October 28, 2024 • 36 mins
Imagine a world where podcasting hurdles and academic pressures collide in a whirlwind of humor and insight. That's the reality we tackle in this episode as we brainstorm zany product ideas like a scent named "Burnout" and a unique retreat for therapists. Amid the laughter, we address mid-semester stress and plan a faculty and student Halloween bash, always mindful of the tightrope walk between professionalism and building connections with students. Our playful banter sets the stage for a deeper exploration of the educational journey from undergraduate to graduate studies, where students rise to the challenge of active participation, even when it means questioning their instructors.
The pressures of academia, particularly during those frantic October days, become a canvas for contrasting teaching philosophies. Some educators enforce strict deadlines and formats, while others champion the value of genuine relationships, sharing personal tales of how empathy can transform student experiences. Listen in as we recount the story of a student who pushed himself to the brink, prompting reflections on the importance of balancing demands with understanding and care. The discussion underscores the need for meaningful engagement over rote adherence to rigid academic rules.
Our vision for structured professional development groups emerges as a solution for those seeking community and mentorship in the counseling world. With a touch of humor, we dream of inviting guests like Yalom to enrich our gatherings, all while candidly acknowledging the workload involved. From modern dating anecdotes to the necessity of accountability in our lives, we wrap up with a commitment to reconnecting with our listeners soon. This episode promises laughter, insight, and a reimagined approach to education and professional growth, all served with a side of wit and warmth.
If you have any questions about any counseling related topics or would like the twins to share their thoughts about a particular counseling case - reach out with the info below:
https://thetwintherapists.com/
Instagram: thetwintherapists
Contact: thetwintherapists@gmail.com
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:16):
all right, can you hear me?
Yeah, can you hear me?
Can you hear me?
Yeah, yeah, I just want to makesure that, uh, that, uh, there
there's no lag or anything,because sometimes, man, I've
been noticing that doingpodcasts or work or anything on
my MacBook Air, sometimes it canbe a little slow.
Yeah, and when your computer isrunning slow like Jesus, why
(00:41):
don't you go ahead and get RotoComputer?
It clears all your hard drives.
I'm just practicing, dog, I'mjust practicing.
When we eventually get some typeof sponsorship or something,
that would be nice, some kind ofincentive to keep going on,
(01:01):
some type of incentive, man, youmean with the podcast or just
in life in general, you pick,you know.
Okay, speaking of incentive,have you tried the new scent
from?
It's called Depression, be Gone.
It's called Burnout, burnout,depression, be gone.
(01:22):
It's called burnout.
It's a scent adequately named.
It's a nice give.
A nice spritz of abandon.
All hope.
Yeah, a nice spritz.
Two spritz a day keeps the hopealive.
And for $25 a day you couldsupport your local therapist.
(01:50):
Cue the song in the arms Therapygarden.
That's what I'm going to do,man.
I'm going to have a specificpractice geared towards
therapists who are burnt out andI'm going to call it take them
(02:12):
out back Over the hill.
Yeah, I know, just call it thepasture.
You can call it sweepinganother rug, a bunch of 45 plus
year old therapists coming tothe come.
Come to the pasture.
You get modest, modest care.
(02:36):
You call it the farm, yeah, butthis is this is.
This is, um, not a joke.
This is a cry for help.
Yeah, this is this, is, that'swhat this is.
If you were wondering, this iswhat that sounds like.
(02:57):
Yeah, yeah, we make a lot ofthis stuff.
But, uh, yeah, we are.
It's a serious deal, jay, it's.
How would you say that?
You underwater, drowning.
Um, train water, train water.
It's the middle of the semester.
Y'all send help, send help.
Anyway, I'm holding on to this.
I'm holding on to this facultyand student halloween party,
(03:19):
like it's a life raft.
Man, those mixes, we got to mixit tonight.
Yeah, we got to mix it tonight.
Man, I think probably look a it.
I think our mixers look alittle different.
Public school mixers, yeah, Imean, y'all be mixing something.
Yeah, you can't bring your kidsto this mixer.
This ain't family friendly.
(03:39):
Yeah, anyway, man, we had tomake some rules for Halloween
costumes, just like, no wholebooty cheeks out, just no whole
booty cheeks.
Yeah.
Yeah, that's where you're at.
That's the type ofprofessionalism y'all carry.
Yeah, it gets raunchy up inthere, man, wow, yeah, yeah,
(04:00):
yeah.
Shout out to all the raunchystudents listening to this
podcast All right, yeah.
Shout out to all the raunchystudents listening to this
podcast All right, man, dobetter, be better, be better.
Let's get this thing started,hey, hey, hey.
Welcome back to the cast.
Y'all.
It's another cast.
You got a little check-in, alittle topic and a little
check-out.
This is going to be a quick one, because Jude had to put gas
(04:22):
this morning before he startedthis thing.
Because Jude had to put gasthis morning before he started
this thing.
We're supposed to start at 8 pmsharp, 8 am maybe.
I called him 8 am sharp.
That's how dumb you are, jude.
I said no, listen.
I said I called him at 7.58talking about you ready.
He said yeah, just after I getout of bed, put some clothes on.
I said what?
(04:43):
Oh no, I'm almost there.
I'm almost there.
I'm just first.
Let me wake up, let me get mycup of coffee.
For somebody so structured, Idon't know why it's 834 and 53
seconds right now, and we juststarted this thing.
Yeah, man, hey, man, hey, hey,hey, I heard it from started
(05:04):
this thing.
Yeah, man, hey, man, hey, hey,hey, I heard it from students
this week.
Oh, yeah, I heard it, man, whatdid you hear?
You see, dog, that's thedrawback of having a deep, rich,
thick relationship with yourstudents, man, okay, you know,
and I know they're listening, Iknow that the word thick just
sounds very unethical, but, yeah, keep going.
(05:26):
You got to bring it there, man.
I mean, I'm just talking aboutthe girth of the relationship,
but, yeah, it's not no better,there's no better.
That's not a no better word.
No, man, not for real.
I heard it from him today, man,this weekend, this week yeah,
but that's a drawback man.
I heard it from him today, man,this week yeah, but that's a
(05:48):
drawback man.
You build these relationshipsbased off of honesty and
vulnerability.
You know, and you share withthem your heart.
You know your soul.
You talk about your family andyour kids and your hopes and
your dreams, you know.
And then they stomp on it.
You know, yeah, they stomp onit with feedback.
What did they say, man?
(06:10):
What kind of feedback did theyhave?
I think what you meant to saywas how did they hurt me?
Oh, okay, yeah, I'm sorry.
Yeah, tell me how the big badstudents hurt you.
Tell me how they said that.
My, that they said G is that Idon't respond to emails fast
enough and also my course is amess.
(06:32):
That's what they said.
Wow, and you know what hurtsthe most, giaz, what it came
from my favorite student.
Well, he's no longer thefavorite.
Nah, man, they were completelyhonest and completely true and
completely right.
(06:52):
Yeah, yeah, but you know that'swhat you get.
You know, burning the midnightoil, trying to trying to soak up
the university's funds?
No, by working, by working twojobs at the same time.
Yeah, that's what it is.
And I go.
I was like, yeah, you know, I'mjust busy, man, I got a couple
jobs at the university and onestudent goes.
(07:14):
And whose fault is that?
And who made that choice?
Now, listen G.
No, listen, man.
It be the ones you care the mostabout that hurt you, the ones
you love the most.
You know, because we just didchoice reality therapy last week
and they turned it against me.
(07:35):
You know.
You know what I mean.
I would say that's welldeserved.
It's like you teach your kidshow to cut a banana with a knife
and then they take that knifeand stab you in the heart.
You know, like, that's whatit's like.
Geez, yeah, no, no, I think youare taking it as a stabbing in
(07:57):
the heart, but I think what thestudents meant to say was, like
this is a cry for help for us.
We are suffering, we aresuffering, we are suffering.
No, no, no, no, but for real,for real, for real, uh, and you
have abandoned us.
