January 2, 2023 • 39 mins
Episode 55 Mental Health Mondays Podcast Show with special guest Patricia Kasper. Patti is a trainer & neurobehavioral coach. With over 30 years experience in mental health & child welfare, she has learned that traditional approaches do not work for everyone, even positive parenting fails many families. All too often, it is a matter of an unrecognized neurobehavioral condition. Join BCC Evolution’s weekly live YouTube show for Mental Health Mondays hosted by the Founder Kelli Melissa where we talk to special guests who are professional mental health experts or guests who experience a mental health challenge or mental health advocates. You can find more about Patricia here: https://patriciakasper.com https://www.facebook.com/we.are.all.diamonds.in.the.rough www.linkedin.com/in/patricia-kasper-65b66b23a
Want to be a guest? Reach out to support@bccevolution.org and tell us your story. Need more resources? Want to get educated more about mental health and suicide prevention? Check out our programs and website for more information: www.bccevolution.org Support our cause today to help us bridge the gap by educating people to support those who are faced with a mental health challenge. Become a “Warrior for Mental Health” today for only $20 or more per month!
Want to be a guest? Reach out to support@bccevolution.org and tell us your story. Need more resources? Want to get educated more about mental health and suicide prevention? Check out our programs and website for more information: www.bccevolution.org Support our cause today to help us bridge the gap by educating people to support those who are faced with a mental health challenge. Become a “Warrior for Mental Health” today for only $20 or more per month!
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Episode Transcript
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Speaker 1 (00:32):
Welcome to another episode of Mental Health Mondays, where we
talk to guests who are either professionals in the mental
health space, advocates of mental health, or those that live
with or experience a mental health challenge. And just as
a reminder, if you are watching this on YouTube, please
make sure you mash down that subscribe button. Most likely,
(00:54):
if you're watching this on Facebook or LinkedIn, you already
follow us, but if you don't, make sure you fall.
And I am really excited to bring on my guests today,
and I just apologize right now. I am getting over COVID,
which was no fun last week. It was supposed to
be a fun week and we ended up staying home,
but it was still fun. So I, with all of
(01:17):
that said, make sure again that you subscribe, and without
further ado, let me bring on my guests for today. Patty,
thank you so much for joining me.
Speaker 2 (01:29):
Oh it is my pleasure. Good morning.
Speaker 1 (01:32):
Yes, So tell the audience a little bit about yourself.
Speaker 2 (01:36):
Okay, So I've been working in the field of mental
health and child welfare primarily, but I did start my
career in the addiction space. But I've been working in
the field for over thirty years and due to falling
(01:56):
case loads at the Foster Family Agency I was working
at last year. I was laid off in April, which
moved up my timetable for becoming a trainer and a coach.
So that's what I'm doing now.
Speaker 1 (02:11):
Wow, I mean lots of things that happened, right, but
kind of led you into maybe your purpose at this point.
Speaker 2 (02:19):
Yeah. So I've always been very passionate for those who
are in need, and I invest myself in doing everything
I can to meet their needs. And so that has
led me to pursue certifications and specialization, you know, beyond
(02:41):
my graduate degree. So, for instance, three years ago, I
became a tv or I practitioner, which is trest based
relational intervention, which is a trauma informed modality. And then
two years ago I began exploring the neurobehavioral model, which
(03:02):
was created actually for those who have feel alcohol spectrum
disorder FETL. Alcohol spectrum disorder is unrecognized for the most part,
but it hits a broad swath of our population. Five
percent of our general population are affected, regardless of whether
(03:25):
or not they've been identified and diagnosed yet, and that's
based on the prevalence of unplanned pregnancies and the prevalence
of alcohol use in our country, but in foster care,
which is where I worked for the last twenty two years,
it's eighty percent of kids in that population, And so
(03:49):
I decided, I'm going to find out everything I can
about helping these kids and their families more effectively. And
so that learning that model revolutionized my practice, and I
was not in a position where I was training this
model as much as I had hoped to within the
(04:11):
context of my employment. So this really getting laid off
was a welcome change because it meant I could pursue
getting a broader reach, impacting more and more people.
Speaker 1 (04:25):
Yeah, that, I mean, just the stats that you mentioned,
I mean, I guess in my brain I would think
that the percentage is higher when you talk about foster care,
because most of the time, the reason they're in foster
care is because the parents couldn't or didn't want to
take care of them. But also maybe they didn't know
(04:47):
they were pregnant or whatever was happening exactly, And so yeah,
that is I mean, that's a huge number.
Speaker 2 (04:55):
Yeah, Well, if you think about it, how far are
most women and their pregnancies before they discover that they're pregnant.
Usually two to three months in and by the time
they find out they're pregnant, even if they stop using
any substances, I mean, even certain foods that they shouldn't, right,
(05:19):
that are harmful for a baby, the damage is done.
The damage is done. So and we can't blame women
for you know, doing things when they didn't know, right. Plus,
alcohol is a legal drug, Let's not forget that, and
a lot of people presume if it's legal, it's safe, right, So.
Speaker 1 (05:42):
Yeah, it's definitely. I mean I know as a I
was a teen the first first time I got pregnant,
and I was I mean I was fifteen years old,
sixteen years old, not very I wouldn't say, not very bright,
just like not understanding the world. And so yeah, I
mean I knew a lot of my friends that had
gotten pregnant and they use drugs or alcohol, and I
(06:06):
mean I was not the best child either, So like,
I get it. And you don't know until I mean
you're at least a month in, and at that point,
I mean, I'm sure the effects are already happening. And
some people continue to use throughout the pregnancy, and sometimes
they even have them used so that there's not a
(06:28):
withdrawal that the there's.
Speaker 2 (06:30):
Yeah, it's a very complicated situation, you know, so we
really cannot be judgie towards the moms out there now.
And besides that, fathers being impaired, whether it's drugs or alcohol,
also have their own impact upon the baby. Although it's
(06:51):
it's not fetal alcohol exposure because you know it does
it's not something that crosses the placenta, but it changes
the epigeneta of the baby. So you know a lot
of the damage is similar but not quite identical.
Speaker 1 (07:09):
Yeah, I know, I'm no, you're good.
Speaker 2 (07:13):
My insulin my insulin pump is squawking at me.
Speaker 1 (07:16):
It's like, come on, hey, attention to me. Yeah, it's
it's always been really fascinating or interesting to me as
far as the dynamics, the generational type things, as far
as the male is concerned with children too, So that
is really interesting. But so now you you moved into
(07:40):
this training and consulting and what specifically do you train on?
