December 14, 2024 • 50 mins
On the education front, we're pulling back the curtain on generational shifts that are reshaping classrooms. Can AI be the secret ingredient that keeps Gen Z and Gen Alpha students engaged? From AI-generated mock clients to an in-depth chat about the necessity of evolving teaching methods, we're exploring why understanding the 'why' is crucial for today's learners. Listen as I recount my own journey as an educator, sharing personal insights and experiences from navigating the ever-changing academic landscape and bridging the gap between the generations.
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/
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Contact: thetwintherapists@gmail.com
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 2 (00:18):
hey y'all, welcome back to the cast man.
It's a long time, no see.
It's been like 22 days sincethe last time we uh, we cast it
I've been here ready.
I've been ready I've beenavailable, I've been present,
but it's been.
It's been jude.
Uh, it's jude's fault.
I decided you know what Idecided like I'm gonna stop
(00:40):
hounding him to like hey, man,we got a cast, we got to find a
time, we got to cast.
I'm just going to let him cometo me and the other day, lo and
behold, he was like hey, can youcast on Tuesday, wednesday or
Thursday?
What times can you cast?
Speaker 1 (01:00):
I was like hey what times can I cast?
Speaker 2 (01:03):
Oh, we still doing this.
Speaker 1 (01:09):
I was looking for co-hosts I'm sorry, I I didn't
know, I didn't know you werestill, I don't know.
Speaker 2 (01:13):
Yeah, yeah, we got that.
We got a nine to five.
We're here talking about whattime can you cast, yeah?
I'm like a feral cat.
I'm like a feral cat.
You know, once you put milk out, you know I'm home now yeah,
some people say maybe likedisease, written rabies, written
cat, but yeah, sure same same,same, same man no I just, I
(01:35):
actually I actually heard somefeedback from some of my
students and fans and people inthe community you know, saying,
hey, you guys still doing thatstill.
Yeah, I don't know, it's a shame, you should feel ashamed.
We've been busy bro, we've beenbusy, we've been busy, too busy
(01:57):
to talk.
You know what it is, dog, it'shard, man, it's hard I mean it's
harder than it should be tofind time to do the cast.
No, I get it.
You're talking to somebody whoI just got into this whole like
realm of like, oh, 10 hours aweek as a faculty, like wow,
(02:20):
this is crazy.
Like I just got here.
You've been there for six,seven years, you know.
Yeah, I remember there wastimes where you were like dang
bro, you can't find like acouple minutes to work.
I was like no dog, I can't,there's no time.
There's no time.
Speaker 1 (02:38):
He's like dang bro, dang man.
Speaker 2 (02:40):
Well, listen, man, I don't have time for this.
I don't have time for this.
I'm pressed for time, man.
So what do you want to talk tome about?
There we go, there we go broyou see, what have you brought
to me?
What?
Speaker 1 (02:53):
do you have to offer?
What do you have to offer?
Speaker 2 (02:59):
Well, we got a lot to talk about man.
It's like the end of thesemester here.
There's a whole bunch of stuffthat happened this semester that
I feel like we really need totouch on.
Man, some personal stuff, someprofessional stuff and also,
just like you know, kind of like, what did you learn from your
students, you know, over thesemester?
Is there any one thing thatlike kind of stood out, you know
(03:19):
to?
Speaker 1 (03:19):
you man yeah.
Speaker 2 (03:20):
so let's just, let's just start with like the
professional stuff, man, justlike in, like a, you know,
because I know it's hard for youto stop yapping, you know.
So just, you know, keep itbrief.
You know I might play somemusic underneath you talking
here.
What's been going on for youpersonally, bro, what's been
happening?
I thought you saidprofessionally.
(03:41):
No personally, personally,personally, yeah, professionally
, thought you saidprofessionally.
No, personally, personally,professionally.
Personally, personally, godjesus, personally, uh, nothing
man, nothing, nothing bro,nothing bro, it's been, it's
been good man, just chilling.
Uh, the kids, uh, not reallyman, we just been, we're steady,
just steady state man justfloating the boat, bro.
(04:02):
I mean the semester's goinggood, especially for the kids.
Shiloh started walking thissemester.
Well, yeah, he started walking,you know, but that was going to
happen, you know that was goingto happen.
He started running, you know,Turn the corners quick.
You know he's getting into itwith his brothers, you know.
Hey, I don't know if I saidthis in the last cast, but man
(04:28):
them boys been fine.
Yeah, megan, that's the cost.
Megan said do it for thethanksgiving holiday.
She had woke up.
When you were, you were up withthe, with the kids.
You know because your kids wakeup at right four on four five
six, forty five every morning,every single morning 6 45.
She was like they were scrapping, scrapping, scrapping by by the
(04:49):
chris grapping I'm going at itbrad, brad, because, seriously,
man, because, like you know,they get out, they get out of
bed and they start from 10.
They start at 10 dog.
So that day, that day, um, wehad shiloh in in the room or
something, and so I was sleepingon the sofa, or something like
that, and the kids woke up, cameout and woke me up, and then
(05:13):
Megan woke up.
And so Megan was like, hey,look, I'm up anyway, why don't
you go get some sleep?
I was like all right, cool, youknow.
So I said to the kids hey, cany'all turn on the Christmas
lights?
And Kian said I got it.
And Valen said no, I got it.
So they ran dove on it.
Now, listen, kian likes to talk,he wants to talk things out, he
(05:36):
wants to be like wait, let'stalk about this, and you go, you
did it last time.
Valen does not like to do that.
Dog Valen just starts throwinghands, wow.
And so when Kian is like youknow, like wait, like you did it
last time, let me do it thistime, and he clicked on the
light, dog Valen was just likeit's my time.
(06:02):
He just starts swinging on Kiandog and seriously, he lands one
or two hits.
Yeah.
Megan said he got a couple goodones in, got a couple good ones
in dog before Kian realizes thatit's not time for talking.
Yeah, put that away.
It's time to defend yourself.
It's fisticuff time.
(06:22):
It's fisticuff time.
It's fisticuff time, you know.
But by that time, likeValentine already hit him in the
eye, hit him in the nose.
I mean, that's what's beenhappening over there.
It's just not jabs, it'sstraight up haymakers.
I'm trying to put you back tosleep.
Yeah, yeah, yeah, good morning,good night.
(06:44):
I'm going to be clicking thisbutton and he's gonna be in the
corner.
Yeah, hit it with that trumanshow.
Good afternoon and good night,in case I don't see you.
Yeah, bro, trying to send thatman back to bed, she said.
She said you was like okay, allright, okay, all right now y'all
(07:04):
both got some good shots inthat's exactly what I said and
set them down and I was like,okay, hey, hey, look, hey, y'all
both got some good shots ingood shots.
Speaker 1 (07:15):
Got some good shots in.
Speaker 2 (07:16):
I was like keen.
You definitely, definitely needto keep your hands up and
violent like you can't swingwild man.
If you want to hit somebody,you got to hit them.
You can't be, don't?
That's too much air in betweenyou and the other person you
know, now listen, y'all can't behitting each other in the face,
you know, and y'all have to hug, yeah, kiss, each other right
(07:37):
where you hit the other person.
Nope, you got to get every spotbecause it's hurt.
Speaker 1 (07:41):
Every spot, every spot and then when they finish
kissing each other at noon.