It was kind of dope man.
It was kind of dope like yeah,you know you felt, did you felt
fussed?
Did you feel?
No, I felt I felt proud.
(08:17):
I felt proud.
Oh, yeah, yeah, man, yeah,because you know, like, like,
like every student goes throughthis, you know, and I know your
students do too.
In that first year, like, theyget that transition from
undergrad to graduate school ohyeah, I had one the other day.
And in graduate school, I meanin undergrad, in undergrad,
(08:38):
you're such a passive passengeron the educational experience.
You know, I mean we talkedabout this in the cast before
but, like you know, a student isa graduate student when they
are like active and not in thatannoying, like anxious, like I
(08:59):
have my priorities wrong and I'mtrying to get a 4.0 for my ego
type stuff.
I have to get a 4.0 for my egotype yeah, yeah, type stuff.
I have to get a 4.0.
Yeah, because you know likesome of that stuff comes from
ego, you know, and like you know, it's like that's immature, you
know, yeah, but when somebody,but when, when, when a student
feels free enough to be like hey, yo, like yeah, you know, I'm
(09:24):
not, I'm something's missingsome, something's missing from
what you know, yeah, and, andthey were completely right, you
know, and um and uh, I don'tknow if you're, I don't know if
you, you experience the yard usecanvas or the yard use
something else.
No, we use moodle, moodle, okay, talk.
So with canvas they, um, youcould do course copies, you know
(09:47):
, yeah, and talk.
I don't know what the limit ofiterations are, but I'm on like
iteration like eight or nine ofa course and I've made changes.
But we do this thing calledsimple syllabi which kind of
tracks a bunch of things andkeeps things together, you know,
but what I found since we'vegotten that is that when you
(10:09):
course copy dog, just randomstuff from other iterations of
the class will just like sit inassignments, you know, and I'll
have like quizzes that are likeuploaded but not populated with
questions.
Dog and the students.
Dog, they're like hey, man, hey, I'm trying to get through it,
(10:32):
but there's some resistance.
Yeah, yeah, yeah, but, dog, Idon't know I feel proud of, yeah
, yeah, type of like yeah, getimmature.
Just, you know, yeah, like,yeah, you know, I, I need to get
a full part and all, because Ialways told my dad and he said
(10:54):
he would never, and then I saidI would and I'm doing like so
can you please grade those,simon, because I need, come on.
So can you please grade those,siren, because I need to know
what the grade is, because I,come on, I get it, I get it, I
get it, and also, the gradesdon't matter.
(11:15):
How many times do we have to sayit?
Like, if you're a full-blownstudent but suck as a therapist,
you wasted your money.
You know like, yeah, you wastedyour whole family's time.
Yeah, wasted a dream.
Come on, man, you wasted yourmoney.
You know like, yeah, you wastedyour whole family's time.
Yeah, wasted a dream.
Come on, man, you wastedeverybody else's time.
Nah, but yeah, bro, I feltfussed, man, I felt fussed, yeah
.
So, um, I had the opposite, theopposite reaction not fuss, but
(11:38):
like, yeah, well, I was just inclass and I was like, hey, man,
like there's so much informationin this lifespan class, yeah,
to where?
Like I can't.
There's like the semesters andit's we're in the middle of the
semester.
Our lifespan sucks to teach.
Yeah, man, I'm trying to makesure that you get all the
information, but like it'sviewed out, you know, so like
(12:02):
what I need to start doing nowis like cherry picking from
chapters and like, uh, andcombining chapters together.
Yeah, so that way you can, sothat way we can like get through
the text and the material andhave more like important,
in-depth discussions.
Yeah, yeah, like more, more,more, like rewarding discussions
and more rewarded, so that itdoesn't, so that it doesn't feel
(12:24):
like you're just cramminginformation, just, and that's
what it felt it's.
It's felt like that for thewhole first half of the semester
, like I'm just like cramminginformation in for the students,
you know, and like, even whenI'm up there, I'm like, bro, I'm
, there's no way I'm gettingthrough this, through this
powerpoint.
I'm like, why are we doing thispower?
Why are we covering this?
Why are we talking about this?
(12:46):
Then I had one.
There's a couple of studentswho were like, well, how is that
going to?
So what chapter are we on?
Where are we going to?
So how are we going to?
So what do I have to read fornext week?
I was like, hey, man, are youreading these chapters cover to
cover?
Are you going chapter bychapter and like really reading
this stuff, you know?
And they're looking at me likeyeah, I'm not supposed to be
(13:08):
doing that, you know and don't.
When they said that the wholeclass was like, no, yeah, yeah,
yeah, yeah, yeah, yeah, butgranted their first year, first
semesters.
And I have some other, like youknow, some other students who
are like like graduating, butthat's crazy, I'll do that to
y'all students.
Yeah, yeah, yeah, that'sdiabolical.
(13:29):
Y'all mix them up like that.
But you remember we were in somemixed classes when we were at
UMHB.
Yeah, only because our programwas going through some
transition.
What?
No, the psychopharmacologyclass.
Yeah, we had a bunch of classeswhere it was just like a mixed
core, I know.
But because we, because,remember, remember, we lost all
those students and so we had to.
(13:50):
You know, you can have, you canhave classes y'all don't have,
y'all don't have no mixed school.
No, how big are y'all's cohorts30, 30, oh, okay.
Okay, yeah, we got 30 studentsin the core man, 25 to 30
students in a cohort and we havean afternoon class and an
evening class basically, butit's the same cohort and they
matriculate through the programtogether.
(14:12):
Yeah, we don't have like a.
I mean, I love it.
I love the fact that it's amixed cohort in lifespan,
because you get just differentperspectives.
You get perspectives like yougot when I shifted the course.
The student's going like wait,so then what am I supposed to do
?
And one student was just likehey, I get why you're doing that
(14:34):
, but chill, do you think thatyour class like?
In my experience it felt likethe students like the way that
the course was set up, you knowit, it actually didn't allow
(14:55):
them to be their chillest self.
You know the way that, the waythat my course was set up, is
that it actually triggeredanxiety.
No, I think these, I thinkthese anxiety.
No, I think these, I thinkthese, and so like we kind of
talked about it in class andsome of these students were like
this is my first time taking Idon't come from a psych, like a
(15:17):
psychology background, so like Ihave I have no idea who Piaget
is.
Like I have no idea what youknow.
Uh, uh, what like any of thisstuff is you know.
So, like you know, um, I like Ineed to know it all, you know.
And like so the students arelike, nah, you don't, you don't
(15:38):
actually need to know it all.
Yeah, you know.
Like there's, there's no wayyou're gonna know it all.
And and even if you did know itall, it won't help you out there
in the therapy room.
You know, like this informationis like supplemental
information to like for you toreally understand, like the,
maybe the background of aclient's issue.
Yeah, right, and maybe likepiece some stuff together based
(16:01):
on the client's story.
But like you got to go in thereand like get the client's story
in order to like use thisinformation.
So if you can't build arelationship, then you can't
really use this information, youknow.
So it's like kind of keep thisinformation in the background of
your thoughts, like, yeah,understand what, what erickson's
psychosocial stages are, yeah,but you know.
(16:22):
But like you're not going to goin there, yeah, because you're
not going to go in session andsay, hey, just so you, so you
know you're in the, you knowidentity versus whatever Rarely,
like rarely, do you do that?
It rarely happens.
Yeah, I mean, you mayunderstand that, but you know,
and I think there's acombination of the students
having like little idea of whattherapy looks like and also
(16:47):
coming from this like fear-basedmentality about the education.
Yeah, but like, if I don't, theonly way I'm gonna, the only
way I can quell my anxiety, isif I feel somewhat prepared.
And feeling somewhat preparedit's like going chapter by
chapter in the class andsticking with the readings and
(17:08):
sticking with the.
You know, and I get it, I getit Totally.
I wasn't like that.
It's just not sustainable.
I wasn't like that.
Yeah, it's not sustainable.
I wasn't like that.