Speaker 2 (07:46):
So my my business is too pronged. I trained professionals
who have noticed perhaps that some of their clients aren't
responding no matter what intervention they put in place, right,
and chances are it's because that client has an unrecognized
brain based difference, whether it was caused by alcohol exposure
(08:09):
or drug exposure, trauma, or any number of other things.
For instance, if the core gets wrapped around the neck
during delivery, that lack of oxygen causes a lot of
these same types of challenges. So the cause is actually,
I would say infinite, but there are fifty thousand things
(08:32):
that affect a developing baby, their brain and their body,
so it doesn't matter what the cause is. This model
works no matter what. But chances are if a client,
whether it be a child or an adult, is not
progressing or meeting their treatment goals no matter what's tried,
(08:56):
chances are there's an undiagnosed or unrecognized brain based difference,
and using the neuro behavioral model is what's going to
do the trick.
Speaker 1 (09:05):
Interesting, So tell me a little bit more about the
neuro behavioral model.
Speaker 2 (09:11):
Okay, So where traditional model traditional approaches, whether it's parenting
or professional approaches, they're all based on learning theory and
they tend to be especially if you use some type
of behavior mod Those approaches assign meaning right or intentionality
(09:34):
and sometimes pathology to behavior, and that's actually it doesn't
consider what's causing the behavior, so you never get to
what causes the behavior. You just treat the behavior. But
if you're not addressing the cause, which is a brain
that might be working a little differently, then you're not
(09:56):
going to get a sustaining effect to whatever intervention you
put in place. So the nor behavioral model looks at
what are the underlying brain tasks, that the things that
the brain has to be able to do for a
person to do whatever the behavior is successfully. So, for instance,
(10:20):
chewing and swallowing food is remarkably complicated. There are numerous
openings in your mouth, right, and they all have to
be very coordinated in the way that they open and
close to prevent you from inhaling your food. Right. And
(10:41):
that's just one biological function that is incredibly complex that
we take for granted. So any behavior that you can
think of and behavior actually just references how something functions, right,
doesn't matter what it is is. All it means is
(11:01):
how something functions. There's no good, there's no bad, no right,
no wrong, it's just how things work. And so if
your brain has been rewired by whatever the cause, then
it affects the way you function. So really, what we're
talking about are physical, biologically based changes to the brain,
(11:25):
but they're invisible. You don't see it, you know, getting
back to FASD or feed alcohol spectrum disorder. A lot
of times if people question could that be what my
child is struggling with, they may be told no, there's
no facial changes, can't be that. It's it's something else.
(11:48):
But those facial changes only show up if alcohol is
consumed on days seventeen through twenty one. That's it five
days outside of those which is before women find out
that they're pregnant, and outside of those five days, alcohol
(12:10):
is still damaging other brain structures, other body systems. Right,
So the neuro behavioral model teaches you to link behavior
with underlying brain tasks. So I know one behavior that
a lot of parents are so frustrated by is their
(12:33):
kids inability to successfully take a shower. Right, you have
you struggled with that at all? Yeah, the whole last week.
And that's a long long held I mean Bill Cosby
made fun of that back in the sixties, right, So
(12:54):
it's an age old problem. But that's because there's over
eighteen things that have to be done in sequence in
the taking of a successful shower, right. So if you
have an impairment that makes it very very difficult to
(13:14):
remember things, you're going to miss steps, or you might
have a challenge in being able to sequence things correctly, right,
And you can't very well put a note in your
shower saying do this and in the right order, because
that paper's going to get all wet, or the whiteboard's
(13:36):
going to get all wet. It's not going to work.
So everything is so much more complex than we realize.
It just goes to show we have a supercomputer here,
and we take it for granted. It's designed to work
seamlessly behind the scenes, right, And the natural human assumption
(13:59):
is to assume that other people's brains work the way
ours do. And if I take my own brain function
for granted, you can be sure I take yours for granted.
Speaker 1 (14:11):
Yeah, it is, I mean, it is really interesting when
you put it in perspective with I mean, I have
a seven year old and so he's been on a
winter break and just realizing like, oh, we haven't taken
a shower in quite a few days, like we should
probably you should probably take a bath, like I take
(14:33):
a shower every day, But you don't. I mean as
a parent, you're like, you need to, but we don't
do it, and they don't really acknowledge that they need to.
So like putting it in that perspective, it's like, oh, yeah,
that makes sense. And then just thinking about those steps,
I mean it's I have had other guests we've talked
about just breathing. I mean, our bodies make us breathe,
(14:56):
but like those deep breaths, like that actual breath are
going to help and cleanse our body.
Speaker 2 (15:03):
We don't review and restore.
Speaker 1 (15:05):
Yeah, and so it is it's interesting to think about
those It's all steps, and there's so many things that
have to happen to make that happen.
Speaker 2 (15:14):
So yeah, every system in our body has to work
in perfect coordination, and it's the brain that does all that.
Speaker 1 (15:26):
Yeah, I know. The brain is so fascinating.
Speaker 2 (15:29):
Yeah, yeah, it really is. So I mentioned that it
was created. This model was created for fetal alcohol spectrum,
but you can use it again no matter what causes
the damage, whether it's prenatal drug exposure or combination right
polysubstance abuse, or whether it's birth injury or no matter
(15:53):
what it is. And there are diseases that also can
cause the damage. For instance, my mom has dementia, and
so I use this model with her to explain to
her what's happening, and also to make sure that I
don't take her behavior personally. She's not doing anything to me,
(16:17):
She's just doing the best she can in the moment.
Speaker 1 (16:21):
Yeah, And I think that's I mean, that's really important
to also acknowledge is And I know because I have
a I have my master practitioner in neuro linguistic programming,
and we talk a lot about is every behavior has
a purpose you know, or a positive intention. But sometimes
it's hard to see that from the flip side. And
(16:43):
our behaviors, I mean they don't. They don't like identify
us right Like, it's not sometimes our behaviors are not
like who we are, and so it's important to remember that.
Speaker 2 (16:55):
But yeah, yeah, and everybody does the best they can
in the moment with what they've got, right Yeah. But
like I said, if we have brain based differences that
have never been identified, you no, because they're invisible to
the world. Everyone else assumes that what we're doing we're
doing on purpose, and we often get blame, shamed, and
(17:19):
punished for things that we are biologically wired to do.
Speaker 1 (17:25):
Yeah. I often what I try to do, at least
in certain situations is is this about me? Or is
it about the other person? And that has been really
really powerful for me to just make that small little
shift of am I how am I going to react
to this situation? Like? Is it really truly about me?
(17:46):
Or is it about that other person? And if it's
about them, I can like let it go and not
react so badly. And or if it's about me, then
maybe I need to take a look inside myself. Yeah,
that has been a huge mindset game changer.