Speaker 2 (07:45):
Then that's when, nah brother, they just start
laughing, man, because theydon't want to do it.
And then I make them hug eachother, and if they don't hug,
then I smash them together andpick them up.
Yeah, you know, it's never morethan that, you know, and it's
just for that.
Quick second dog.
But man, quick second dog, butman, it'd be intense.
But it'd be intense like stuff,like kean sitting on on the
(08:06):
he's kneeling down and valentwants him to do something and
kean goes like no, you know,it's my turn, or something, and
valent just kicks him in theface you know, bro, bro, bro
kicks him in the face, kean, bro, kean rolls with it, sweeps his
leg and then slaps him in theface and it's like, and I'm in
front and it's happening so fast.
(08:27):
I'm just like, hey, when didthis turn to this Dog?
I have no idea.
Hey, come at me, I don't care,I'm a trained therapist.
They're, hey, sometimes theflowery language and the hands
don't go to hands, and the faceand the fingers don't the
flowery language and the handsdon't go.
The hands and the face and thefingers don't go there, and
(08:48):
that's not what we do with thehair.
Hey, man, hey, I don't knowwhat kids?
I don't know what kids youraising, but my kids be
scrapping yeah it's not, evenit's unavoidable.
I mean, I mean not all, mean,not all the time, not all the
time, but probably once a week.
(09:08):
Once a week, it's like a, it'slike a whoa, yeah, whoa.
And look, aj, I'm serious 10seconds, that's all it is.
Yeah, yeah, 10 seconds.
They start crying and then theyboth hug each other, crying.
Yeah, it's just like what arey'all doing?
(09:29):
I don't know what it is aboutthe second born man, but like
Roby, roby is Roby is little man.
She gets into it.
Kof weighs more than her.
Kof is two years old.
I know you left his biggestsmall shirt home and Valen wore
it.
Kof weighs more than her Kof istwo years old.
I know you left his BiggieSmalls shirt at home and Valen
wore it.
(09:49):
What he fits it?
Yeah, because it's a size 13.
Oh, yeah, they were around thesame.
Yeah, they looked around thesame, yeah yeah.
It's cool man.
You got some tiny little littlesmall tiny little.
He's taller than Kof, but likehe's a year older than him, tiny
little tiny little yeah, tinylittle cute little small little,
tiny, tiny boys.
Speaker 1 (10:10):
It's fine.
Speaker 2 (10:11):
My kids are more like .
Speaker 1 (10:12):
Hey man it's fine.
Speaker 2 (10:13):
It's fine.
My kids are more like whips.
Yeah, you know Uh-huh, likejust you know like agility on
99.
, okay, you know, but like.
But what's the other one?
A strength, yeah, agility on 99, strength on like 42.
I would say, you know, I havemore.
(10:35):
My sons are more closer to agood balance of an artist and a
warrior, you know, and a warrior, you know.
There is this uniqueness to theway that they attack problems,
but they're also rude boys ofthe old school.
They are, they are Of the oldschool.
(10:59):
Yes traditional values, yetthere's an uncouthness to the
way that they Just thisuntethered.
Yes, there is this animalisticpsyche, sometimes primalistic
way of the way they, but theyare also straight a students and
they yeah, yeah, but supergrounded.
Speaker 1 (11:15):
But then also yes, but if you if you let them, they
will.
Speaker 2 (11:20):
They will go to ground and pound uh yeah.
Super grounded, all the morebetter to leverage.
Speaker 1 (11:28):
Yes, yeah, yeah.
Speaker 2 (11:29):
There is this.
Yes, there's that knowledge.
Nah, man, but the only person,the only person that ends fights
in our house is Roby, roby will.
I cannot tell you how manyteeth Roby has knocked out of
Cairo's face, like knocked histeeth out.
(11:50):
She will give you a palm strikeor like a back spin kick, like
she ends fights.
She ends fights, dog, like sheends them.
Speaker 1 (12:11):
Yeah.
Speaker 2 (12:13):
You know you need to let him split his core.
Yeah, anybody listening to theKratos series right now would
have laughed at that joke.
Yeah, we don't have nerves thatlisten to this cast.
Yeah, anyway, man.
Yeah, so you brought the kidstogether.
We got the kids together forthanksgiving.
Man.
That I have to say, man,thanksgiving dinner was uh,
(12:36):
scrumptious, prime, prime, prime.
Yeah, I mean it was, I didn'tknow.
So, like you said, lindseygraduated from the, the top
culinary school in the in theworld.
Yeah, award-winning, award, topaward-winning.
Speaker 1 (12:52):
And then you said that she graduated she she is
award-winning and then yeah, andthen she graduated from she
graduated the top student atthat school.
Speaker 2 (13:02):
Yeah yeah, it was all proven on Thanksgiving dinner.
Yeah, it was like I never had adinner before that I didn't
have to like add something to it.
You know, like maybe put someTony Sashers here, like maybe
you know whatever, like I, yeah,man, yeah yeah, yeah, yeah you
still owe me for that too, Uhwhatever Like I, yeah man, yeah,
yeah, yeah, yeah.
You still owe me for that too,Uh-huh.
(13:22):
Yeah no, you heard me.
Huh, yeah, no, you heard me.
But we're brothers.
Yeah, I mean proximity.
It feels like you could justVenmo me if you want.
It's up to you.
Speaker 1 (13:35):
I don't.
However, you want to do that Ireally don't think you
understand the hollowness of mybank account.
Speaker 2 (13:41):
Oh yeah, it's wispy.
I'm putting three childrenthrough private school.
Speaker 1 (13:45):
I thought you just got a new job?
No, I know, I thought you justgot a new job.
Speaker 2 (13:50):
Oh, oh, oh.
Yeah, I'm putting.
I know your kids go to that BobBaker account.
Sound like my bank account,sound like not yet.
Yeah, I don't know if you'veever walked in and in Laramie
Wyoming at like maybe nine, 10o'clock when it was like
negative 30 degrees outside.
Yeah the crunchiness of the, ofthe snow, yeah the emptiness of
(14:14):
the place that's what my bank?
Account sounds like.
Yeah, that's what's up man,anyway, anyway, anyway, that's
what my bank account sounds like.
Yeah, that's what's up, man,anyway, anyway, anyway, man, all
right, bro, hey, what did youlearn from this semester?
Man, about yourself?
Wait, hey, man, we got someprofessional stuff too, bro,
like we just, yeah, we just gotthat that article accepted.
Oh, yeah, yeah, yeah, man gotan article accepted, uh, for the
journal council, education andsupervision yeah man.
(14:36):
Uh, well, it needs minorrevisions, but it's, it's
accepted.
It's accepted pending thoseminor revisions, man.
So I gotta go realize thatstuff is due in january.
Yeah, uh, it's pretty dope, man.
Yeah, pretty dope top tierjournal um, that completes the
um.
Infinity rings for me, man yeahyeah, that completes the
(14:56):
infinity rings.
Yeah, tenure published books,published a top-tier journal,
keynote speaking at the ACAconference.
That's them.
Oh, that's your goals.
Yeah, okay, yeah, yeah, yeah,okay.
Well, just to highlight, mygoals are to give all of my time
(15:18):
and devote my time to students'success and to devote my energy
to the health of my community.