And I think one of the reasonswhy I wasn't like that was
because I expected to fail.
Oh, yeah, I think studentsdon't expect that the client
(17:32):
doesn't want help when they cometo therapy.
Yeah, you know it's like a.
It's like a.
You know it's like an ox, notan oxymoron, but like something
like that.
You know what I mean.
Yeah, I don't know what you'retalking about.
No, let me, just let me keepgoing.
No, I don't.
I think it's like a.
No, I know what it is.
It's a Uno reverse.
(17:52):
No, I think you need to take astep back and start to
reconsider some of the lifechoices.
Yeah, yeah, yeah, it's like aUno reverse.
I don't know how you got to thispoint in your career or life.
No, because you think, and youknow, because you put, like a
red card down.
Let me stop you.
And your red card is, like youknow, theoretical.
(18:13):
You've had enough.
No, you've given the audienceenough.
This is, I'll tell you, I'lltell you about it in class, I'll
tell you they're straying downthe pastor right now, down the
pastor somewhere.
No, but but but.
But, yeah, you know you, youcome into it and and it's, it's
October, man, I mean it's.
It's like you know, you knowit's like stress, assignments
(18:37):
are being due.
You know students about whatwe're assessing.
You know because, like, yeah,like in that first year, I mean
(18:58):
your grades.
I mean it's not that the gradesdon't matter, but that is like,
maybe the bottom, yeah, that'slike the last thing we are like
paying attention to.
We're not even really payingattention to.
Like, are you turning in yourassignments on time?
I mean, to be fair, there's someprofessors who, like, that's
(19:22):
their focus and they need to dothat.
Their focus is like APA.
Like I'm the APA guru aroundhere.
I like to make sure that you'redoing APA.
I'm the APA guru around here.
I like to make sure that you'redoing APA and you're following,
because you're going to needAPA and I have my rubric when
you're doing your clinicalassessments at your internship
site.
They're going to want you tospace the period AGs.
(19:44):
Amen, amen.
Those professors suck, suck.
I if I, if you are one of thoseprofessors and you're listening
to this podcast, if you are oneof those professors and you and
you think that you have a clearargument of like, why you're so
(20:05):
focused on apa and why you're sofocused on APA and why you're
so focused on like assignmentdue dates.
Just know, everyone hates you.
Yep, all of the students talkabout you behind your back.
Yes, like, it's one of theworst classes.
Like, several of your studentshave asked to move to the next
(20:25):
section of the course and youthink that one day they're going
to appreciate it.
They never do, we never do, wenever do.
You are always remembered asthat professor who cared about
trivial things instead of me asa person, which is why you're
(20:48):
teaching career and lifespan.
And they won't give you apracticum and internship course.
They won't give it to you.
You're teaching research andyou want to give me a practicum
course?
Because ain't nobody in theretrying to worry about the word
count on a soap?
Nobody's trying to say, oh well, word count on a soap.
Yeah, man, you know like nobody.
(21:09):
Nobody's trying to say, oh well, you got 143 indirect hours.
I need to see exactly whatyou're doing for indirect hours,
what that's that professor doglike what?
I don't wait, let me justdouble check.
If listening to podcasts is anindirect hour, let me call board
.
I'll get back to you next time.
Hold on, let me count.
(21:29):
Oh my God.
But no, I just feel like thestudents, and I think that's how
we survived, because weexpected to fail the coursework.
We knew.
We knew that we weren't goingto do well in the coursework,
(21:52):
and so what we did was was thatwe built a genuine relationship
with the faculty.
Yeah, and that's what I mean bylike, bro I'm looking for.
When you're struggling in thesemester, do you come to me, do
you shoot me an email and say,hey, this is what's going on,
man.
Hey, look, I know thisassignment is due, but I don't
need an extra week because mykid's going through something.
(22:13):
Look, I got it, though, I'mgoing to turn it in.
Or if you have some trouble withan assignment, you come to my
office and then you havequestions Maybe you even did an
outline, you know what I meanInstead of coming and saying
like, hey, bro, I, I can't.
Bro, there was one student man,I'm not gonna, I'll say his
(22:34):
name, whatever.
Uh, this one student, ryan man,who shot me an email, you know,
was like hey, I forget thecontext of the email, but it was
like I'm basically I've beenworking for 48 hours.
Yeah, you know, oh, I rememberyou telling me this story.
Yeah, it's like, hey, man, Ican't turn, I can't, I can't get
the assignment to you.
Like I'm, you know, and I waslike first off, like, take care
of yourself, this assignment,the assignment to you.
And I was like, first off, takecare of yourself, this
(22:55):
assignment is secondary to you,like drinking water and sleeping
, turn it in whenever you can.
But he didn't get the email, hedidn't open the email before he
put an all-nighter to finish theassignment.
So he comes in and theassignment's turning and I'm
like, how did you get this done?
He's like I stayed up's.
He is pounding bottles of water.
(23:17):
Yeah, I mean last.
Yeah, you know, I'm like I was.
I'm pissed.
Yeah, I'm like what are youdoing?
What are you doing?
What are you doing?
You don't have to.
I, I get it and I appreciatethe tenacity, yeah, you know.
But, like, this is not, this isnot the type of program we're
running here.
Yeah, we're not running a 24hour up at night trying to
finish assignment.
(23:37):
Yeah, look, I get it.
It's out of respect for me,it's out of respect for the
course.
I get it.
Man, he's that type of man.
I get it.
But I was sitting back thereseething.
Yeah, yeah, I'm like, hey, man,don't you know I care about you
.
Yeah, man, like I care aboutyou way more than this
assignment, and I think that'sthe thing.
(24:02):
It's like you want to have thetype of relationship with the
students to where they don'tstress about the assignments
because they trust you.
Yeah, you know what I mean.
Don't stress about it.
You know what I mean.
If you complete this assignment, this assignment is for you.
It's trust you.
Yeah, you know what I mean.
Don't stress about it.
You know what I mean.
If you complete this assignment, this assignment is for you,
it's for you.
You're not getting an F on theassignment.
If you like, really gotsomething, yeah.
But I understand that, like,students have come into graduate
(24:26):
school socialized.
You know what I mean to like,you know, and maybe, maybe, in
that, hold on y'all, hold on,hold on, hold on, wait, hold on.
It's those Marlboro's I smokedbefore.
Before, a couple of years, youhad to top off a glass of
whiskey before jumping into thispodcast.
(24:48):
My third pack, my third packtoday.
Nah, man, you remember.
You remember Dr Stotts?
We had this professor, drStotts, who used to take a
20-minute smoke break.
Every 20 minutes, man, she'dcome in with her little e-sexes.
Draw a draw.
Listen, baby.
When I used to work in Austin, Iused to be a comedian.
I don't do it like that, youknow she used to sound like an
(25:10):
angel man.
She used to sound like PaulaJean.
You know she used to sound likean angel man.
She used to sound like PaulaJean.
Oh, man, anyway.
But yeah, I mean, you know, Iunderstand that.
You know students and we didtoo, you know.
But I think we had to get it howwe lived, because we came in
with a G, we came in a probation.
We talked about this plenty oftimes.
Yeah, yeah, yeah, we came inlimpid, yeah, but so we had to
rely on relationships and Ithink that made us go into
(25:37):
classes going like, oh, theywon't let me fail.
I have to try to fail.
You know what I mean.
I have to allow my lifecircumstances to be in such a
way that I can't pass now, now,now, I think the program is like
that now, but I think when wewent through the program, yeah,
dr ballard would let you fall onyour sword, like she would.
(26:00):
You know, hey, man, if youdon't pass theories, yeah, I'm
not letting you into these othercourses.
Yeah, that's true, you know,and that's true, you know.
You remember that time when wehad that one student who, like,
went in the to practicum, yeah,and he saw his first client and
he didn't say a word.
Yeah, nobody came knocking onthe door, nobody tried to pull
him out of session.
I remember that session.
(26:21):
Nobody helped him, they justlet him fail.