Speaker 2 (18:04):
Yeah. Let me give you another couple of questions that
you can be asking, right, Yeah, what if what if
my child's brain has something to do with their behavior? Right?
What is hard for them to be able to do
whatever it is I've asked.
Speaker 1 (18:24):
Them to do?
Speaker 2 (18:27):
Right? And that takes it that enables us to not
take things personally? Right, If we can make that shift
from won't to can't, you know, it's not that Johnny
won't do something? Is it Johnny really can't do it
without some supports put into place? Interesting?
Speaker 1 (18:51):
Yeah, and how would you so with I mean, with
the support added in there? What would that support look like,
is it that like clearly defined stuff by step or
what is the best oftentimes?
Speaker 2 (19:03):
Yeah? So basically the process starts with an exploration. So
the program that I train is FACETS NOR Behavioral Model
FACET stands for Fetal Alcohol Spectrum Consultation Education Training Services.
So they are based out of I believe, Oregon or Washington, Oregon,
(19:28):
I think, And so they've been training people for years.
It's if you've ever read the book Trying Differently rather
Than Harder by Diane Melbourne, that is a must read
if you have a neurodivergent child, then it will become
your bible. It is so helpful. But the program, the
(19:50):
NOR Behavioral Model program, is based on that same body
of work. Right, And so with this process, we start
with an exploration of what brain tasks are challenging for someone.
So different brain tasks are broken down into categories. The
(20:12):
first breakdown is primary versus secondary in tertiary. So primary
behaviors are those which directly reflect the way your brain's
wiring is different. Right, what's unique about your ability to
perform certain tasks? What's easy? What's difficult? Right? How often
(20:34):
is something problematic? Is a behavior problematic for you or
how distressing is it. Secondary and tertiary behaviors, though, don't
reflect the brain wiring. They reflect the poor fit between
someone's abilities and others expectations of them. So there's a
(21:01):
huge gap sometimes between what we expect of people based
on their chronological age and what they're capable of based
on their rate of development, which is often delayed. It's
not uncommon if you have these brain based differences or
(21:21):
if you've you know, if you've been traumatized, to have
your social and emotional development lagging behind the development of
the rest of you. So you may be having you
said your son is seven, chronologically, it would be as
if he were a three and a half year old
(21:42):
living in a seven year old body. So other people
need to adjust their expectations and remind themselves and dealing
with a three and a half year old and provide
the level of support that you would for that younger person. Right,
(22:04):
clean your room looks different for a six year old
than it would for a seventeen year old. Right, But
if that seventeen year old has significant impact on his development,
then his skills in that area to be able to
(22:24):
do all the things that go into cleaning a room
might be around eight or nine, so you have to
help him the way you would help an eight or
nine year old kid, which is not to be condescending,
but rather just to provide that level of support for
where his skills are.
Speaker 1 (22:44):
No, I mean that makes complete sense. And even even
with like the seven year old, I still have to
remind because we have a nineteen year old and a
seven year old and they're very you know, even though
the seven year old acts like the nineteen year old
and the nineteen year old acts like a seven year old.
That right, Yeah, although that that dynamic happens, like, we
(23:04):
still have to I have to remind myself and my husband, hey,
he's only seven, right, Like we can't. Yeah, he's not.
He may act like a little adult at times, but
he's not. He's still even without you know, having the
the any disabilities or anything, he's still is still only
(23:25):
seven years old. And I know, I mean my son
had seizures when he was about a year and a
half old, and I know that that created some challenges,
but it's still just reminding yourself like they're still at
that age and knowing if they have this neuro divergent
brain that they need to also have a little extra support.
(23:47):
So yeah, yeah, yeah.
Speaker 2 (23:48):
Yeah, And that brings up another area. One of the
reasons why people sometimes miss the fact that developmentally they're
behind is communication and language. Right, there are two different
skill sets there. There's expressive language and there's receptive language. Well,
these children often are much stronger when it comes to
(24:12):
expressing themselves, so they can parrot back what you've told
them to do very well, but it doesn't mean that
they understand it, that they that they can translate the
word into action.
Speaker 1 (24:30):
Yeah.
Speaker 2 (24:31):
Right, So that confuses a lot of people. You know,
if you think about how kids with this developmental lag
and it really it's called dismaturity. Now, immaturity. You are
developmentally on track, but you choose in the moment to
act younger and you can snap out of it when
(24:53):
you're confronted. Right, dismaturity is truly you have a different
progression timetable for your development of those aspects of life.
But let's follow. Let's follow Johnny as he grows up
in school. Right, so he's in first grade, kindergarten, first grade,
(25:14):
five or six years old, but he's acting like a
three year old. He's going to get into some issues,
but it's not going to be too bad, right for
the most part. With play, he's still going to be
playing like a toddler would, right side by side, doing
the same thing, but not taking turns or sharing right,
(25:37):
because he's not old enough. He hasn't developed those skills yet,
because developmentally he's not five or six. Right. But if
you fell forward several years to when he Johnny's in
junior high, right, he's twelve or thirteen, but he's still
acting like a six year old or seven year old.
(26:00):
What's that going to look like socially for him? He's
going to really be rejected at school. You know, the
class bullies are going to manipulate him for their entertainment. Right,
But because he can speak well, he's going to keep
(26:21):
getting passed and moved up where the gap between abilities
and expectations continue to widen. Right. And if you fast
forward again to he's an eighteen year old senior, right,
he excels in sports, right, everybody loves has his athleticism,
(26:46):
but he's still you know, reading on a fourth grade level.
So how's that going to look for him? How stressed
is he going to be with the expectations of all
the teachers. What kind of social acceptance is he going
to get. He's going to get the adoration on the field,
but behind his back people are going to say dumb job. Right,
(27:14):
And it only gets harder and harder the older that
you get. But these differences can affect everything. They can
affect memory, putting information into memory, getting information back out
of memory. It can affect learning. Most people, when you're
teaching something, don't mind repeating something once. They really don't
(27:38):
mind repeating something a second time. By the time you're
asked to repeat it a third time, chances are you're
doing a big okay, right, Yeah, But these kids need
things repeated again and again and again and again, sometimes
(27:59):
one hundred times. And if they finally get it by
the end of the day, the next day, they might
not remember any of it. It's as if they never
heard it before. Right. So, I mean, it just it
affects everything. And and again it's the mismatch between abilities
(28:19):
and expectations there is the big problem.
Speaker 1 (28:23):
I mean, it sounds like it just sounds like it's
so needed across the board and schools in general, and
just the understanding. And I know that at least the
school that where my son is. They are really trying
to see what the abilities of each child are and
kind of customize a little bit more, which is good.
