a dad, that's allthat matters.
That does it for me.
Guys, thank you so much forjoining me.
Um, I'll be back next Friday.
Available everywhere, you know,Spotify, blah, blah, blah.
Thank you so much.
Until then, James Gutmansaying, be well.
(12:29):
Byepod.
I'm dad.
I'm dad.
Folks, it's James Guttman.
It's Hi Pod I'm Dad.
I am the author of HiBlogImDad.com.
I'm the host of HiPod I'm Dad.
And I thank you once again forfinding us wherever you found
us.
Yeah, man.
I uh I was excited about doingthis podcast because it's rare
that in real time I'll come tokind of an epiphany, an
(00:23):
understanding of somethingthat's happening in that moment
as it relates to, especiallyraising my son.
Um Lucas 14, he's nonverbal andhe has autism.
And at this point, I know a lotof parents they kind of think
they have it all figured out.
You know, uh we reach thatpoint where we're kind of rigid
in our beliefs.
This is who my kid is, this iswhat he does.
(00:44):
And we sometimes forget to sayevolve our thinking, but really
analyze how we see things.
And we had a moment that pastweek, and I talked about it in
the blog.
And the idea was thatunderstanding why my son does
things is not as important asunderstanding that he does
(01:06):
things.
Let me explain.
Had an issue, wrote about it inthe blog.
There was ice on the steps outfront of my house.
I have split custody withLucas' mom.
When she comes to get him, shegets him in the front.
He waits for her, we sit in thefront room, I open the window,
he looks out the window, he hashis backpack, he has his jacket,
(01:27):
he's ready.
Same town, it's a quick ride.
But that's what we do, that'show we prepare for it.
Seeing the ice, I thought tomyself, I should walk him
through the garage.
The garage is how we get intothe house when he and I go out.
We leave for school through thegarage, we come home through
the garage.
Nine times out of ten, we'regoing through the garage.
So I thought to myself, Ishould bring this kid through
(01:47):
the garage.
It'll just be easier.
But as I was thinking about it,I realized, hey, my son has
problems with transitions.
He always has.
Most of the time, if he's goingto have an issue at school,
it's going from class to likemusic class, it's leaving for
recess, it's going back inside.
Even when he was younger,before we built that trust, he
would get upset if we were goinginto a building he didn't know,
(02:09):
a bowling alley, a birthdayparty.
And it finally took himunderstanding that I was
bringing him to positive placesto not do that.
So when I thought aboutbringing him through the garage,
I immediately realized, hey, ifI bring him through here, there
is a good chance that this isgoing to in the least upset him,
right?
Not even having like ameltdown.
(02:30):
Maybe he wouldn't, maybe hetrusts me, whatever, but I know
it's going to cause him a levelof anxiety.
Why would it cause him anxiety?
I have no idea.
Why are transitions difficultfor him?
I have no idea.
I can't tell you if you ask me,why does he do that?
I don't know.
But I know that he does thosethings.
(02:51):
And as his dad, it's my job toget ahead of those things, not
put him in situations where he'sgoing to be upset for no reason
or he's going to have to dealwith something that he doesn't
want to deal with.
And in that moment, gettingahead of it and realizing that
I'm going to protect him fromhaving this upset feeling.
(03:12):
I was proud of myself.
And I was proud of what I'vebuilt with him.
Because again, when you have achild who's nonverbal,
especially when they're little,you can't fathom having a bond,
having a relationship, or evenunderstanding anything that he
does.
Lucas would do things when hewas little that I couldn't
figure out.
And I'm proud to say that a lotof those things I have figured
(03:35):
out through the years.
Again, I don't know why, but Iknow what they are.
For example, Lucas has an iPadand he starts and stops YouTube
videos all day.
Start, stop, start, stop.
To anybody else, it looks likea stim.
And the assumption is stimming,which is kind of just
self-soothing behavior, is justdone randomly because we don't
(03:56):
get it.
So we go, oh, this kid's juststarting this.
He likes to start and stopthings.
It's not true.
It was when I really sit downnext to him and I wonder, why is
he starting this?
Why is he stopping it?
And I always tell the storyabout the first time that I
figured one of them out.
He had been watching the SesameStreet video, kid's favorite
songs.
There's like seven SesameStreet videos that he loves.
Every other Sesame Street cango to hell, according to this
(04:18):
kid.