I remember that, yeah, we allwatched live and in color.
Live and in color.
You said that was a lesson.
I remember being in thesupervision room like, can
somebody help him?
Somebody go in there, somebodygo in there, get him out there.
Not like this, not like this.
(26:41):
No, this is not supposed tohappen.
This is what's supposed to go,and professors sitting next to
you, like you see, you see whathappens when you go in there
unprepared.
Yeah, you see what happens whenyou don't listen.
Yeah, hey, man, this.
But this profession is not foreveryone and you guys are
getting a clear-cut example of a, of a, of an ill fit.
(27:01):
This is what it looks like.
You know, like I was like whatthis is, this is, this is what
happens when you don't do thework.
Yeah, when you think you knowyou go in, brother, you have
this like cloak, this cloak ofinvisibility or this cloak of
invinci.
Think, you know, you go in andyou have this like cloak, this
cloak of invisibility or thiscloak of invincibility, you know
.
And then when you see somebodyget popped in a in a face by a
(27:22):
client, you're like hold on,that can happen, wait, that can
happen to us.
All right, man, all right,listen, listen, listen.
I got like three minutes.
I got got to get to thismeeting man.
Hey, we didn't even check in ornothing.
No, it's fine, wait, no, I wantto mention stuff before we go.
I want to mention some big news.
What you want to mention Somebig news, man, what you want to
(27:42):
mention?
Julius said that he was goingto do.
What did I say I was going todo?
Nah, man, we've been thinkingabout doing this.
I don't like this.
We've been thinking about doingthis thing and it's all our
ideas.
We didn't get it from anybodybut ourselves.
Nah, we got some of thelisteners have been writing in.
Yeah, we got some listeneremails, man, and talking about
(28:04):
some of their needs, some of thethings that they want they got
to have, they got to have, andone of those things is more time
with us you know, specificallyme, but with Jews.
And so, yeah, man, so we aregoing to start this.
(28:24):
What do we call it?
Jews?
Twin Therapist Learning Academy.
Twin Therapist Learning Academyfor the ungifted clinicians,
for the ungifted and unmotivated.
Yeah, yeah, I think that's whatwe call it, you know?
No, no, no, it was ungifted,unmotivated and jaded.
Yeah, you remember One of thosegifted students?
I got to get into the giftedclasses because I'm smart.
(28:47):
Yeah, well, this is for theungifted, unmotivated and jaded.
Yeah, man, you can.
Even you, can we even acceptpre-jaded clinicians pre-jaded?
Have you got?
You got the prerequisite of uh,yeah, of burnout.
No, um, yeah, these learn anice, a nice burnout smell.
(29:08):
Yeah, we're thinking aboutstarting these learning groups
and mentorship groups, man,starting in January.
We're going to have it openlike signups, open like November
15th, on our website.
Julius is going to say moreabout the information on the
(29:28):
website, because I don'tremember the website's name.
Hold on, what is that?
God?
Hold on one second.
I don't remember the website'sname.
Hold on, what is that?
God?
Hold on One second.
Let me Twin Therapist.
I think it's the Twin Therapist, the Twin Therapistcom.
Hold on, give me one second.
Just Google this Cue some musicman.
Yeah, it's called thetwintherapistcom.
(29:56):
Yeah, that's our website.
Okay, the twintherapistcom.
We'll have some updatedinformation about the courses.
But I mean this is really goingto be more of like a
community-based thing.
Yeah, not like a class.
We're going to have differenttiers.
We're going to talk about somereal stuff.
You remember the tier structurethat we talked about?
I don't remember, but we'll putit on the website.
(30:18):
But I think the ideal is we'regoing to do these semester-long
groups right, but we have 16weeks.
16 weeks, we have about six toeight people in a group.
We can have multiple groups, ifwe need to times that workout,
and we're going to have a coupleof different focuses.
(30:39):
We'll have some focuses, maybe,for graduate students.
We'll have some focus for newprofessionals, and then we'll
have PLPCs, our LPC associates,and then we'll have some focuses
for some groups, for moreadvanced clinicians, where we do
consultation and talk abouttheory.
Um and uh, yeah, all all of itis going to be geared towards
(30:59):
building community, connectingpeople and, uh, and just like I
don't know man, having a goodtime.
So, yeah, so this is going tobe structured like.
It's not going to be one ofthose like open groups where you
just like kind of come in andwe're like, okay, so what do you
want to talk about?
Yeah, now, this is we're goingto have like a syllabi and like
you know what we, what we wantto cover, it's not going to be
PowerPoint based but there'sgoing to be more conversational,
(31:22):
didactic, but there's going tobe some resources, yeah, and we
have some like guest speakers,you know, or Yalom to come in,
or Yalom yeah, or Yalom yep tocome in and do some guest spots
and talk about, like the processof therapy, even some business
associates to talk about thebusiness of counseling, you know
, yeah, or even some of our owngraduate students to come in and
(31:45):
talk about, like the graduatestudent process.
Yeah, man, new graduates, youknow.
So like, yeah, just stuff likethat.
Yeah, pertinent information foreach group, and I think, like
the ideal of it is, you know, atleast for me and I know for you
too, julius, is that we Money,huh, money, money, money.
That's the yeah, make it, getit.
(32:06):
No, allowing them to make money, no, try to fleece these jokers
for all the money they got,reach into your pockets and give
me all your money.
I don't think, I think that'shelpful right now, jesus, yep,
uh, yeah, that's what we'reafter.
Yeah, okay, um, yeah, anyway,uh, just so, you know, that's
the undercurrent, that's theundercurrent on the current
(32:28):
motivation for you, yeah, of theungifted, and I mean like I
gotta, I gotta go, I gotta go tothis meeting man, but but I,
but I think, like what werecognize was that not everybody
, everybody, has not had anawesome training experience.
Yeah, I think that's the mostpolitical way, you know, and
(32:51):
most and a lot of people haven'thad the greatest supervision
experience.
Yep, and a lot of peoplehaven't had the greatest
practicing experience.
Yeah, like the transition fromlike under supervision to like
now you're out there in theworld and so, of course, like,
we'll provide some information,share some of our stories, you
(33:13):
know, have a cause.
Cause, all of this stuff isbooks that we've, that we've
written, and books that we'regoing to write, you know.
But I think, more than anything, it's maybe providing a little
bit of a corrective emotionalexperience, you know where, like
people, I think more.
I think I mean, yeah, we jokeabout the money stuff, but like,
I think it's more for us to Forsure, to kind of create, it's
(33:35):
more for us to for sure, forsure, yeah, for sure, and it
feels like.
It feels like our communityhere.
You know, uh, listeners andstuff have been rocking with us
for a long time, since thebeginning, and this is stuff
that they've wanted, you know.
It's like you know, uh, and sowe got to get the people what
they want, yeah, so hopefully noone signs up so we don't have
to actually do this.
But you know, we just figuredwe'd offer it.
But you suck at advertisingstuff, man, I know.
(33:59):
I just man, as we're talkingabout it, I'm like, geez, this
sounds like a lot of work, man.
How it's not a lot of work.
Look, okay, yo don't go out andsign up for this as usual.
Don't, please do it as usual.
As usual, I'll do all of thework and I'll structure it and
I'll provide everybody witheverything that they need.
And Jews will show up and justgo off the rails, off the dome
(34:23):
freestyle Black Thought stylebars.
Yeah, yeah, yeah, and it won'tmake any sense.
And then I'll explain it toy'all what he means.
Yep, don't, don't let me out ofthe cage, cause I'm gonna say,
I'm gonna say some stuff, that's, I might put your careers in
jeopardy.
Luckily, this won't be recorded, so, um, maybe, anyway, all
(34:46):
right, man, hey, look, jesus, itwas nice talking to you.
Hey, don't be playing on myphone.
Today I got a lot of stuff to do.
I'm busy.
I'm busy, but I'm pressed fortime.
I'm already four minutes latefor a meeting.
I'm about to take my daughteron a picnic.
You see, some of us got to work.