(28:44):
But this, I mean, it just sounds like it's something
that is highly highly needed, especially in public schools. And
then how do we support those kids as they grow
up because that could be i mean, just life changing
for any of them.
Speaker 2 (29:00):
Yeah, and these are developmental difficulties, right, You don't outgrow
them when you turn eighteen or twenty one or twenty six,
when you lose your parents' health care. Yeah, you know,
they stay with you, and they affect your ability to
get employment. Right. You know, they can affect our ability
(29:21):
to understand abstract concepts well much so much of our
world is abstract. Right. The concept of time, that's very abstract, right,
And sometimes these kids have no concept of the passage
of time, which is why they're perpetually surprised when you say,
(29:42):
I've been warning you, come on, it's time to go,
because for them time stands still. Right. Or money, that's
another really confusing one. Right, Why is a dime worth
more than a nickel? Right? And bills that have different
(30:03):
nominations on them, right? Why is one one hundred bill
worth more than four twenties who knew right? Just it
just goes and executive functioning right, the ability to plan,
the ability to sequence steps, the ability to make comparisons right,
(30:29):
This is also abstract right. To make a comparison, you
have to have two thoughts and be able to do
the pro and con analysis of each one and then
compare them. If you really struggle with being able to
do that, how much is that going to impact your life?
(30:50):
How challenging will your life be?
Speaker 1 (30:54):
Right?
Speaker 2 (30:55):
Or learning from our mistakes that's also something that is
very challenging for these kids, and it's something that as
parents typically we expect our kids to learn from mistakes.
Speaker 1 (31:10):
Yeah, yeah, I think, I mean it's just really important
to understand the information. And then I mean just offering
that extra support as they grow is going to make
a significant change I think in their stress and your
stress level as a parent and or business owner or
(31:30):
whomever comes in contact with any anyone that has these
challenges come up. So I know that you also have
some things coming up soon that people can jump in
and learn a little bit more. So would you like
to share those Sure?
Speaker 2 (31:48):
I'd be happy to so for any professionals tuning in.
I have an eighteen hour facets and our behavioral model
training that will help you identify why some of your
clients are struggling, what their needs are, what their strengths are,
and how to work with them to develop accommodations right
(32:10):
so that they can be more successful, so that they
can grow and make progress. And so that is going
to be on six consecutive Wednesday afternoons from two to
five Pacific time, starting in a week and a half,
so starting January eighteenth. And the cost of that is
(32:32):
five hundred and twenty nine dollars for all eighteen hours.
It's my New Year special.
Speaker 1 (32:37):
Wow.
Speaker 2 (32:38):
Yeah, because if you go to FACET you'll pay more
than that. And then I also provide a certificate of
attendance right and completion so you can get credit for
your hours. And then for families, for parents, I have
a nine month program that combine BIS the NOR behavioral
(33:01):
training with training in a couple areas also including trauma right,
intergenerational trauma, attachment theory, and how to recognize your child's
attachment style and your own attachment pattern and how to
change that so you can be a secure base for
(33:23):
your child and also training in parenting styles and why
we tend to be one way in our head, We're
going to do it this way, not the way mom
or Dad did, and we're fine as long as everything's calm,
but when poophit's the fan, we tend to revert to
(33:43):
the way we were parented, which can look very different. Right,
you know that old saying do as I say, not
as I do, right, So, but it also combines. So
there's group training the first three Fridays of every month
(34:04):
for nine months, so starting it actually starts this Friday,
so this week through the end of September, every Friday
from one to two Pacific time on Zoom. And then
also there will be one individual support session where I
will work with everybody you know as a family, right
(34:26):
as a single parent or couple to help support the
application of everything that's being learned. So and that is
three ninety five a month.
Speaker 1 (34:40):
So and where can they.
Speaker 2 (34:42):
Go to Go to my website which is Patriciacasper dot
com right below right, or you can find me on
Facebook at My business page is we are all Diamonds
in the off and which is my little tagline because
(35:04):
we all learn things in different order, right, so we
can all use to keep growing. And then also I'm
also on LinkedIn under Patricia Casper, so awesome.
Speaker 1 (35:18):
Yeah well, any final and again yep, link is right
down here. So if you want to join any of
her programs, please reach out. If you just want to
understand a little bit more, you can probably ask her
questions before you jump into So go check it out
on the website or find her on LinkedIn or on Facebook.
And any last things that you wanted to share or
(35:42):
offer to the audience.
Speaker 2 (35:45):
I think that the number one thing is to always
be willing to ask yourself what if? What if my
child's brain is the reason why they're acting this way,
or my spouse or whoever it is, right, what if
the brain has something to do with it?
Speaker 1 (36:04):
I love that that is a great question to ask. Yeah, well, Patricia,
I appreciate you so much for coming on and sharing.
I mean, that was such great information, and I mean
it's just it really is, what if the brain has
something to do with it? And that comes up often
in my house, so I appreciate you sharing that too,
(36:26):
but sure thing. Yeah, well, thank you so much. I
appreciate you being a guest today.
Speaker 2 (36:31):
Thank you for having me on your show.
Speaker 1 (36:33):
Absolutely, y'all, that was another amazing episode of Mental Health
Mondays where we talk to either professionals in the mental
health space, advocates of mental health, or those that live
with or experience a mental health challenge. And as a reminder,
make sure you mash down that subscribe button. If you're
watching this on uh YouTube, my brain's like leah see
(36:58):
my brain's even not functioning currently but on YouTube, or
if you're watching this on LinkedIn or Facebook, make sure
you follow us. And as a reminder, this does stream
across seven other platforms, so maybe listening is what you
want to do more and you can go listen across
seven other platforms, So wherever you listen to podcasts, make
(37:21):
sure you check it out. And if you want to
be a guest, there's information in the comments if you
want to reach out to Patricia and join one of
her upcoming of trainings events. My seeing my Brain is
like blah, jump on her website. We drop the link.
It's just Patriciacasper dot com. Rewind this go check it
(37:46):
out and get some more information. And as the very
last reminder, we are still taking money for our client
for the mind reminder BCC Evolution is a five to
one C three nonprofit. I am doing the twenty nine
twenty nine Everesting Climb in August of this year. It
(38:09):
is twenty twenty three thirty miles up the mountain in
the name of mental health and suicide prevention education. So
please go and donate. The easiest, fastest way is really
to just text climb the number four mind to four
four three two one. It is going to be the
(38:30):
biggest challenge I've ever put my mind, my body, my spirit,
my soul, my everything through. And that is why we're
raising funds. Our goal is sixty thousand dollars and we
have We're over four thousand dollars right now, So go
and donate. Maybe you miss the end of the year donation,
that's okay. Start early. You're in twenty twenty three now,
(38:50):
and start early. Last thing I want to throw out
is I just really appreciate all of you that have
donated to the climb for your We are going to
make this challenge the biggest thing that we've ever done.