And I'm not really in it forthe keynote speeches and the
books, but I know how you, yoube talking to your students like
that.
Yeah, dude, I be in my officeand students pop by.
(15:40):
Oh, no, you need to get thatsign.
There's a little sign you canget that says in a meeting wow,
wow, I am ashamed see mystudents.
I see my students just cringingwhile listening to this Like he
ain't got no time anyway, yeah,I do.
(16:01):
I do be having time.
I actually have time, man.
My students come in all thetime, all the time.
Amen, I mean seriously, man, Imiss the days and it's going to
happen soon like in the fallwhen I'm done serving as the
associate dean when I just havetime to talk to students.
Bro, it's the best.
I just have time to sit andtalk to a man.
(16:22):
It's the best.
Man, like, just come by justdrinking a cup of coffee.
Speaker 1 (16:26):
Seriously, some students are like what's my?
Speaker 2 (16:28):
theoretical orientation.
I'm like I don't know, let'sspend three hours trying to
figure it out.
Speaker 1 (16:35):
A student will bring me a cup of coffee and there
will be like maybe three or fourstudents, just like kind of put
it in my office.
I love that, I love that, yeah,yeah, I love that man, yeah.
Speaker 2 (16:42):
It's one of the best parts about being a faculty
member.
It was one of the best partsabout being in the master's
program too, in the master'sprogram, in our master's program
, yeah, in our master's programyeah, yeah.
Speaker 1 (16:51):
Yeah.
Speaker 2 (16:54):
Yeah, you know it's, it's fine, it's fine right, it's
fine serving the university,serving it's not though stuff,
it's fine.
It's not though it's fine, itis a good experience man, it's a
good experience.
When you're like 40, you knowlike it's a good experience.
When you're like 45 or like youknow 47 or 48, you know yeah,
(17:16):
or like when you know.
Speaker 1 (17:17):
When you're like, you know yeah, or like when you
know when you're like still inyour 30s you know it's hard,
it's tough, it's just tough,it's just tough because you got
so much other obligations man.
Speaker 2 (17:30):
But anyway, I think that's it professionally.
Man, we got that book contractwith ACA, so that book we've
been talking about.
What's the name of this book?
Speaker 1 (17:37):
The Business of Counseling.
Speaker 2 (17:39):
The Business of Counseling.
The Business of Counseling yeah, so that's going to be due in
July.
It's going to be due in July.
Speaker 1 (17:43):
Did they push it back or something?
No, oh no, it's always been.
Speaker 2 (17:46):
July, like July 30th first draft, and so we've been
working on it.
Yeah, we've been working on it?
Yeah, we have been working onit just in case ACA is listening
.
Yeah, we have been working onit Tirelessly, no, but for real
We've been working on it.
But I think January is when westart to put the pieces together
(18:07):
man.
June is when we really startworking on it, wow.
So anyway, just be on thelookout for that man Doing some
speeches and stuff.
We got some talks.
I speeches and stuff, we gotsome talks.
I don't know if we have anytalks lined up for next semester
.
Yeah, one in New York.
Speaker 1 (18:23):
Yeah, one in Marymount.
Oh yeah, malloy.
Malloy University, yeah, yeah,yeah.
Speaker 2 (18:29):
That's part two of a two-part series.
I love it when universitiesaccess it.
Love it, man, Like withcounseling programs.
Just like we'll have us come inand do a Zoom session or
something, and we get to do like, maybe like a little mini
lecture series on something.
It's the best.
It's really dope, man.
It gives the professor a littlebreak, you know.
(18:51):
So, yeah, yeah, yeah, Anyway,man, anyway, all right, all
right, all right, you want toget into the topic, anything
else?
Yeah, yeah, yeah, let's go forit, bro.
All right, what's some of thethings that you learned this
semester from our students?
(20:35):
Thank you, um, let's just lumpit all together learning
frustrations, just like notfrustrations dog so.
So, like you know and I don'tknow if the listeners can
appreciate this, but like we'vebeen doing a lot of work on like
retention you know theuniversity and trying to retain
students and stuff but this waslike.
Speaker 1 (20:55):
This was the first so boring.
Speaker 2 (20:57):
Is this what happens when you become a dean?
Speaker 1 (20:59):
I mean it is part of it.
We've been working on retentionand I just said retention.
Speaker 2 (21:04):
And the numbers.
Speaker 1 (21:06):
I don't know about the numbers, because the numbers
are low and I just, you know,we have our FTEs and the FTEs
and the CTFs and the QXCs and weturn in our form for the WXYs
and the XYZs and those numbers.
Speaker 2 (21:23):
It's a hell of a number, jesus.
Why don't?
You bore the audience a littlebit more.
Do you have time?
Speaker 1 (21:30):
I'm not going to talk about retention.
Do you have 30 more?
Speaker 2 (21:31):
minutes to talk about retention.
I'm not going to talk aboutretention, man, that's what you
brought me here for.
Speaker 1 (21:38):
Did you bring?
Speaker 2 (21:38):
me here to put me to sleep.
Is retention, man, that's whatyou brought me here for.
Did you bring me here to put meto sleep?
Is that what you did?
No, here's what I want to talkabout.
Man, Just let me talk.
Bro.
Golly man, man bro, thesefaculty, man Bro, I tell you
what man these We've beenworking on the numbers and we're
just crunching numbers.
(21:59):
No, man, here's what I'm talkingabout, bro.
So this is the first year Itaught freshmen Ew.
You know, first year I taughtfreshmen Ew, loved it, loved the
class, man Ew.
But it did bring me to like abigger discussion, man, because
some of those students like Idon't know if y'all do this, but
we do a bridge program, this,but we do a bridge program.
We're trying to start one, okay, but we have, like you know, if
(22:23):
you're about to graduate,you're graduating in December
and you have one more semesterleft, you can spend that last
semester kind of part-time inundergrad, part-time in graduate
school.
You know, you finish up alittle bit early.
It's great, you know.
And the students we get, theyare 50-50, you know, making it
through the program.
Right, it has nothing to dowith the program, it has
(22:43):
everything to do with likereadiness.
You know what I mean, you know.
And so, because you know thosestudents are typically younger,
yeah, you know what I mean.
And so they come in and you knowdog and eye master's program.
We're asking them to askthemselves questions that are
like sometimes just real andtough, and maybe they may not
(23:05):
even be ready to answer forthemselves you know, but, dog,
what we noticed was thegeneration gap.
you know, from student tostudent.
You know, from generation togeneration, yeah, like,
especially like Gen Zers andElfas Mm-hmm, from student to
student.
You know from generation togeneration like, yeah, um like,
(23:26):
especially like gen z years andelf us.
You know, yeah, man are like uminteresting to teach.
Huh, you know like gen z, it'sjust interesting that he says
one of the things I learned isthat they don't they, they just
have a different experience ofthe world than we did.
You know, yeah, like most ofthe freshmen and some of the
(23:46):
students who are in, who are inmy graduate class, were born in
like 2002, 2005.
Yeah, yeah, you know like youknow what I mean, and so it's,
and it's just they don't.
You know I'm making jokes thatthey don't understand and that
has more to do with me, you know.
But, doc, they just engage withthe information a lot
(24:11):
differently than we did.
Do you feel like they carry alittle bit more anxiety?