Y'all see what I'm talkingabout.
No, no, y'all see what I'mtalking about, you know, because
(35:09):
you know why, listeners,because he don't have no grace.
He said, daddy.
She said, daddy, when are yougoing to take me out on a date.
I was like hey, tomorrow, meetme here.
I don't know how she's going toget there, but you know that's
up to her, right.
I told I'm not picking her up.
Yeah, no, man, you don't do.
Nah, she gotta learnindependent.
Independent now, that's whatyou wanted.
No, I'm going on a picnic.
(35:33):
You can come if you want.
Anyway, man, all right, hey,we'll see y'all.
We'll see y'all in three orfour weeks, whenever you deem it
appropriate to do.
Another cat, nah, man, we needto be better about this, man.
We need to be more structured.
We'll see y on November.
(35:57):
Alright, let me stop this, you.
all right, can you hear me?
Yeah, can you hear me?
Can you hear me?
Yeah, yeah, I just want to makesure that, uh, that, uh, there
there's no lag or anything,because sometimes, man, I've
been noticing that doingpodcasts or work or anything on
my MacBook Air, sometimes it canbe a little slow.
Yeah, and when your computer isrunning slow like Jesus, why
(00:41):
don't you go ahead and get RotoComputer?
It clears all your hard drives.
I'm just practicing, dog, I'mjust practicing.
When we eventually get some typeof sponsorship or something,
that would be nice, some kind ofincentive to keep going on,
(01:01):
some type of incentive, man, youmean with the podcast or just
in life in general, you pick,you know.
Okay, speaking of incentive,have you tried the new scent
from?
It's called Depression, be Gone.
It's called Burnout, burnout,depression, be gone.
(01:22):
It's called burnout.
It's a scent adequately named.
It's a nice give.
A nice spritz of abandon.
All hope.
Yeah, a nice spritz.
Two spritz a day keeps the hopealive.
And for $25 a day you couldsupport your local therapist.
(01:50):
Cue the song in the arms Therapygarden.
That's what I'm going to do,man.
I'm going to have a specificpractice geared towards
therapists who are burnt out andI'm going to call it take them
(02:12):
out back Over the hill.
Yeah, I know, just call it thepasture.
You can call it sweepinganother rug, a bunch of 45 plus
year old therapists coming tothe come.
Come to the pasture.
You get modest, modest care.
(02:36):
You call it the farm, yeah, butthis is this is.
This is, um, not a joke.
This is a cry for help.
Yeah, this is this, is, that'swhat this is.
If you were wondering, this iswhat that sounds like.
(02:57):
Yeah, yeah, we make a lot ofthis stuff.
But, uh, yeah, we are.
It's a serious deal, jay, it's.
How would you say that?
You underwater, drowning.
Um, train water, train water.
It's the middle of the semester.
Y'all send help, send help.
Anyway, I'm holding on to this.
I'm holding on to this facultyand student halloween party,
(03:19):
like it's a life raft.
Man, those mixes, we got to mixit tonight.
Yeah, we got to mix it tonight.
Man, I think probably look a it.
I think our mixers look alittle different.
Public school mixers, yeah, Imean, y'all be mixing something.
Yeah, you can't bring your kidsto this mixer.
This ain't family friendly.
(03:39):
Yeah, anyway, man, we had tomake some rules for Halloween
costumes, just like, no wholebooty cheeks out, just no whole
booty cheeks.
Yeah.
Yeah, that's where you're at.
That's the type ofprofessionalism y'all carry.
Yeah, it gets raunchy up inthere, man, wow, yeah, yeah,
(04:00):
yeah.
Shout out to all the raunchystudents listening to this
podcast All right, yeah.
Shout out to all the raunchystudents listening to this
podcast All right, man, dobetter, be better, be better.
Let's get this thing started,hey, hey, hey.
Welcome back to the cast.
Y'all.
It's another cast.
You got a little check-in, alittle topic and a little
check-out.
This is going to be a quick one, because Jude had to put gas
(04:22):
this morning before he startedthis thing.
Because Jude had to put gasthis morning before he started
this thing.
We're supposed to start at 8 pmsharp, 8 am maybe.
I called him 8 am sharp.
That's how dumb you are, jude.
I said no, listen.
I said I called him at 7.58talking about you ready.
He said yeah, just after I getout of bed, put some clothes on.
I said what?
(04:43):
Oh no, I'm almost there.
I'm almost there.
I'm just first.
Let me wake up, let me get mycup of coffee.
For somebody so structured, Idon't know why it's 834 and 53
seconds right now, and we juststarted this thing.
Yeah, man, hey, man, hey, hey,hey, I heard it from started
(05:04):
this thing.
Yeah, man, hey, man, hey, hey,hey, I heard it from students
this week.
Oh, yeah, I heard it, man, whatdid you hear?
You see, dog, that's thedrawback of having a deep, rich,
thick relationship with yourstudents, man, okay, you know,
and I know they're listening, Iknow that the word thick just
sounds very unethical, but, yeah, keep going.
(05:26):
You got to bring it there, man.
I mean, I'm just talking aboutthe girth of the relationship,
but, yeah, it's not no better,there's no better.
That's not a no better word.
No, man, not for real.
I heard it from him today, man,this weekend, this week yeah,
but that's a drawback man.
I heard it from him today, man,this week yeah, but that's a
(05:48):
drawback man.
You build these relationshipsbased off of honesty and
vulnerability.
You know, and you share withthem your heart.
You know your soul.
You talk about your family andyour kids and your hopes and
your dreams, you know.
And then they stomp on it.
You know, yeah, they stomp onit with feedback.
What did they say, man?
(06:10):
What kind of feedback did theyhave?
I think what you meant to saywas how did they hurt me?
Oh, okay, yeah, I'm sorry.
Yeah, tell me how the big badstudents hurt you.
Tell me how they said that.
My, that they said G is that Idon't respond to emails fast
enough and also my course is amess.
(06:32):
That's what they said.
Wow, and you know what hurtsthe most, giaz, what it came
from my favorite student.
Well, he's no longer thefavorite.
Nah, man, they were completelyhonest and completely true and
completely right.
(06:52):
Yeah, yeah, but you know that'swhat you get.
You know, burning the midnightoil, trying to trying to soak up
the university's funds?
No, by working, by working twojobs at the same time.
Yeah, that's what it is.
And I go.
I was like, yeah, you know, I'mjust busy, man, I got a couple
jobs at the university and onestudent goes.
(07:14):
And whose fault is that?
And who made that choice?
Now, listen G.
No, listen, man.
It be the ones you care the mostabout that hurt you, the ones
you love the most.
You know, because we just didchoice reality therapy last week
and they turned it against me.
(07:35):
You know.
You know what I mean.
I would say that's welldeserved.
It's like you teach your kidshow to cut a banana with a knife
and then they take that knifeand stab you in the heart.
You know, like, that's whatit's like.
Geez, yeah, no, no, I think youare taking it as a stabbing in
(07:57):
the heart, but I think what thestudents meant to say was, like
this is a cry for help for us.
We are suffering, we aresuffering, we are suffering.
No, no, no, no, but for real,for real, for real, uh, and you
have abandoned us.
It was kind of dope man.
It was kind of dope like yeah,you know you felt, did you felt
fussed?
Did you feel?
No, I felt I felt proud.
(08:17):
I felt proud.
Oh, yeah, yeah, man, yeah,because you know, like, like,
like every student goes throughthis, you know, and I know your
students do too.
In that first year, like, theyget that transition from
undergrad to graduate school ohyeah, I had one the other day.
And in graduate school, I meanin undergrad, in undergrad,
(08:38):
you're such a passive passengeron the educational experience.
You know, I mean we talkedabout this in the cast before
but, like you know, a student isa graduate student when they
are like active and not in thatannoying, like anxious, like I
(08:59):
have my priorities wrong and I'mtrying to get a 4.0 for my ego
type stuff.
I have to get a 4.0 for my egotype yeah, yeah, type stuff.