And we have our tickets on sale for our annual gala.
If you're in Colorado. Part of donating on the climb
(39:12):
for the mind. Depending on what level you're at. You
can get tickets to our gala also, and that is
February eighteenth this year, and it's eighties theme, so it's
gonna be fun. So hope to see you all there,
and thank you so much for watching. Come back next
week every Monday at eleven am Mountain Standard time. Are
(39:32):
y'all Bye,
Welcome to another episode of Mental Health Mondays, where we
talk to guests who are either professionals in the mental
health space, advocates of mental health, or those that live
with or experience a mental health challenge. And just as
a reminder, if you are watching this on YouTube, please
make sure you mash down that subscribe button. Most likely,
(00:54):
if you're watching this on Facebook or LinkedIn, you already
follow us, but if you don't, make sure you fall.
And I am really excited to bring on my guests today,
and I just apologize right now. I am getting over COVID,
which was no fun last week. It was supposed to
be a fun week and we ended up staying home,
but it was still fun. So I, with all of
(01:17):
that said, make sure again that you subscribe, and without
further ado, let me bring on my guests for today. Patty,
thank you so much for joining me.
Speaker 2 (01:29):
Oh it is my pleasure. Good morning.
Speaker 1 (01:32):
Yes, So tell the audience a little bit about yourself.
Speaker 2 (01:36):
Okay, So I've been working in the field of mental
health and child welfare primarily, but I did start my
career in the addiction space. But I've been working in
the field for over thirty years and due to falling
(01:56):
case loads at the Foster Family Agency I was working
at last year. I was laid off in April, which
moved up my timetable for becoming a trainer and a coach.
So that's what I'm doing now.
Speaker 1 (02:11):
Wow, I mean lots of things that happened, right, but
kind of led you into maybe your purpose at this point.
Speaker 2 (02:19):
Yeah. So I've always been very passionate for those who
are in need, and I invest myself in doing everything
I can to meet their needs. And so that has
led me to pursue certifications and specialization, you know, beyond
(02:41):
my graduate degree. So, for instance, three years ago, I
became a tv or I practitioner, which is trest based
relational intervention, which is a trauma informed modality. And then
two years ago I began exploring the neurobehavioral model, which
(03:02):
was created actually for those who have feel alcohol spectrum
disorder FETL. Alcohol spectrum disorder is unrecognized for the most part,
but it hits a broad swath of our population. Five
percent of our general population are affected, regardless of whether
(03:25):
or not they've been identified and diagnosed yet, and that's
based on the prevalence of unplanned pregnancies and the prevalence
of alcohol use in our country, but in foster care,
which is where I worked for the last twenty two years,
it's eighty percent of kids in that population, And so
(03:49):
I decided, I'm going to find out everything I can
about helping these kids and their families more effectively. And
so that learning that model revolutionized my practice, and I
was not in a position where I was training this
model as much as I had hoped to within the
(04:11):
context of my employment. So this really getting laid off
was a welcome change because it meant I could pursue
getting a broader reach, impacting more and more people.
Speaker 1 (04:25):
Yeah, that, I mean, just the stats that you mentioned,
I mean, I guess in my brain I would think
that the percentage is higher when you talk about foster care,
because most of the time, the reason they're in foster
care is because the parents couldn't or didn't want to
take care of them. But also maybe they didn't know
(04:47):
they were pregnant or whatever was happening exactly, And so yeah,
that is I mean, that's a huge number.
Speaker 2 (04:55):
Yeah, Well, if you think about it, how far are
most women and their pregnancies before they discover that they're pregnant.
Usually two to three months in and by the time
they find out they're pregnant, even if they stop using
any substances, I mean, even certain foods that they shouldn't, right,
(05:19):
that are harmful for a baby, the damage is done.
The damage is done. So and we can't blame women
for you know, doing things when they didn't know, right. Plus,
alcohol is a legal drug, Let's not forget that, and
a lot of people presume if it's legal, it's safe, right, So.
Speaker 1 (05:42):
Yeah, it's definitely. I mean I know as a I
was a teen the first first time I got pregnant,
and I was I mean I was fifteen years old,
sixteen years old, not very I wouldn't say, not very bright,
just like not understanding the world. And so yeah, I
mean I knew a lot of my friends that had
gotten pregnant and they use drugs or alcohol, and I
(06:06):
mean I was not the best child either, So like,
I get it. And you don't know until I mean
you're at least a month in, and at that point,
I mean, I'm sure the effects are already happening. And
some people continue to use throughout the pregnancy, and sometimes
they even have them used so that there's not a
(06:28):
withdrawal that the there's.
Speaker 2 (06:30):
Yeah, it's a very complicated situation, you know, so we
really cannot be judgie towards the moms out there now.
And besides that, fathers being impaired, whether it's drugs or alcohol,
also have their own impact upon the baby. Although it's
(06:51):
it's not fetal alcohol exposure because you know it does
it's not something that crosses the placenta, but it changes
the epigeneta of the baby. So you know a lot
of the damage is similar but not quite identical.
Speaker 1 (07:09):
Yeah, I know, I'm no, you're good.
Speaker 2 (07:13):
My insulin my insulin pump is squawking at me.
Speaker 1 (07:16):
It's like, come on, hey, attention to me. Yeah, it's
it's always been really fascinating or interesting to me as
far as the dynamics, the generational type things, as far
as the male is concerned with children too, So that
is really interesting. But so now you you moved into
(07:40):
this training and consulting and what specifically do you train on?
Speaker 2 (07:46):
So my my business is too pronged. I trained professionals
who have noticed perhaps that some of their clients aren't
responding no matter what intervention they put in place, right,
and chances are it's because that client has an unrecognized
brain based difference, whether it was caused by alcohol exposure
(08:09):
or drug exposure, trauma, or any number of other things.
For instance, if the core gets wrapped around the neck
during delivery, that lack of oxygen causes a lot of
these same types of challenges. So the cause is actually,
I would say infinite, but there are fifty thousand things
(08:32):
that affect a developing baby, their brain and their body,
so it doesn't matter what the cause is. This model
works no matter what. But chances are if a client,
whether it be a child or an adult, is not
progressing or meeting their treatment goals no matter what's tried,
(08:56):
chances are there's an undiagnosed or unrecognized brain based difference,
and using the neuro behavioral model is what's going to
do the trick.