No, so this is what some of theresearch that you know that we
talked about man, they don'tcarry a lot of anxiety.
They have just as much anxietyas everybody else.
(24:32):
They can just articulate itbetter oh, ok, ok you know what
I mean them an assessment ontheir anxiety.
They're gonna have the words toto put where, like somebody from
an older generation, may noteven be able to catch what
they're feeling as anxiety.
Speaker 1 (24:51):
Yeah, you know, or depression, you know, they're a
little bit more tired, you know?
Speaker 2 (24:56):
yeah, yeah you know, they're just a little bit more
aware of what's going on, and sothey're able, especially when
they do a self-report, you know,like, and this is, this is,
like you know, taken fromresearch, you know, but, but
needs to be verified, you know,but I think that's the thing we
learned.
That's the thing I learned isthat, amen, like they don't
(25:16):
respond to like a traditionalpowerpoint lecture, oh no, they
do not, you know, and it hasnothing to do with their, like,
poor attention span are there,you know their face is like
glued to a cell phone and sothey just can't possibly.
Yeah, look like no man, theyjust like they just need
(25:38):
something different.
Yeah, they bought that yeah,man, and things have to matter.
Yeah, like they need tounderstand the why you know yeah
.
And so anyway, so I did a reallygood friend of mine and a
student of mine, capri, who herpractice is called what's the
(26:00):
name of her practice?
Man?
First Contact, first Contact,and she's local, you know, in
Belton Temple and Austin.
She did a presentation.
She's doing a presentation at acoaching event on Saturday, but
she was talking about it in myoffice the other day.
But it's been kind of thingsthat we've been like researching
and looking at, you know, justlike what makes them different
(26:21):
and you know, and I and I knowthat has something to do with
retention, because I think mostof the faculty members here, but
then also, I think, just in theworld, especially the faculty
members who are older, like GenX and boomers and you know
whatever is in there, I think alot of them still think they're
teaching millennials, oh yeah.
Speaker 1 (26:42):
You know, you know what I mean.
Speaker 2 (26:44):
And like they're teaching millennials.
Speaker 1 (26:46):
Oh, yeah, you know, yeah, you know what I mean and
like and they don't realize thatI'm a millennial.
Yeah, they don't?
Speaker 2 (26:48):
I mean we even we had a presentation a couple
semesters ago about somebodycoming in to teach us how to
teach millennials, and it's likedude, I'm like, I'm an
associate dean and I'm amillennial, yeah you know, and
so I, you know, like I meangranted, granted, we are pretty
advanced for our age and ourcareer and stuff.
But don't think about it, man.
Speaker 1 (27:10):
Do you know any faculty members in their 30s?
Speaker 2 (27:13):
Yeah, you know, any faculty members in their 30s.
See, I think the mean age at myuniversity is just older.
I don't think so.
There's nobody in their 30s inmy college.
Oh, just older.
I don't think so.
You know, there's nobody intheir 30s in my college.
Oh, okay, okay, yeah, yeah.
Speaker 1 (27:30):
Yeah, in my college.
Speaker 2 (27:33):
We got a couple people in my college.
We got a couple people in mycollege, but then again, my
college is College of HealthSciences.
So yeah, I'm just saying that,like, the different departments
have a different makeup.
I'm just saying that, like the—Different departments have a
different like makeup.
I'm just saying that, likethe—I noticed that difference
when I was in my multiculturalclass and, like I'm teaching,
(27:58):
and if I'm teaching a group ofmillennials, right, like, maybe
mid or like, or like oldermillennials, like we're still
trying to figure a lot of thisstuff out.
You know so a lot of it, a lotof it is like, like.
Let me really explain to youwhat assimilation is like.
Let me really explain to you,man, the students that I have
now that were born in like the2000s.
(28:20):
I'm looking at them and they'relike oh okay, yeah, what else
you got?
Speaker 1 (28:24):
like I yeah, I know I know this.
Speaker 2 (28:25):
I know it kind of makes teaching diversity a
little bit like not not uselessbecause it's so important
obviously not useless.
Yeah, but you know but you, butyou, I feel like man.
Just a couple semesters ago wewere arguing in there arguing,
you know, and it was like youknow, we're getting into it and
(28:47):
every class felt, yeah, feltlike you were just turning over
these these bad boulders of thattension that I felt when I was
a graduate student and thattension that I felt when I was a
doc student and that tensionthat I felt when I was a new
faculty teaching multicultural.
It's not the tension that I feelnow.
I know.
I know, I know it's not Becausestudents come in.
(29:08):
They come in just already.
So look every now, and thenyou'll get one student Right
when, when they open their mouth, you're just like oh no, dog,
there's one student who and theyknow who they are and my whole
class knows who they are, theyknow who they are and my whole
class knows who they are Whereasit's like and you know it's
going to eventually, you knowwe're going to have to have a
(29:30):
conversation.
Or like, hey, man, you can'tsay that, you know you can't.
Yeah, people, they say stufflike now, listen, I'm not racist
.
Or they'll say like, listen,I'm just curious, I'm just
asking.
But I don't get that now, likenow, what I get is my family is
extremely racist and a lot ofthe thoughts and ideologies that
(29:51):
I have is from that racistfamily.
So sometimes when I'm in class,I'll say some stuff that just
like you know, I'm trying here,and it may seem off the wall,
but like I'm trying to breakthose generational, like that
would have never happened in our, in our, in our multicultural
class.
Speaker 1 (30:09):
Yeah, man.
Speaker 2 (30:09):
Yeah, yeah, so you just anyway.
That was my biggest takeaway,man.
It's that, like you know, Ineed to start adjusting my
classes to fit the needs of thegeneration you know.
Speaker 1 (30:20):
Right and it's.
Speaker 2 (30:22):
And I kind of do that anyway, because when I start
class, it's like I usuallypresent the syllabi and then
I'll say, okay, like what doy'all want to learn?
What?
Speaker 1 (30:30):
do y'all want to add to?
Speaker 2 (30:31):
it what?
What do we need to change?
I've changed assignmentsmid-semester because it just
didn't fit.
Taking away assignments, yeahyeah, because I just didn't fit
the kind of nature of the classand maybe it just didn't fit the
way that they wanted to learnor they needed something else
you know, um, but it is justlike yeah, if we're going to
retain students and I think wehave to teach the students, we
(30:53):
have dog so speaking aboutteaching the students.
We have man, so to segue thatinto.
Uh, what I've learned is that,or just something that I did
this semester was, this is oneof the first semesters where I
incorporated AI into theclassroom.
Oh, yeah, so, like Iincorporated AI into creating,
(31:16):
like AI-generated lectures, likePowerPoints and like
presentations, ai-generatedvideos and also AI, also AI
generated mock clients, right,like I would be teaching a
lesson about, like whatever itwas, where it was like a
specific chapter of lifespan,you know where we're covering
like young adulthood or whatever, right, I would, before class,
(31:38):
give, like create a massiveprompt in Child GPT, kind of
creating a shell of a of a mockclient, right, based on some of
the stuff that we're covering inthe chapter that day, right,
and then I would teach the class, we would go over, like you
know some of the stuff thatyou're going to see, and then we
(31:58):
would in real time use chat GPTas a, as a mock client, you
know, so I would, would.