I have to get a 4.0.
Yeah, because you know likesome of that stuff comes from
ego, you know, and like you know, it's like that's immature, you
know, yeah, but when somebody,but when, when, when a student
feels free enough to be like hey, yo, like yeah, you know, I'm
(09:24):
not, I'm something's missingsome, something's missing from
what you know, yeah, and, andthey were completely right, you
know, and um and uh, I don'tknow if you're, I don't know if
you, you experience the yard usecanvas or the yard use
something else.
No, we use moodle, moodle, okay, talk.
So with canvas they, um, youcould do course copies, you know
(09:47):
, yeah, and talk.
I don't know what the limit ofiterations are, but I'm on like
iteration like eight or nine ofa course and I've made changes.
But we do this thing calledsimple syllabi which kind of
tracks a bunch of things andkeeps things together, you know,
but what I found since we'vegotten that is that when you
(10:09):
course copy dog, just randomstuff from other iterations of
the class will just like sit inassignments, you know, and I'll
have like quizzes that are likeuploaded but not populated with
questions.
Dog and the students.
Dog, they're like hey, man, hey, I'm trying to get through it,
(10:32):
but there's some resistance.
Yeah, yeah, yeah, but, dog, Idon't know I feel proud of, yeah
, yeah, type of like yeah, getimmature.
Just, you know, yeah, like,yeah, you know, I, I need to get
a full part and all, because Ialways told my dad and he said
(10:54):
he would never, and then I saidI would and I'm doing like so
can you please grade those,simon, because I need, come on.
So can you please grade those,siren, because I need to know
what the grade is, because I,come on, I get it, I get it, I
get it, and also, the gradesdon't matter.
(11:15):
How many times do we have to sayit?
Like, if you're a full-blownstudent but suck as a therapist,
you wasted your money.
You know like, yeah, you wastedyour whole family's time.
Yeah, wasted a dream.
Come on, man, you wasted yourmoney.
You know like, yeah, you wastedyour whole family's time.
Yeah, wasted a dream.
Come on, man, you wastedeverybody else's time.
Nah, but yeah, bro, I feltfussed, man, I felt fussed, yeah
.
So, um, I had the opposite, theopposite reaction not fuss, but
(11:38):
like, yeah, well, I was just inclass and I was like, hey, man,
like there's so much informationin this lifespan class, yeah,
to where?
Like I can't.
There's like the semesters andit's we're in the middle of the
semester.
Our lifespan sucks to teach.
Yeah, man, I'm trying to makesure that you get all the
information, but like it'sviewed out, you know, so like
(12:02):
what I need to start doing nowis like cherry picking from
chapters and like, uh, andcombining chapters together.
Yeah, so that way you can, sothat way we can like get through
the text and the material andhave more like important,
in-depth discussions.
Yeah, yeah, like more, more,more, like rewarding discussions
and more rewarded, so that itdoesn't, so that it doesn't feel
(12:24):
like you're just cramminginformation, just, and that's
what it felt it's.
It's felt like that for thewhole first half of the semester
, like I'm just like cramminginformation in for the students,
you know, and like, even whenI'm up there, I'm like, bro, I'm
, there's no way I'm gettingthrough this, through this
powerpoint.
I'm like, why are we doing thispower?
Why are we covering this?
Why are we talking about this?
(12:46):
Then I had one.
There's a couple of studentswho were like, well, how is that
going to?
So what chapter are we on?
Where are we going to?
So how are we going to?
So what do I have to read fornext week?
I was like, hey, man, are youreading these chapters cover to
cover?
Are you going chapter bychapter and like really reading
this stuff, you know?
And they're looking at me likeyeah, I'm not supposed to be
(13:08):
doing that, you know and don't.
When they said that the wholeclass was like, no, yeah, yeah,
yeah, yeah, yeah, yeah, butgranted their first year, first
semesters.
And I have some other, like youknow, some other students who
are like like graduating, butthat's crazy, I'll do that to
y'all students.
Yeah, yeah, yeah, that'sdiabolical.
(13:29):
Y'all mix them up like that.
But you remember we were in somemixed classes when we were at
UMHB.
Yeah, only because our programwas going through some
transition.
What?
No, the psychopharmacologyclass.
Yeah, we had a bunch of classeswhere it was just like a mixed
core, I know.
But because we, because,remember, remember, we lost all
those students and so we had to.
(13:50):
You know, you can have, you canhave classes y'all don't have,
y'all don't have no mixed school.
No, how big are y'all's cohorts30, 30, oh, okay.
Okay, yeah, we got 30 studentsin the core man, 25 to 30
students in a cohort and we havean afternoon class and an
evening class basically, butit's the same cohort and they
matriculate through the programtogether.
(14:12):
Yeah, we don't have like a.
I mean, I love it.
I love the fact that it's amixed cohort in lifespan,
because you get just differentperspectives.
You get perspectives like yougot when I shifted the course.
The student's going like wait,so then what am I supposed to do
?
And one student was just likehey, I get why you're doing that
(14:34):
, but chill, do you think thatyour class like?
In my experience it felt likethe students like the way that
the course was set up, you knowit, it actually didn't allow
(14:55):
them to be their chillest self.
You know the way that, the waythat my course was set up, is
that it actually triggeredanxiety.
No, I think these, I thinkthese anxiety.
No, I think these, I thinkthese, and so like we kind of
talked about it in class andsome of these students were like
this is my first time taking Idon't come from a psych, like a
(15:17):
psychology background, so like Ihave I have no idea who Piaget
is.
Like I have no idea what youknow.
Uh, uh, what like any of thisstuff is you know.
So, like you know, um, I like Ineed to know it all, you know.
And like so the students arelike, nah, you don't, you don't
(15:38):
actually need to know it all.
Yeah, you know.
Like there's, there's no wayyou're gonna know it all.
And and even if you did know itall, it won't help you out there
in the therapy room.
You know, like this informationis like supplemental
information to like for you toreally understand, like the,
maybe the background of aclient's issue.
Yeah, right, and maybe likepiece some stuff together based
(16:01):
on the client's story.
But like you got to go in thereand like get the client's story
in order to like use thisinformation.
So if you can't build arelationship, then you can't
really use this information, youknow.
So it's like kind of keep thisinformation in the background of
your thoughts, like, yeah,understand what, what erickson's
psychosocial stages are, yeah,but you know.
(16:22):
But like you're not going to goin there, yeah, because you're
not going to go in session andsay, hey, just so you, so you
know you're in the, you knowidentity versus whatever Rarely,
like rarely, do you do that?
It rarely happens.
Yeah, I mean, you mayunderstand that, but you know,
and I think there's acombination of the students
having like little idea of whattherapy looks like and also
(16:47):
coming from this like fear-basedmentality about the education.
Yeah, but like, if I don't, theonly way I'm gonna, the only
way I can quell my anxiety, isif I feel somewhat prepared.
And feeling somewhat preparedit's like going chapter by
chapter in the class andsticking with the readings and
(17:08):
sticking with the.
You know, and I get it, I getit Totally.
I wasn't like that.
It's just not sustainable.
I wasn't like that.
Yeah, it's not sustainable.
I wasn't like that.
And I think one of the reasonswhy I wasn't like that was
because I expected to fail.
Oh, yeah, I think studentsdon't expect that the client
(17:32):
doesn't want help when they cometo therapy.
Yeah, you know it's like a.
It's like a.
You know it's like an ox, notan oxymoron, but like something
like that.
You know what I mean.
Yeah, I don't know what you'retalking about.
No, let me, just let me keepgoing.
No, I don't.
I think it's like a.
No, I know what it is.
It's a Uno reverse.
(17:52):
No, I think you need to take astep back and start to
reconsider some of the lifechoices.
Yeah, yeah, yeah, it's like aUno reverse.
I don't know how you got to thispoint in your career or life.
No, because you think, and youknow, because you put, like a
red card down.
Let me stop you.
And your red card is, like youknow, theoretical.
(18:13):
You've had enough.