Speaker 1 (09:05):
Interesting, So tell me a little bit more about the
neuro behavioral model.
Speaker 2 (09:11):
Okay, So where traditional model traditional approaches, whether it's parenting
or professional approaches, they're all based on learning theory and
they tend to be especially if you use some type
of behavior mod Those approaches assign meaning right or intentionality
(09:34):
and sometimes pathology to behavior, and that's actually it doesn't
consider what's causing the behavior, so you never get to
what causes the behavior. You just treat the behavior. But
if you're not addressing the cause, which is a brain
that might be working a little differently, then you're not
(09:56):
going to get a sustaining effect to whatever intervention you
put in place. So the nor behavioral model looks at
what are the underlying brain tasks, that the things that
the brain has to be able to do for a
person to do whatever the behavior is successfully. So, for instance,
(10:20):
chewing and swallowing food is remarkably complicated. There are numerous
openings in your mouth, right, and they all have to
be very coordinated in the way that they open and
close to prevent you from inhaling your food. Right. And
(10:41):
that's just one biological function that is incredibly complex that
we take for granted. So any behavior that you can
think of and behavior actually just references how something functions, right,
doesn't matter what it is is. All it means is
(11:01):
how something functions. There's no good, there's no bad, no right,
no wrong, it's just how things work. And so if
your brain has been rewired by whatever the cause, then
it affects the way you function. So really, what we're
talking about are physical, biologically based changes to the brain,
(11:25):
but they're invisible. You don't see it, you know, getting
back to FASD or feed alcohol spectrum disorder. A lot
of times if people question could that be what my
child is struggling with, they may be told no, there's
no facial changes, can't be that. It's it's something else.
(11:48):
But those facial changes only show up if alcohol is
consumed on days seventeen through twenty one. That's it five
days outside of those which is before women find out
that they're pregnant, and outside of those five days, alcohol
(12:10):
is still damaging other brain structures, other body systems. Right,
So the neuro behavioral model teaches you to link behavior
with underlying brain tasks. So I know one behavior that
a lot of parents are so frustrated by is their
(12:33):
kids inability to successfully take a shower. Right, you have
you struggled with that at all? Yeah, the whole last week.
And that's a long long held I mean Bill Cosby
made fun of that back in the sixties, right, So
(12:54):
it's an age old problem. But that's because there's over
eighteen things that have to be done in sequence in
the taking of a successful shower, right. So if you
have an impairment that makes it very very difficult to
(13:14):
remember things, you're going to miss steps, or you might
have a challenge in being able to sequence things correctly, right,
And you can't very well put a note in your
shower saying do this and in the right order, because
that paper's going to get all wet, or the whiteboard's
(13:36):
going to get all wet. It's not going to work.
So everything is so much more complex than we realize.
It just goes to show we have a supercomputer here,
and we take it for granted. It's designed to work
seamlessly behind the scenes, right, And the natural human assumption
(13:59):
is to assume that other people's brains work the way
ours do. And if I take my own brain function
for granted, you can be sure I take yours for granted.
Speaker 1 (14:11):
Yeah, it is, I mean, it is really interesting when
you put it in perspective with I mean, I have
a seven year old and so he's been on a
winter break and just realizing like, oh, we haven't taken
a shower in quite a few days, like we should
probably you should probably take a bath, like I take
(14:33):
a shower every day, But you don't. I mean as
a parent, you're like, you need to, but we don't
do it, and they don't really acknowledge that they need to.
So like putting it in that perspective, it's like, oh, yeah,
that makes sense. And then just thinking about those steps,
I mean it's I have had other guests we've talked
about just breathing. I mean, our bodies make us breathe,
(14:56):
but like those deep breaths, like that actual breath are
going to help and cleanse our body.
Speaker 2 (15:03):
We don't review and restore.
Speaker 1 (15:05):
Yeah, and so it is it's interesting to think about
those It's all steps, and there's so many things that
have to happen to make that happen.
Speaker 2 (15:14):
So yeah, every system in our body has to work
in perfect coordination, and it's the brain that does all that.
Speaker 1 (15:26):
Yeah, I know. The brain is so fascinating.
Speaker 2 (15:29):
Yeah, yeah, it really is. So I mentioned that it
was created. This model was created for fetal alcohol spectrum,
but you can use it again no matter what causes
the damage, whether it's prenatal drug exposure or combination right
polysubstance abuse, or whether it's birth injury or no matter
(15:53):
what it is. And there are diseases that also can
cause the damage. For instance, my mom has dementia, and
so I use this model with her to explain to
her what's happening, and also to make sure that I
don't take her behavior personally. She's not doing anything to me,
(16:17):
She's just doing the best she can in the moment.
Speaker 1 (16:21):
Yeah, And I think that's I mean, that's really important
to also acknowledge is And I know because I have
a I have my master practitioner in neuro linguistic programming,
and we talk a lot about is every behavior has
a purpose you know, or a positive intention. But sometimes
it's hard to see that from the flip side. And
(16:43):
our behaviors, I mean they don't. They don't like identify
us right Like, it's not sometimes our behaviors are not
like who we are, and so it's important to remember that.
Speaker 2 (16:55):
But yeah, yeah, and everybody does the best they can
in the moment with what they've got, right Yeah. But
like I said, if we have brain based differences that
have never been identified, you no, because they're invisible to
the world. Everyone else assumes that what we're doing we're
doing on purpose, and we often get blame, shamed, and
(17:19):
punished for things that we are biologically wired to do.
Speaker 1 (17:25):
Yeah. I often what I try to do, at least
in certain situations is is this about me? Or is
it about the other person? And that has been really
really powerful for me to just make that small little
shift of am I how am I going to react
to this situation? Like? Is it really truly about me?
(17:46):
Or is it about that other person? And if it's
about them, I can like let it go and not
react so badly. And or if it's about me, then
maybe I need to take a look inside myself. Yeah,
that has been a huge mindset game changer.
Speaker 2 (18:04):
Yeah. Let me give you another couple of questions that
you can be asking, right, Yeah, what if what if
my child's brain has something to do with their behavior? Right?
What is hard for them to be able to do
whatever it is I've asked.
Speaker 1 (18:24):
Them to do?
Speaker 2 (18:27):
Right? And that takes it that enables us to not
take things personally? Right, If we can make that shift
from won't to can't, you know, it's not that Johnny
won't do something? Is it Johnny really can't do it
without some supports put into place? Interesting?
Speaker 1 (18:51):
Yeah, and how would you so with I mean, with
the support added in there? What would that support look like,
is it that like clearly defined stuff by step or
what is the best oftentimes?