Like he won't watch.
If you put on a Sesame Streetthat he doesn't have on his
approved list in his head, youmight as well put on like CNN.
He doesn't care, he'll leavethe room, he'll get upset.
So he watches this video and hekept pausing it and unpausing
it.
And I sat and I looked over hisshoulder and I realized what he
was doing.
There was a star swipe.
And you guys who knowtransitions between um scenes in
(04:41):
a movie or a TV show, and it'dgo like that, a star would wipe
over the screen.
And he liked it.
And I guess he figured out thatif he paused the video, it
would rewind half a second andplay again if he unpaused it.
So he figured out exactly howto pause it so he could watch
that star swipe over and overagain.
(05:03):
And I was like, oh, okay,that's that's why he does it.
Same thing with glares.
Like Lucas has been infatuatedwith glares and reflections
since he was a baby.
I think it would have happenedno matter what.
We used to have a lot ofmirrors in the house where he
grew up.
He would always look in themirror.
I have a video on Instagram ofhim as a toddler looking in the
mirror.
He loves it.
He loves, I have a big mirrorin his room.
(05:24):
I got it for his birthday.
It's a little stick-on mirror.
He's got so many differentones.
And he spends most of his timegetting up and running to it
against the wall and kind oflooking at himself.
He loves it.
And knowing that, I know thatif I bring him somewhere and
there's a giant window in thefront, he's going to be
distracted.
We went in through this at oneof these sensory gyms.
(05:45):
We couldn't even get insidebecause there was this big plate
glass window right in the frontwhen you walked in and he
wouldn't stop walking past it,clapping, looking from the side
of his face to see hisreflection in the window.
We went for Easter to one ofthese pop-up things that they
do.
And it was one of those thingswhere I'm trying to explain it
to you.
There were speakers around theroom in a circle.
(06:06):
You may have seen these.
And each speaker played adifferent instrument.
So you heard a symphony, buteach speaker played a different
part of the symphony inconjunction.
So if you walked around theroom, it was like almost being
there.
It was, it was impressive.
It was cool.
I mean, it got a little oldquick, but it was it was
soothing.
And it was me, him, and hissister.
And he's sitting there and he'slooking her in the eyes so
(06:29):
deeply.
And she's like, what?
And was if you saw it fromafar, you would be like, this
boy is really making eyecontact.
And he always makes eyecontact.
That's never been an issue forLucas.
But it was like intense eyecontact.
And so we figured out, oh, hesees the glare of the lights
behind him in her eyes, and he'swatching it.
So that's something we figuredout.
(06:51):
Again, though, if you ask mewhy does he like glare?
So I don't know.
You know, why does he likewatching a particular part of a
video?
I don't know.
I know that in my life I've hadstimming things that I've done.
I think we all do.
When I was a kid, it was likefive years old.
I always talk about the firsttime I learned the word
metamorphosis, and I couldn'tstop saying it for like, it felt
like forever.
(07:11):
It might have been less time,but it was like metamorphosis
constantly.
So we all do things that welike to do and to feel, and you
don't have to understand why.
Now, let's say you're listeningto this and you're like, this
all sounds a little weird.
I'm gonna do, I'm gonna do youone better.
Let's pretend you had aneurotypical kid, and that
neurotypical kid is obsessedwith baseball.
(07:32):
Obsessed with baseball.
You don't know why.
You don't like baseball.
Doesn't seem all that excitingto you.
Where'd he get it from?
Who likes baseball this much?
This kid, it's all he does.
He wears the hats and he talksabout the players and he won't
stop.
It's so, I don't get it.
I don't get it.
You don't have to get it.
But you should still buy himbaseball things for his
birthday.
You should still support thefact that he likes baseball.
(07:53):
And that is exactly what I dowith my son.
I don't know why he does thethings that he does, but I
acknowledge it, I respect it,and I make it a part of how I
interact with him.
I know this, you know.
So just like you would get yourkid tickets to a baseball game
for Christmas, knowing that, Imean, not Christmas, it's over
by then, right?
So uh Easter or whatever, youwould buy them tickets for these
(08:14):
holidays as something that theylike, I do the same thing with
my son.
I get ahead of these thingsthat are gonna upset him.
I try to do things that he'sgoing to enjoy.
I buy him presents that, youknow, maybe there's like music
to it or glares, things that hecould stim on.