No, you've given the audienceenough.
This is, I'll tell you, I'lltell you about it in class, I'll
tell you they're straying downthe pastor right now, down the
pastor somewhere.
No, but but but.
But, yeah, you know you, youcome into it and and it's, it's
October, man, I mean it's.
It's like you know, you knowit's like stress, assignments
(18:37):
are being due.
You know students about whatwe're assessing.
You know because, like, yeah,like in that first year, I mean
(18:58):
your grades.
I mean it's not that the gradesdon't matter, but that is like,
maybe the bottom, yeah, that'slike the last thing we are like
paying attention to.
We're not even really payingattention to.
Like, are you turning in yourassignments on time?
I mean, to be fair, there's someprofessors who, like, that's
(19:22):
their focus and they need to dothat.
Their focus is like APA.
Like I'm the APA guru aroundhere.
I like to make sure that you'redoing APA.
I'm the APA guru around here.
I like to make sure that you'redoing APA and you're following,
because you're going to needAPA and I have my rubric when
you're doing your clinicalassessments at your internship
site.
They're going to want you tospace the period AGs.
(19:44):
Amen, amen.
Those professors suck, suck.
I if I, if you are one of thoseprofessors and you're listening
to this podcast, if you are oneof those professors and you and
you think that you have a clearargument of like, why you're so
(20:05):
focused on apa and why you're sofocused on APA and why you're
so focused on like assignmentdue dates.
Just know, everyone hates you.
Yep, all of the students talkabout you behind your back.
Yes, like, it's one of theworst classes.
Like, several of your studentshave asked to move to the next
(20:25):
section of the course and youthink that one day they're going
to appreciate it.
They never do, we never do, wenever do.
You are always remembered asthat professor who cared about
trivial things instead of me asa person, which is why you're
(20:48):
teaching career and lifespan.
And they won't give you apracticum and internship course.
They won't give it to you.
You're teaching research andyou want to give me a practicum
course?
Because ain't nobody in theretrying to worry about the word
count on a soap?
Nobody's trying to say, oh well, word count on a soap.
Yeah, man, you know like nobody.
(21:09):
Nobody's trying to say, oh well, you got 143 indirect hours.
I need to see exactly whatyou're doing for indirect hours,
what that's that professor doglike what?
I don't wait, let me justdouble check.
If listening to podcasts is anindirect hour, let me call board
.
I'll get back to you next time.
Hold on, let me count.
(21:29):
Oh my God.
But no, I just feel like thestudents, and I think that's how
we survived, because weexpected to fail the coursework.
We knew.
We knew that we weren't goingto do well in the coursework,
(21:52):
and so what we did was was thatwe built a genuine relationship
with the faculty.
Yeah, and that's what I mean bylike, bro I'm looking for.
When you're struggling in thesemester, do you come to me, do
you shoot me an email and say,hey, this is what's going on,
man.
Hey, look, I know thisassignment is due, but I don't
need an extra week because mykid's going through something.
(22:13):
Look, I got it, though, I'mgoing to turn it in.
Or if you have some trouble withan assignment, you come to my
office and then you havequestions Maybe you even did an
outline, you know what I meanInstead of coming and saying
like, hey, bro, I, I can't.
Bro, there was one student man,I'm not gonna, I'll say his
(22:34):
name, whatever.
Uh, this one student, ryan man,who shot me an email, you know,
was like hey, I forget thecontext of the email, but it was
like I'm basically I've beenworking for 48 hours.
Yeah, you know, oh, I rememberyou telling me this story.
Yeah, it's like, hey, man, Ican't turn, I can't, I can't get
the assignment to you.
Like I'm, you know, and I waslike first off, like, take care
of yourself, this assignment,the assignment to you.
And I was like, first off, takecare of yourself, this
(22:55):
assignment is secondary to you,like drinking water and sleeping
, turn it in whenever you can.
But he didn't get the email, hedidn't open the email before he
put an all-nighter to finish theassignment.
So he comes in and theassignment's turning and I'm
like, how did you get this done?
He's like I stayed up's.
He is pounding bottles of water.
(23:17):
Yeah, I mean last.
Yeah, you know, I'm like I was.
I'm pissed.
Yeah, I'm like what are youdoing?
What are you doing?
What are you doing?
You don't have to.
I, I get it and I appreciatethe tenacity, yeah, you know.
But, like, this is not, this isnot the type of program we're
running here.
Yeah, we're not running a 24hour up at night trying to
finish assignment.
(23:37):
Yeah, look, I get it.
It's out of respect for me,it's out of respect for the
course.
I get it.
Man, he's that type of man.
I get it.
But I was sitting back thereseething.
Yeah, yeah, I'm like, hey, man,don't you know I care about you
.
Yeah, man, like I care aboutyou way more than this
assignment, and I think that'sthe thing.
(24:02):
It's like you want to have thetype of relationship with the
students to where they don'tstress about the assignments
because they trust you.
Yeah, you know what I mean.
Don't stress about it.
You know what I mean.
If you complete this assignment, this assignment is for you.
It's trust you.
Yeah, you know what I mean.
Don't stress about it.
You know what I mean.
If you complete this assignment, this assignment is for you,
it's for you.
You're not getting an F on theassignment.
If you like, really gotsomething, yeah.
But I understand that, like,students have come into graduate
(24:26):
school socialized.
You know what I mean to like,you know, and maybe, maybe, in
that, hold on y'all, hold on,hold on, hold on, wait, hold on.
It's those Marlboro's I smokedbefore.
Before, a couple of years, youhad to top off a glass of
whiskey before jumping into thispodcast.
(24:48):
My third pack, my third packtoday.
Nah, man, you remember.
You remember Dr Stotts?
We had this professor, drStotts, who used to take a
20-minute smoke break.
Every 20 minutes, man, she'dcome in with her little e-sexes.
Draw a draw.
Listen, baby.
When I used to work in Austin, Iused to be a comedian.
I don't do it like that, youknow she used to sound like an
(25:10):
angel man.
She used to sound like PaulaJean.
You know she used to sound likean angel man.
She used to sound like PaulaJean.
Oh, man, anyway.
But yeah, I mean, you know, Iunderstand that.
You know students and we didtoo, you know.
But I think we had to get it howwe lived, because we came in
with a G, we came in a probation.
We talked about this plenty oftimes.
Yeah, yeah, yeah, we came inlimpid, yeah, but so we had to
rely on relationships and Ithink that made us go into
(25:37):
classes going like, oh, theywon't let me fail.
I have to try to fail.
You know what I mean.
I have to allow my lifecircumstances to be in such a
way that I can't pass now, now,now, I think the program is like
that now, but I think when wewent through the program, yeah,
dr ballard would let you fall onyour sword, like she would.
(26:00):
You know, hey, man, if youdon't pass theories, yeah, I'm
not letting you into these othercourses.
Yeah, that's true, you know,and that's true, you know.
You remember that time when wehad that one student who, like,
went in the to practicum, yeah,and he saw his first client and
he didn't say a word.
Yeah, nobody came knocking onthe door, nobody tried to pull
him out of session.
I remember that session.
(26:21):
Nobody helped him, they justlet him fail.
I remember that, yeah, we allwatched live and in color.
Live and in color.
You said that was a lesson.
I remember being in thesupervision room like, can
somebody help him?
Somebody go in there, somebodygo in there, get him out there.
Not like this, not like this.
(26:41):
No, this is not supposed tohappen.
This is what's supposed to go,and professors sitting next to
you, like you see, you see whathappens when you go in there
unprepared.
Yeah, you see what happens whenyou don't listen.
Yeah, hey, man, this.
But this profession is not foreveryone and you guys are
getting a clear-cut example of a, of a, of an ill fit.
(27:01):
This is what it looks like.
You know, like I was like whatthis is, this is, this is what
happens when you don't do thework.
Yeah, when you think you knowyou go in, brother, you have
this like cloak, this cloak ofinvisibility or this cloak of
invinci.