Speaker 2 (19:03):
Yeah? So basically the process starts with an exploration. So
the program that I train is FACETS NOR Behavioral Model
FACET stands for Fetal Alcohol Spectrum Consultation Education Training Services.
So they are based out of I believe, Oregon or Washington, Oregon,
(19:28):
I think, And so they've been training people for years.
It's if you've ever read the book Trying Differently rather
Than Harder by Diane Melbourne, that is a must read
if you have a neurodivergent child, then it will become
your bible. It is so helpful. But the program, the
(19:50):
NOR Behavioral Model program, is based on that same body
of work. Right, And so with this process, we start
with an exploration of what brain tasks are challenging for someone.
So different brain tasks are broken down into categories. The
(20:12):
first breakdown is primary versus secondary in tertiary. So primary
behaviors are those which directly reflect the way your brain's
wiring is different. Right, what's unique about your ability to
perform certain tasks? What's easy? What's difficult? Right? How often
(20:34):
is something problematic? Is a behavior problematic for you or
how distressing is it. Secondary and tertiary behaviors, though, don't
reflect the brain wiring. They reflect the poor fit between
someone's abilities and others expectations of them. So there's a
(21:01):
huge gap sometimes between what we expect of people based
on their chronological age and what they're capable of based
on their rate of development, which is often delayed. It's
not uncommon if you have these brain based differences or
(21:21):
if you've you know, if you've been traumatized, to have
your social and emotional development lagging behind the development of
the rest of you. So you may be having you
said your son is seven, chronologically, it would be as
if he were a three and a half year old
(21:42):
living in a seven year old body. So other people
need to adjust their expectations and remind themselves and dealing
with a three and a half year old and provide
the level of support that you would for that younger person. Right,
(22:04):
clean your room looks different for a six year old
than it would for a seventeen year old. Right, But
if that seventeen year old has significant impact on his development,
then his skills in that area to be able to
(22:24):
do all the things that go into cleaning a room
might be around eight or nine, so you have to
help him the way you would help an eight or
nine year old kid, which is not to be condescending,
but rather just to provide that level of support for
where his skills are.
Speaker 1 (22:44):
No, I mean that makes complete sense. And even even
with like the seven year old, I still have to
remind because we have a nineteen year old and a
seven year old and they're very you know, even though
the seven year old acts like the nineteen year old
and the nineteen year old acts like a seven year old.
That right, Yeah, although that that dynamic happens, like, we
(23:04):
still have to I have to remind myself and my husband, hey,
he's only seven, right, Like we can't. Yeah, he's not.
He may act like a little adult at times, but
he's not. He's still even without you know, having the
the any disabilities or anything, he's still is still only
(23:25):
seven years old. And I know, I mean my son
had seizures when he was about a year and a
half old, and I know that that created some challenges,
but it's still just reminding yourself like they're still at
that age and knowing if they have this neuro divergent
brain that they need to also have a little extra support.
(23:47):
So yeah, yeah, yeah.
Speaker 2 (23:48):
Yeah, And that brings up another area. One of the
reasons why people sometimes miss the fact that developmentally they're
behind is communication and language. Right, there are two different
skill sets there. There's expressive language and there's receptive language. Well,
these children often are much stronger when it comes to
(24:12):
expressing themselves, so they can parrot back what you've told
them to do very well, but it doesn't mean that
they understand it, that they that they can translate the
word into action.
Speaker 1 (24:30):
Yeah.
Speaker 2 (24:31):
Right, So that confuses a lot of people. You know,
if you think about how kids with this developmental lag
and it really it's called dismaturity. Now, immaturity. You are
developmentally on track, but you choose in the moment to
act younger and you can snap out of it when
(24:53):
you're confronted. Right, dismaturity is truly you have a different
progression timetable for your development of those aspects of life.
But let's follow. Let's follow Johnny as he grows up
in school. Right, so he's in first grade, kindergarten, first grade,
(25:14):
five or six years old, but he's acting like a
three year old. He's going to get into some issues,
but it's not going to be too bad, right for
the most part. With play, he's still going to be
playing like a toddler would, right side by side, doing
the same thing, but not taking turns or sharing right,
(25:37):
because he's not old enough. He hasn't developed those skills yet,
because developmentally he's not five or six. Right. But if
you fell forward several years to when he Johnny's in
junior high, right, he's twelve or thirteen, but he's still
acting like a six year old or seven year old.
(26:00):
What's that going to look like socially for him? He's
going to really be rejected at school. You know, the
class bullies are going to manipulate him for their entertainment. Right,
But because he can speak well, he's going to keep
(26:21):
getting passed and moved up where the gap between abilities
and expectations continue to widen. Right. And if you fast
forward again to he's an eighteen year old senior, right,
he excels in sports, right, everybody loves has his athleticism,
(26:46):
but he's still you know, reading on a fourth grade level.
So how's that going to look for him? How stressed
is he going to be with the expectations of all
the teachers. What kind of social acceptance is he going
to get. He's going to get the adoration on the field,
but behind his back people are going to say dumb job. Right,
(27:14):
And it only gets harder and harder the older that
you get. But these differences can affect everything. They can
affect memory, putting information into memory, getting information back out
of memory. It can affect learning. Most people, when you're
teaching something, don't mind repeating something once. They really don't
(27:38):
mind repeating something a second time. By the time you're
asked to repeat it a third time, chances are you're
doing a big okay, right, Yeah, But these kids need
things repeated again and again and again and again, sometimes
(27:59):
one hundred times. And if they finally get it by
the end of the day, the next day, they might
not remember any of it. It's as if they never
heard it before. Right. So, I mean, it just it
affects everything. And and again it's the mismatch between abilities
(28:19):
and expectations there is the big problem.
Speaker 1 (28:23):
I mean, it sounds like it just sounds like it's
so needed across the board and schools in general, and
just the understanding. And I know that at least the
school that where my son is. They are really trying
to see what the abilities of each child are and
kind of customize a little bit more, which is good.
(28:44):
But this, I mean, it just sounds like it's something
that is highly highly needed, especially in public schools. And
then how do we support those kids as they grow
up because that could be i mean, just life changing
for any of them.