I do it for him because I don'tneed to know why.
I just need to know what will,you know, be right for him.
(08:34):
And when it came to this, whenit came to the, you know, the
pickup and going through thegarage and not not going through
the garage and rather goingthrough the front door, I had no
guarantee that he was gonnahave a meltdown.
I didn't know.
And in fact, I can tell you, heprobably wouldn't have.
Lucas doesn't really have ameltdown, he would have dealt
with it, but why make him dealwith it?
He has autism.
(08:55):
This isn't the kind of thingwhere I'm just like, he's gonna
learn.
No, man.
Why?
He doesn't have to learn.
This is who he is.
I get it.
Maybe one day it won't botherhim, and that'd be great, and we
could deal with it then, butright now it might.
And I don't want to give himneedless stress over something
that really wasn't that big of adeal.
I went outside, I poured hotwater on this ice, I swept it
(09:16):
off, and we went through thefront door like we were supposed
to do.
And I do that for him, and I dothat for him because he does it
for me.
There's things that I ask ofhim that he probably doesn't
understand.
The example I use in the blog,I'll use it here too.
Clearing the plate afterdinner.
Lucas brings his plate to me.
I tell him, I go, hey, plate.
I do like a little, it almostlooks like uh like a puppet
(09:38):
motion with my hands, a puppettalking.
I go, hey, plate.
And he'll bring his plate over,he'll hand me his plate to put
it in the sink.
He doesn't know why.
I don't think he understands.
Like, oh, if we keep usingdirty plates, we're gonna all,
you know, get mono or whatever.
No, he just knows that his dadasks him to do it.
And this has been something Iwrote about last week, too,
about 4:30 in the morning.
(09:58):
Uh, him going back to bedbecause his dad told him to do
it.
He listens to what I saywithout needing to know
specifically why.
And if he could do that for me,why can't I do that for him?
Right?
I should do that for him.
It's important.
And it's a part of what buildsthis trust with my son.
It's a part of what lets himknow dad has your back.
Dad's going to be there foryou.
(10:20):
So when your dad asks you to dosomething, you do it for him.
That's how this family works.
I do it with my daughter too.
There's things that she doesfor us, there's things that we
do for her.
That's how a family works.
And just because my son has,you know, severe autism, as they
say, he's nonverbal.
Just because all that stuffexists doesn't mean that he
doesn't follow the rules of thisfamily.
It doesn't mean he's not a partof this family.
(10:42):
He's a main character in ourlives.
So I want him to understand thebasics of how we interact with
each other.
That's important to me.
And I'm I'm so proud of it.
I think about it, and I don'tknow.
I gave like a time, but I'm notreally sure if it's two years
ago, three years.
I don't know how long ago ithad to be, but there would have
been a time where I would havesent him through the garage and
(11:05):
he would have thrown himself onthe ground and he would have
been under my car and he wouldhave been like, and I would have
sat there wringing my hands.
I don't get it.
I don't know why he does this.
And I was so proud that thatdidn't happen.
And I saw it visually in mybrain.
I saw that happening, thatunfolding.
And I'm remembering a time whenhe was younger, not getting,
come on, look, oh my God.
(11:25):
And it's one of those thingswhere I immediately thought, I
want to go, I want to writeabout this, I want to do a
podcast about this.
Because if somebody else isdealing with that right now,
they can listen to this and getit a little bit.
And maybe kind of jumpstart andleapfrog over some of the
lessons I had to go throughbefore we got to this.
But this is important so much.
And that's why you guys mayhave noticed the blog, the
(11:47):
podcast.
We deal so much with trust asit relates to raising a kid with
autism like my son, becauseit's the most important thing we
have.
If you have trust with yourkid, it changes everything, it
changes his behavior.
Uh, it changes what he's ableto learn, changes what he wants
to do.
It's the most important thingby far.
And Lucas trusts me.
(12:08):
He knows that I trust him, heloves me, he knows that I love
him, and he knows that he's apart of this family.
And to me, as a dad, that's allthat matters.
That does it for me.
Guys, thank you so much forjoining me.
Um, I'll be back next Friday.
Available everywhere, you know,Spotify, blah, blah, blah.
Thank you so much.
Until then, James Gutmansaying, be well.
(12:29):
Byepod.
I'm dad.
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