Think, you know, you go in andyou have this like cloak, this
cloak of invisibility or thiscloak of invincibility, you know
.
And then when you see somebodyget popped in a in a face by a
(27:22):
client, you're like hold on,that can happen, wait, that can
happen to us.
All right, man, all right,listen, listen, listen.
I got like three minutes.
I got got to get to thismeeting man.
Hey, we didn't even check in ornothing.
No, it's fine, wait, no, I wantto mention stuff before we go.
I want to mention some big news.
What you want to mention Somebig news, man, what you want to
(27:42):
mention?
Julius said that he was goingto do.
What did I say I was going todo?
Nah, man, we've been thinkingabout doing this.
I don't like this.
We've been thinking about doingthis thing and it's all our
ideas.
We didn't get it from anybodybut ourselves.
Nah, we got some of thelisteners have been writing in.
Yeah, we got some listeneremails, man, and talking about
(28:04):
some of their needs, some of thethings that they want they got
to have, they got to have, andone of those things is more time
with us you know, specificallyme, but with Jews.
And so, yeah, man, so we aregoing to start this.
(28:24):
What do we call it?
Jews?
Twin Therapist Learning Academy.
Twin Therapist Learning Academyfor the ungifted clinicians,
for the ungifted and unmotivated.
Yeah, yeah, I think that's whatwe call it, you know?
No, no, no, it was ungifted,unmotivated and jaded.
Yeah, you remember One of thosegifted students?
I got to get into the giftedclasses because I'm smart.
(28:47):
Yeah, well, this is for theungifted, unmotivated and jaded.
Yeah, man, you can.
Even you, can we even acceptpre-jaded clinicians pre-jaded?
Have you got?
You got the prerequisite of uh,yeah, of burnout.
No, um, yeah, these learn anice, a nice burnout smell.
(29:08):
Yeah, we're thinking aboutstarting these learning groups
and mentorship groups, man,starting in January.
We're going to have it openlike signups, open like November
15th, on our website.
Julius is going to say moreabout the information on the
(29:28):
website, because I don'tremember the website's name.
Hold on, what is that?
God?
Hold on one second.
I don't remember the website'sname.
Hold on, what is that?
God?
Hold on One second.
Let me Twin Therapist.
I think it's the Twin Therapist, the Twin Therapistcom.
Hold on, give me one second.
Just Google this Cue some musicman.
Yeah, it's called thetwintherapistcom.
(29:56):
Yeah, that's our website.
Okay, the twintherapistcom.
We'll have some updatedinformation about the courses.
But I mean this is really goingto be more of like a
community-based thing.
Yeah, not like a class.
We're going to have differenttiers.
We're going to talk about somereal stuff.
You remember the tier structurethat we talked about?
I don't remember, but we'll putit on the website.
(30:18):
But I think the ideal is we'regoing to do these semester-long
groups right, but we have 16weeks.
16 weeks, we have about six toeight people in a group.
We can have multiple groups, ifwe need to times that workout,
and we're going to have a coupleof different focuses.
(30:39):
We'll have some focuses, maybe,for graduate students.
We'll have some focus for newprofessionals, and then we'll
have PLPCs, our LPC associates,and then we'll have some focuses
for some groups, for moreadvanced clinicians, where we do
consultation and talk abouttheory.
Um and uh, yeah, all all of itis going to be geared towards
(30:59):
building community, connectingpeople and, uh, and just like I
don't know man, having a goodtime.
So, yeah, so this is going tobe structured like.
It's not going to be one ofthose like open groups where you
just like kind of come in andwe're like, okay, so what do you
want to talk about?
Yeah, now, this is we're goingto have like a syllabi and like
you know what we, what we wantto cover, it's not going to be
PowerPoint based but there'sgoing to be more conversational,
(31:22):
didactic, but there's going tobe some resources, yeah, and we
have some like guest speakers,you know, or Yalom to come in,
or Yalom yeah, or Yalom yep tocome in and do some guest spots
and talk about, like the processof therapy, even some business
associates to talk about thebusiness of counseling, you know
, yeah, or even some of our owngraduate students to come in and
(31:45):
talk about, like the graduatestudent process.
Yeah, man, new graduates, youknow.
So like, yeah, just stuff likethat.
Yeah, pertinent information foreach group, and I think, like
the ideal of it is, you know, atleast for me and I know for you
too, julius, is that we Money,huh, money, money, money.
That's the yeah, make it, getit.
(32:06):
No, allowing them to make money, no, try to fleece these jokers
for all the money they got,reach into your pockets and give
me all your money.
I don't think, I think that'shelpful right now, jesus, yep,
uh, yeah, that's what we'reafter.
Yeah, okay, um, yeah, anyway,uh, just so, you know, that's
the undercurrent, that's theundercurrent on the current
(32:28):
motivation for you, yeah, of theungifted, and I mean like I
gotta, I gotta go, I gotta go tothis meeting man, but but I,
but I think, like what werecognize was that not everybody
, everybody, has not had anawesome training experience.
Yeah, I think that's the mostpolitical way, you know, and
(32:51):
most and a lot of people haven'thad the greatest supervision
experience.
Yep, and a lot of peoplehaven't had the greatest
practicing experience.
Yeah, like the transition fromlike under supervision to like
now you're out there in theworld and so, of course, like,
we'll provide some information,share some of our stories, you
(33:13):
know, have a cause.
Cause, all of this stuff isbooks that we've, that we've
written, and books that we'regoing to write, you know.
But I think, more than anything, it's maybe providing a little
bit of a corrective emotionalexperience, you know where, like
people, I think more.
I think I mean, yeah, we jokeabout the money stuff, but like,
I think it's more for us to Forsure, to kind of create, it's
(33:35):
more for us to for sure, forsure, yeah, for sure, and it
feels like.
It feels like our communityhere.
You know, uh, listeners andstuff have been rocking with us
for a long time, since thebeginning, and this is stuff
that they've wanted, you know.
It's like you know, uh, and sowe got to get the people what
they want, yeah, so hopefully noone signs up so we don't have
to actually do this.
But you know, we just figuredwe'd offer it.
But you suck at advertisingstuff, man, I know.
(33:59):
I just man, as we're talkingabout it, I'm like, geez, this
sounds like a lot of work, man.
How it's not a lot of work.
Look, okay, yo don't go out andsign up for this as usual.
Don't, please do it as usual.
As usual, I'll do all of thework and I'll structure it and
I'll provide everybody witheverything that they need.
And Jews will show up and justgo off the rails, off the dome
(34:23):
freestyle Black Thought stylebars.
Yeah, yeah, yeah, and it won'tmake any sense.
And then I'll explain it toy'all what he means.
Yep, don't, don't let me out ofthe cage, cause I'm gonna say,
I'm gonna say some stuff, that's, I might put your careers in
jeopardy.
Luckily, this won't be recorded, so, um, maybe, anyway, all
(34:46):
right, man, hey, look, jesus, itwas nice talking to you.
Hey, don't be playing on myphone.
Today I got a lot of stuff to do.
I'm busy.
I'm busy, but I'm pressed fortime.
I'm already four minutes latefor a meeting.
I'm about to take my daughteron a picnic.
You see, some of us got to work.
Y'all see what I'm talkingabout.
No, no, y'all see what I'mtalking about, you know, because
(35:09):
you know why, listeners,because he don't have no grace.
He said, daddy.
She said, daddy, when are yougoing to take me out on a date.
I was like hey, tomorrow, meetme here.
I don't know how she's going toget there, but you know that's
up to her, right.
I told I'm not picking her up.
Yeah, no, man, you don't do.
Nah, she gotta learnindependent.
Independent now, that's whatyou wanted.
No, I'm going on a picnic.
(35:33):
You can come if you want.
Anyway, man, all right, hey,we'll see y'all.
We'll see y'all in three orfour weeks, whenever you deem it
appropriate to do.
Another cat, nah, man, we needto be better about this, man.
We need to be more structured.
We'll see y on November.
(35:57):
Alright, let me stop this, you.
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