Speaker 2 (29:00):
Yeah, and these are developmental difficulties, right, You don't outgrow
them when you turn eighteen or twenty one or twenty six,
when you lose your parents' health care. Yeah, you know,
they stay with you, and they affect your ability to
get employment. Right. You know, they can affect our ability
(29:21):
to understand abstract concepts well much so much of our
world is abstract. Right. The concept of time, that's very abstract, right,
And sometimes these kids have no concept of the passage
of time, which is why they're perpetually surprised when you say,
(29:42):
I've been warning you, come on, it's time to go,
because for them time stands still. Right. Or money, that's
another really confusing one. Right, Why is a dime worth
more than a nickel? Right? And bills that have different
(30:03):
nominations on them, right? Why is one one hundred bill
worth more than four twenties who knew right? Just it
just goes and executive functioning right, the ability to plan,
the ability to sequence steps, the ability to make comparisons right,
(30:29):
This is also abstract right. To make a comparison, you
have to have two thoughts and be able to do
the pro and con analysis of each one and then
compare them. If you really struggle with being able to
do that, how much is that going to impact your life?
(30:50):
How challenging will your life be?
Speaker 1 (30:54):
Right?
Speaker 2 (30:55):
Or learning from our mistakes that's also something that is
very challenging for these kids, and it's something that as
parents typically we expect our kids to learn from mistakes.
Speaker 1 (31:10):
Yeah, yeah, I think, I mean it's just really important
to understand the information. And then I mean just offering
that extra support as they grow is going to make
a significant change I think in their stress and your
stress level as a parent and or business owner or
(31:30):
whomever comes in contact with any anyone that has these
challenges come up. So I know that you also have
some things coming up soon that people can jump in
and learn a little bit more. So would you like
to share those Sure?
Speaker 2 (31:48):
I'd be happy to so for any professionals tuning in.
I have an eighteen hour facets and our behavioral model
training that will help you identify why some of your
clients are struggling, what their needs are, what their strengths are,
and how to work with them to develop accommodations right
(32:10):
so that they can be more successful, so that they
can grow and make progress. And so that is going
to be on six consecutive Wednesday afternoons from two to
five Pacific time, starting in a week and a half,
so starting January eighteenth. And the cost of that is
(32:32):
five hundred and twenty nine dollars for all eighteen hours.
It's my New Year special.
Speaker 1 (32:37):
Wow.
Speaker 2 (32:38):
Yeah, because if you go to FACET you'll pay more
than that. And then I also provide a certificate of
attendance right and completion so you can get credit for
your hours. And then for families, for parents, I have
a nine month program that combine BIS the NOR behavioral
(33:01):
training with training in a couple areas also including trauma right,
intergenerational trauma, attachment theory, and how to recognize your child's
attachment style and your own attachment pattern and how to
change that so you can be a secure base for
(33:23):
your child and also training in parenting styles and why
we tend to be one way in our head, We're
going to do it this way, not the way mom
or Dad did, and we're fine as long as everything's calm,
but when poophit's the fan, we tend to revert to
(33:43):
the way we were parented, which can look very different. Right,
you know that old saying do as I say, not
as I do, right, So, but it also combines. So
there's group training the first three Fridays of every month
(34:04):
for nine months, so starting it actually starts this Friday,
so this week through the end of September, every Friday
from one to two Pacific time on Zoom. And then
also there will be one individual support session where I
will work with everybody you know as a family, right
(34:26):
as a single parent or couple to help support the
application of everything that's being learned. So and that is
three ninety five a month.
Speaker 1 (34:40):
So and where can they.
Speaker 2 (34:42):
Go to Go to my website which is Patriciacasper dot
com right below right, or you can find me on
Facebook at My business page is we are all Diamonds
in the off and which is my little tagline because
(35:04):
we all learn things in different order, right, so we
can all use to keep growing. And then also I'm
also on LinkedIn under Patricia Casper, so awesome.
Speaker 1 (35:18):
Yeah well, any final and again yep, link is right
down here. So if you want to join any of
her programs, please reach out. If you just want to
understand a little bit more, you can probably ask her
questions before you jump into So go check it out
on the website or find her on LinkedIn or on Facebook.
And any last things that you wanted to share or
(35:42):
offer to the audience.
Speaker 2 (35:45):
I think that the number one thing is to always
be willing to ask yourself what if? What if my
child's brain is the reason why they're acting this way,
or my spouse or whoever it is, right, what if
the brain has something to do with it?
Speaker 1 (36:04):
I love that that is a great question to ask. Yeah, well, Patricia,
I appreciate you so much for coming on and sharing.
I mean, that was such great information, and I mean
it's just it really is, what if the brain has
something to do with it? And that comes up often
in my house, so I appreciate you sharing that too,
(36:26):
but sure thing. Yeah, well, thank you so much. I
appreciate you being a guest today.
Speaker 2 (36:31):
Thank you for having me on your show.
Speaker 1 (36:33):
Absolutely, y'all, that was another amazing episode of Mental Health
Mondays where we talk to either professionals in the mental
health space, advocates of mental health, or those that live
with or experience a mental health challenge. And as a reminder,
make sure you mash down that subscribe button. If you're
watching this on uh YouTube, my brain's like leah see
(36:58):
my brain's even not functioning currently but on YouTube, or
if you're watching this on LinkedIn or Facebook, make sure
you follow us. And as a reminder, this does stream
across seven other platforms, so maybe listening is what you
want to do more and you can go listen across
seven other platforms, So wherever you listen to podcasts, make
(37:21):
sure you check it out. And if you want to
be a guest, there's information in the comments if you
want to reach out to Patricia and join one of
her upcoming of trainings events. My seeing my Brain is
like blah, jump on her website. We drop the link.
It's just Patriciacasper dot com. Rewind this go check it
(37:46):
out and get some more information. And as the very
last reminder, we are still taking money for our client
for the mind reminder BCC Evolution is a five to
one C three nonprofit. I am doing the twenty nine
twenty nine Everesting Climb in August of this year. It
(38:09):
is twenty twenty three thirty miles up the mountain in
the name of mental health and suicide prevention education. So
please go and donate. The easiest, fastest way is really
to just text climb the number four mind to four
four three two one. It is going to be the
(38:30):
biggest challenge I've ever put my mind, my body, my spirit,
my soul, my everything through. And that is why we're
raising funds. Our goal is sixty thousand dollars and we
have We're over four thousand dollars right now, So go
and donate. Maybe you miss the end of the year donation,
that's okay. Start early. You're in twenty twenty three now,
(38:50):
and start early. Last thing I want to throw out
is I just really appreciate all of you that have
donated to the climb for your We are going to
make this challenge the biggest thing that we've ever done.
And we have our tickets on sale for our annual gala.
If you're in Colorado. Part of donating on the climb
(39:12):
for the mind. Depending on what level you're at. You
can get tickets to our gala also, and that is
February eighteenth this year, and it's eighties theme, so it's
gonna be fun. So hope to see you all there,
and thank you so much for watching. Come back next
week every Monday at eleven am Mountain Standard time. Are
(39:32):
y'all Bye,
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