I would give the kids, I wouldgive, I mean, give the kids,
I'll give the students and thekid that we were seeing as a my
client or like whatever it waslike the you know the young
adult as a, as a my client, aprompt, and we I would let them
(32:20):
read off, like maybe thebeginning, first two minutes of
the session, or whatever, right,and then.
And then the prompt would beokay, now, where do we take this
client, you know, and the classwould have to work together to
figure out where we're going totake this client, right?
And then it was like, so, youknow, the students would come up
with suggestions of like okay,so how would you say this?
(32:41):
Or what would you say to that?
Or what made you you, what madeyou curious about this?
What do you think we should gowith this client?
You know, and the class had todecide oh, let's go here, so I
would type up.
You know, like it sounds likeyou're whatever, whatever,
whatever, I mean, it opened upso much doors to hey, you guys
need to really brush up on likeyour feelings will here.
Yeah, like you have, you guyshave no, like you're struggling,
(33:04):
trying to come.
This is me sitting there likeyou use.
That sounds frustrating thatsounds frustrating that that
sounds overwhelming.
Yeah, that's a classic, that's aclassic.
Noose new counselor word gosh,that sounds so overwhelming.
Yeah, gosh, if I were you, I'dbe so overwhelmed.
Yeah, so so you know I'moverwhelmed right now.
I'm like hey man, what's,what's on that same line, as you
know.
I get to the students and I'mlike, hey, man, what's on that
(33:25):
same line as overwhelming?
And the student's like, what doyou mean by line?
I'm like, okay, yeah, we havethe same discussion.
Speaker 1 (33:32):
Look at the feelings.
Speaker 2 (33:33):
Will Okay this is overwhelming.
Let's go down the line Likewhat's on the same line as
overwhelming.
Is that the exact feeling?
It just opened up so much morediscussions and then, once we
got done with the lesson andeverybody had a good thing, then
we just like mess with theclient.
You know, like I would say,okay, suggest something wild.
You know, yeah, um, so I would,I would, I would augment the
(33:56):
prompt in session, you know, andbe like, hey, man, you guys are
in young adulthood.
You may see young adulthoodclients and like some type of
sexual or erotic transfers maycome up like this is what that
would look like in session it's,it's classic, yeah so then I
would, I would augment theprompt in session, you know, and
then we would, we would roleplay what that would look like
(34:16):
with that chat gbd client.
You know, it would be nice if Icould create it would be nice if
I could create like a characteryou know and have the, have the
character actually mouth andcreate a voice for the character
and have the character mouth.
The replies from chap gpt youknow, and have my students kind
(34:39):
of role play, because what Iwould do is, let's say, I'm
covering like young adulthoodand there's like four or five
different secular parts of thething.
I would have four or fivedifferent clients right and I
would have each client at like aspecific in a specific group.
I don't have them rotate, youknow, to see how that group
(35:01):
would like function with thatparticular client.
That's something that I waslike.
This is what this generation ofstudents, that's what they vibe
with.
They don't vibe with the.
You know.
All right, I got 64 slidestoday, so we got a lot to cover.
Speaker 1 (35:17):
You know it's like you know everybody buckle up
Buckle up, you know.
Speaker 2 (35:21):
We're going to be going through the WISC
assessment.
It's like all right, man, okay,you know, and there's a place
for that stuff, man, but anyway,that, yeah, I think that's
that's like one of the biggesttakeaways from the semester, man
, you know, and uh it.
And also that like um, you know, like I said earlier, man, I
(35:43):
just miss having the time to bewith students.
Speaker 1 (35:46):
Yeah.
Speaker 2 (35:46):
Yeah, it's been seven .
A ton of students, you know.
Um, you know I love, I loveleadership, I love that stuff.
But, um, yeah, man, I mean youknow like I'd see the students,
especially the first years man,the first years, who need, you
know, a little bit more support,you know, and um support, you
know, and um, you know, like notbeing able to answer text
messages or emails or make youknow things like that.
(36:09):
It's like, yeah, man, you knowI'm sitting in a meeting, like
looking at an unanswered textmessage, like all I want to do
is get like I don't care, butlike who cares about the budget?
Like spend it, let's buy somestuff.
I don't know.
Speaker 1 (36:23):
You know what I mean.
Yeah, but yeah, man, yeah yeah.
Speaker 2 (36:28):
So anyway, anyway, yeah, so you didn't learn
anything.
No, man, I mean, dog, one ofthe things that, like I and we
kind of touched on this too, andmaybe this is for like another
cast eventually, maybe like likeat the end of January, when we
do another one of these,february, february 1st, during
the little mock therapy sessions, man, my students was hunting
(36:54):
for a solution Haunting, we gotto figure out why this is
happening.
Instead of just like sitting inwhat is, instead of just like
sitting in like okay, this ishappening, I don't know.
Instead of just like sitting inwhat is right, Instead of just
like sitting in like okay, thisis happening with the client,
let's like explore the clients.
Nah, nah, nah, dog, nah, you'redoing it wrong, you're doing it
(37:16):
wrong.
Eh, you're doing it wrong.
Man, this is what I do, bro,let them.
Speaker 1 (37:23):
Let them run for the solution.
Speaker 2 (37:25):
Yeah, yeah yeah, let him run for the solution.
That's what we do, bro.
We're doing the mock therapysession and I'm like, hey, if
you guys want to go down thisroute, I'll show you where it
ends, you know.
So somebody brought up asolution, I typed it in there
and the client was like, yeah,well, maybe I'll try that
whenever I, you know, whenever Iget uh again, bruh, bruh.
(37:49):
It's fun, it's funny, becauseit's funny because like you got
50 minutes, yeah you know yougot 50 minutes like and the, the
.
You know, and I don't want toget on this tangent but dog in
the first 15 minutes, oh, hereyou go, here you, but Doc in the
first 15 minutes.
Speaker 1 (38:06):
Oh, here we go.
Speaker 2 (38:06):
Here we go.
No, no, no, in the first 15minutes, if you say like, yeah,
why don't you just do this?
And the client goes oh yeah, Inever thought about that.
Well, thank you, thank you.
Well, see you later.
You think that's how that goes,Doc, you think that's how that
goes.
You think that's how that goes,like, I mean, I tried it.
Remember, I got a client hurt.
I know you got a client, molly,whopped.
(38:28):
Yeah, she came back in the nextsession.
I was like, ooh, what happened?
Speaker 1 (38:32):
Did you fall off your ?
Speaker 2 (38:33):
bike.
No, he hit me, yeah Because youtold me to do that.
Speaker 1 (38:39):
We talked about this before.
The stakes are high.
Speaker 2 (38:48):
The stakes are the stakes.
The stakes demand that yourespect it way more than trying
to find us then trying to likesolution your way through it.
You know like and you know.
You know what else I learnedand you know what else I learned
, man, you know what else Ilearned.
I know we only got a couplemore minutes left, but hey, man,
(39:09):
this what we do in graduateschool is a lot different than
undergrad.
A lot.
Being an undergrad faculty is alot different than being a
graduate in counseling.
In counseling, it feels likebeing an undergrad faculty is a
lot different than being agraduate.
Oh, yeah, in counseling, yeah,in counseling.
Yeah, like it feels like eachcohort dog, like it feels like
(39:34):
our program has a family, youknow, and I don't mean like
we're close and we love eachother and everyone's, just like
you know, like, nah, man, likeit's like this kind of growing
system that you're in andeverybody's patterns are pinging
everywhere and everybody'sdysfunction and functioning is
(39:55):
everywhere, man, and you'renavigating it in class.
You're navigating it outside ofclass and supervision, in the
clinic.
You're navigating it in thecommunity and it's like you,
just man.
And so when you take a studentin, it's a gamble, it is an
absolute gamble.
I love it.
(40:16):
I love it when a student is asafe bet.
Speaker 1 (40:21):
Oh yeah, I love it.
You know what I love even moreyou know what I love even more.
Speaker 2 (40:24):
You know what I love even more.
When, as a faculty, we are likeon the fence about a student,
I'm like should we?
Should we let him in, like Idon't know, you know, and
there's like one champion who'slike I think yeah, this is like
trying to, yeah, like give him achance, you know, like somebody
did for us, like somebody likedr like dr ballard did for us.
Yeah and uh, and we let him inand they just man, there's this
(40:47):
one student, man thrive, oh,just thrive, it's the best, just
thrives.
And it's like I cannot imaginethis program for the next two
and a half years without thisstudent.
You know, I cannot imagine thiscohort without this, without
the balance that this student,you know, I cannot imagine this
(41:08):
cohort without this without thebalance that the student
provides.
Yeah bro, yeah bro, oh man, likethey just man, man, man, it's
the best, but anyway, anyway,yeah, and at the end of each
semester you just see everybodykind of like scatter a little
bit.
That's it just happened today.
I walked into my office todayand I was like whoa, there's
nobody in here.
There's nobody in here, man,when is everybody?
(41:29):
Like man.
A couple days ago the hallswere like buzzing, buzzing,
buzzing with people, man.
But then every spring we have acohort that's graduating.
Speaker 1 (41:42):
Every spring we have a cohort that's graduating.
We graduate in the fall.
Okay yeah, Every spring we havea cohort that's graduating, we
graduate in the fall?
Speaker 2 (41:47):
Oh, really yeah.
But what kind of program?
Graduates in the fall?
We accept in the fall, we don'taccept in the spring?
Us either, man, oh, y'allprogram's a year and a half,
y'all just skip clinicals, okay,okay, no, because that has to
(42:07):
be it.
That has to be it because youdon't end on an odd number.
I mean, what kind of semester?
So y'all go fall, spring,summer, fall, spring, summer,
fall, fall, spring, no, fall,y'all don't have a spring.
No, it's fall, spring, summer,that's one year, yeah.
Speaker 1 (42:29):
And then you get fall , spring, and then that spring
is practicum.
Speaker 2 (42:34):
No, that spring is internship.
Internship, yeah, that spring,yeah.
So it's like oh, y'all don'thave an extra clinical class.
Yeah, we got applied how manycredits is y'all credited it's
K-2.
Speaker 1 (42:47):
It's blink twice.
Hey man Blink twice.
Speaker 2 (42:49):
This is the first program that I've been at, where
it's been accredited All right.
So actually, no, it's not.
It, no, it's not, it's not,it's not, it's not.
Every program I've taught hasbeen accredited, except for that
last one, that online programthat I taught.
Remember that one.
Speaker 1 (43:04):
Hmm, yeah, yeah, yeah , it was unaccredited.
Speaker 2 (43:10):
And I'm not sure if they are accredited now.
Yeah, yeah, it should be.
It's a great program, butwhatever, anyway, man, no, yeah,
yeah, program, but whatever, uh, anyway, man, no, yeah, uh, we
get.
Yeah, uh, no.
But but I was saying I was gonnasay that, uh, that the the one
of the things that I learned,man, uh, maybe not learn, but
like one of the things that likeaffirm that was like more
(43:30):
grounded this semester was, uh,how much more activities and
like like places, to like placesin the in the semester, to like
move, like.
I'm talking about likephysically get up and move
around in the class.
Uh, I want, I want in myclasses man, like man, we did
(43:53):
this, we did the befina befinaexercise, which is which is
where, like you know real quick,because I know we're almost out
of time like where you, youessentially get two classrooms
and each, you divide the classup and you put one group in one
classroom, one group in theother classroom.
These groups create their ownculture and their own rules to
like access the culture, andthen you send like one person
(44:16):
from each group into the otherclassroom to see if they can
like, to see if they canassimilate into or survive.
We do that in adversity.
Speaker 1 (44:25):
Yeah, we're going to do that this spring.
Speaker 2 (44:27):
That's what we do and it's always fun because, like
you know, there's like thein-group stuff that happens, and
then there's like the cohortstuff that happens sometimes,
you know, and then there's likethe you know says like well, I
mean, maybe if you guys didn'tcheat the whole time, then maybe
.
And like there we go, you know,like we didn't cheat with it,
(44:47):
you know and then there you go,it's like that's a microcosm of
what actually happens in theworld, you know, and in the
cohort, yeah, and in the cohorttoo.
So like you bring that out indiversity and everybody's like,
oh, man, so anyway, anyway,anyway, yeah, so to be more, to
be more active, but then also,man, man, I like, I like I'm be
(45:10):
honest here man Like maybe limitthe amount of hours I spent on
campus, like I was spending waymore than the recommended hours
on campus.
Man, and I know that like, andit's dope man, I get to talk to
students, blah, blah, blah, blah, you know, but like man, I'm
still like a member of thecommunity, you know, and like
(45:32):
man, a private practice or justpracticing in general, it's a
massive part of being a part ofthe community and not, you know
and like, so I think, sometimesas constant faculty,
specifically, especially if youhave a program that's like very
homey and very, very like youknow, family oriented, sometimes
(45:53):
you get lost in your likesecond floor university tower,
you know, and you're not likeout in the community doing your
work in your like second flooruniversity tower you know and
you're not like out in thecommunity doing your work and it
has nothing to do with likearrogance or anything.
Speaker 1 (46:07):
No, no, no.
Speaker 2 (46:07):
It's just patterns.
It's just patterns, bro.
Like it's just patterns, man.
I mean like think about my job,you know my job.
And just like how you get stuckin meetings, you put these
meetings up, you do these thingsand then, like a student will
say like hey, can we meet?
And you're like yeah, and thenyou're like you know, you forget
that.
Like oh, I have this one-on-onething I need to do.
Oh, man, I have this, you know,and it's just.
(46:29):
It's just how it is, man.
Speaker 1 (46:30):
Yeah, yep.
Speaker 2 (46:33):
Man.
I got to run to another meeting, bro, speaking of meetings, so
I'm going to have to let you gowhat you still doing in meetings
.
Dog, your semester ended liketwo weeks ago.
Yeah, I know, man, but theystill paying me to be here.
Speaker 1 (46:49):
Wow yeah.
Speaker 2 (46:51):
And I know you're all about that money, All right bro
.
Well, hopefully it's not 22something days before we do this
again.
Nah, man, I think, I think, Ithink, um, I think I just have
to take control.
Yeah, I think I just have totake control because I let you
do your little thing for for acouple of years now and I just
(47:11):
slowly realized that you're nothim, you're not him.
Oh, you trying to be Primus?
No, yeah, you got to that partof take control of this you're
not him.
Speaker 1 (47:23):
Oh, you're trying to be primus.
Speaker 2 (47:25):
No yeah, for those of y'all who don't know, I talked
to you, is in the listening tored rising.
Yeah, if you haven't, it's adope book man yeah, it's a dope
book.
It's his favorite book becausehe's not the smartest person in
the world, so he just likes topush, play and start driving.
And so you know so you can'tgive him books that's thinkers.
(47:46):
You can't give him a Sandersonbook you can't give him.
Nah, you got to give him onewhere people are just fighting
and dying.
Nah, you like listening to thebooks?
The rock had the mist of itselders on the sheen of the
layered moss, with the grayscaleof the rock, and the rock was
(48:08):
kind of prickly, with a littlebit of dew on the moisture of
the moisture of the rock.
Oh, and I moved the rock andthere was a shrub here, this
shrub, I can sense the shrub'sthoughts and the thoughts of the
.
Can you please cut this shrub'shead off and eat it, because
(48:30):
you've been running through thisforest for about four chapters
now, dog, come on yeah that'swhat you like, wearing.
Nothing wrong with a little highfantasy.
Getting me out of this place,man, I need to put this thing in
gear and mash that gas.
I'm talking.
(48:51):
It's like those one page books.
He woke up, killed everyone,went to sleep, the end.
Speaker 1 (48:58):
This blood was everywhere.
Speaker 2 (49:00):
This has been an audio.
What's the name of the bookSteelhouse?
What's the name of the?
This has been.
This has been a Random Houseproduction.
Speaker 1 (49:16):
Nibrivox.
Yeah, all that stuff.
Speaker 2 (49:19):
Ten minute book Woke up, killed everyone one by one,
went back to sleep.
This has been a Random Houseproduction I'm trying to hear
like.
So then I took out my scythe,and the scythe didn't work, so I
took out my switchblade.
The switchblade definitely didthe job, but then it slipped out
of my hand because of all thegore.
So then I had to get my curvedblade.
Speaker 1 (49:42):
And the blade was yeah, I'm talking, yeah, it was
so hard for me to move with allthe body parts.
Speaker 2 (49:46):
That was yeah, I'm.
No, I don't need to.
Yeah you don't like doing therocks he had 150 hair follicles
on his knuckle, which meant thathe was of the dwarf clan, from
the like from the green riverclan, and the green river clan
has its ancestry.
Get me out of here, dog.
(50:08):
Get me out of here anyway.
Wow, I gotta, wow, I gotta go.
I gotta call this client.
Yeah, let me, let you go, man,let me let you let me, let you
go, let me give you the freedom,all right, hey, listen listen,
listen, man, hey, listen.
Thanks for putting up with us.
Thanks for the ones who stayedand the ones who were like, ah,
(50:29):
they finally quit, you know, andwe're back.
Man, we appreciate y'allsticking by us.
Hopefully this won't be thelast time you hear from us for a
whole month.
This is true's fault.
hey y'all, welcome back to the cast man.
It's a long time, no see.
It's been like 22 days sincethe last time we uh, we cast it
I've been here ready.
I've been ready I've beenavailable, I've been present,
but it's been.
It's been jude.
Uh, it's jude's fault.
I decided you know what Idecided like I'm gonna stop
(00:40):
hounding him to like hey, man,we got a cast, we got to find a
time, we got to cast.
I'm just going to let him cometo me and the other day, lo and
behold, he was like hey, can youcast on Tuesday, wednesday or
Thursday?
What times can you cast?
Speaker 1 (01:00):
I was like hey what times can I cast?
Speaker 2 (01:03):
Oh, we still doing this.
Speaker 1 (01:09):
I was looking for co-hosts I'm sorry, I I didn't
know, I didn't know you werestill, I don't know.
Speaker 2 (01:13):
Yeah, yeah, we got that.
We got a nine to five.
We're here talking about whattime can you cast, yeah?
I'm like a feral cat.
I'm like a feral cat.
You know, once you put milk out, you know I'm home now yeah,
some people say maybe likedisease, written rabies, written
cat, but yeah, sure same same,same, same man no I just, I
(01:35):
actually I actually heard somefeedback from some of my
students and fans and people inthe community you know, saying,
hey, you guys still doing thatstill.
Yeah, I don't know, it's a shame, you should feel ashamed.
We've been busy bro, we've beenbusy, we've been busy, too busy
(01:57):
to talk.
You know what it is, dog, it'shard, man, it's hard I mean it's
harder than it should be tofind time to do the cast.
No, I get it.
You're talking to somebody whoI just got into this whole like
realm of like, oh, 10 hours aweek as a faculty, like wow,
(02:20):
this is crazy.
Like I just got here.
You've been there for six,seven years, you know.
Yeah, I remember there wastimes where you were like dang
bro, you can't find like acouple minutes to work.
I was like no dog, I can't,there's no time.
There's no time.
Speaker 1 (02:38):
He's like dang bro, dang man.
Speaker 2 (02:40):
Well, listen, man, I don't have time for this.
I don't have time for this.
I'm pressed for time, man.
So what do you want to talk tome about?
There we go, there we go broyou see, what have you brought
to me?
What?
Speaker 1 (02:53):
do you have to offer?
What do you have to offer?
Speaker 2 (02:59):
Well, we got a lot to talk about man.
It's like the end of thesemester here.
There's a whole bunch of stuffthat happened this semester that
I feel like we really need totouch on.
Man, some personal stuff, someprofessional stuff and also,
just like you know, kind of like, what did you learn from your
students, you know, over thesemester?
Is there any one thing thatlike kind of stood out, you know
(03:19):
to?
Speaker 1 (03:19):
you man yeah.
Speaker 2 (03:20):
so let's just, let's just start with like the
professional stuff, man, justlike in, like a, you know,
because I know it's hard for youto stop yapping, you know.
So just, you know, keep itbrief.
You know I might play somemusic underneath you talking
here.
What's been going on for youpersonally, bro, what's been
happening?
I thought you saidprofessionally.
(03:41):
No personally, personally,personally, yeah, professionally
, thought you saidprofessionally.
No, personally, personally,professionally.
Personally, personally, godjesus, personally, uh, nothing
man, nothing, nothing bro,nothing bro, it's been, it's
been good man, just chilling.
Uh, the kids, uh, not reallyman, we just been, we're steady,
just steady state man justfloating the boat, bro.
(04:02):
I mean the semester's goinggood, especially for the kids.
Shiloh started walking thissemester.
Well, yeah, he started walking,you know, but that was going to
happen, you know that was goingto happen.
He started running, you know,Turn the corners quick.
You know he's getting into itwith his brothers, you know.
Hey, I don't know if I saidthis in the last cast, but man
(04:28):
them boys been fine.
Yeah, megan, that's the cost.
Megan said do it for thethanksgiving holiday.
She had woke up.
When you were, you were up withthe, with the kids.
You know because your kids wakeup at right four on four five
six, forty five every morning,every single morning 6 45.
She was like they were scrapping, scrapping, scrapping by by the
(04:49):
chris grapping I'm going at itbrad, brad, because, seriously,
man, because, like you know,they get out, they get out of
bed and they start from 10.
They start at 10 dog.
So that day, that day, um, wehad shiloh in in the room or
something, and so I was sleepingon the sofa, or something like
that, and the kids woke up, cameout and woke me up, and then
(05:13):
Megan woke up.
And so Megan was like, hey,look, I'm up anyway, why don't
you go get some sleep?
I was like all right, cool, youknow.
So I said to the kids hey, cany'all turn on the Christmas
lights?
And Kian said I got it.
And Valen said no, I got it.
So they ran dove on it.
Now, listen, kian likes to talk,he wants to talk things out, he
(05:36):
wants to be like wait, let'stalk about this, and you go, you
did it last time.
Valen does not like to do that.
Dog Valen just starts throwinghands, wow.
And so when Kian is like youknow, like wait, like you did it
last time, let me do it thistime, and he clicked on the
light, dog Valen was just likeit's my time.
(06:02):
He just starts swinging on Kiandog and seriously, he lands one
or two hits.
Yeah.
Megan said he got a couple goodones in, got a couple good ones
in dog before Kian realizes thatit's not time for talking.
Yeah, put that away.
It's time to defend yourself.
It's fisticuff time.
(06:22):
It's fisticuff time.
It's fisticuff time, you know.
But by that time, likeValentine already hit him in the
eye, hit him in the nose.
I mean, that's what's beenhappening over there.
It's just not jabs, it'sstraight up haymakers.
I'm trying to put you back tosleep.
Yeah, yeah, yeah, good morning,good night.
(06:44):
I'm going to be clicking thisbutton and he's gonna be in the
corner.
Yeah, hit it with that trumanshow.
Good afternoon and good night,in case I don't see you.
Yeah, bro, trying to send thatman back to bed, she said.
She said you was like okay, allright, okay, all right now y'all
(07:04):
both got some good shots inthat's exactly what I said and
set them down and I was like,okay, hey, hey, look, hey, y'all
both got some good shots ingood shots.
Speaker 1 (07:15):
Got some good shots in.
Speaker 2 (07:16):
I was like keen.
You definitely, definitely needto keep your hands up and
violent like you can't swingwild man.
If you want to hit somebody,you got to hit them.
You can't be, don't?
That's too much air in betweenyou and the other person you
know, now listen, y'all can't behitting each other in the face,
you know, and y'all have to hug, yeah, kiss, each other right
(07:37):
where you hit the other person.
Nope, you got to get every spotbecause it's hurt.
Speaker 1 (07:41):
Every spot, every spot and then when they finish
kissing each other at noon.
Speaker 2 (07:45):
Then that's when, nah brother, they just start
laughing, man, because theydon't want to do it.
And then I make them hug eachother, and if they don't hug,
then I smash them together andpick them up.
Yeah, you know, it's never morethan that, you know, and it's
just for that.
Quick second dog.
But man, quick second dog, butman, it'd be intense.
But it'd be intense like stuff,like kean sitting on on the
(08:06):
he's kneeling down and valentwants him to do something and
kean goes like no, you know,it's my turn, or something, and
valent just kicks him in theface you know, bro, bro, bro
kicks him in the face, kean, bro, kean rolls with it, sweeps his
leg and then slaps him in theface and it's like, and I'm in
front and it's happening so fast.
(08:27):
I'm just like, hey, when didthis turn to this Dog?
I have no idea.
Hey, come at me, I don't care,I'm a trained therapist.
They're, hey, sometimes theflowery language and the hands
don't go to hands, and the faceand the fingers don't the
flowery language and the handsdon't go.
The hands and the face and thefingers don't go there, and
(08:48):
that's not what we do with thehair.
Hey, man, hey, I don't knowwhat kids?
I don't know what kids youraising, but my kids be
scrapping yeah it's not, evenit's unavoidable.
I mean, I mean not all, mean,not all the time, not all the
time, but probably once a week.
(09:08):
Once a week, it's like a, it'slike a whoa, yeah, whoa.
And look, aj, I'm serious 10seconds, that's all it is.
Yeah, yeah, 10 seconds.
They start crying and then theyboth hug each other, crying.
Yeah, it's just like what arey'all doing?
(09:29):
I don't know what it is aboutthe second born man, but like
Roby, roby is Roby is little man.
She gets into it.
Kof weighs more than her.
Kof is two years old.
I know you left his biggestsmall shirt home and Valen wore
it.
Kof weighs more than her Kof istwo years old.
I know you left his BiggieSmalls shirt at home and Valen
wore it.
(09:49):
What he fits it?
Yeah, because it's a size 13.
Oh, yeah, they were around thesame.
Yeah, they looked around thesame, yeah yeah.
It's cool man.
You got some tiny little littlesmall tiny little.
He's taller than Kof, but likehe's a year older than him, tiny
little tiny little yeah, tinylittle cute little small little,
tiny, tiny boys.
Speaker 1 (10:10):
It's fine.
Speaker 2 (10:11):
My kids are more like .
Speaker 1 (10:12):
Hey man it's fine.
Speaker 2 (10:13):
It's fine.
My kids are more like whips.
Yeah, you know Uh-huh, likejust you know like agility on
99.
, okay, you know, but like.
But what's the other one?
A strength, yeah, agility on 99, strength on like 42.
I would say, you know, I havemore.
(10:35):
My sons are more closer to agood balance of an artist and a
warrior, you know, and a warrior, you know.
There is this uniqueness to theway that they attack problems,
but they're also rude boys ofthe old school.
They are, they are Of the oldschool.
(10:59):
Yes traditional values, yetthere's an uncouthness to the
way that they Just thisuntethered.
Yes, there is this animalisticpsyche, sometimes primalistic
way of the way they, but theyare also straight a students and
they yeah, yeah, but supergrounded.
Speaker 1 (11:15):
But then also yes, but if you if you let them, they
will.
Speaker 2 (11:20):
They will go to ground and pound uh yeah.
Super grounded, all the morebetter to leverage.
Speaker 1 (11:28):
Yes, yeah, yeah.
Speaker 2 (11:29):
There is this.
Yes, there's that knowledge.
Nah, man, but the only person,the only person that ends fights
in our house is Roby, roby will.
I cannot tell you how manyteeth Roby has knocked out of
Cairo's face, like knocked histeeth out.
(11:50):
She will give you a palm strikeor like a back spin kick, like
she ends fights.
She ends fights, dog, like sheends them.
Speaker 1 (12:11):
Yeah.
Speaker 2 (12:13):
You know you need to let him split his core.
Yeah, anybody listening to theKratos series right now would
have laughed at that joke.
Yeah, we don't have nerves thatlisten to this cast.
Yeah, anyway, man.
Yeah, so you brought the kidstogether.
We got the kids together forthanksgiving.
Man.
That I have to say, man,thanksgiving dinner was uh,
(12:36):
scrumptious, prime, prime, prime.
Yeah, I mean it was, I didn'tknow.
So, like you said, lindseygraduated from the, the top
culinary school in the in theworld.
Yeah, award-winning, award, topaward-winning.
Speaker 1 (12:52):
And then you said that she graduated she she is
award-winning and then yeah, andthen she graduated from she
graduated the top student atthat school.
Speaker 2 (13:02):
Yeah yeah, it was all proven on Thanksgiving dinner.
Yeah, it was like I never had adinner before that I didn't
have to like add something to it.
You know, like maybe put someTony Sashers here, like maybe
you know whatever, like I, yeah,man, yeah yeah, yeah, yeah you
still owe me for that too, Uhwhatever Like I, yeah man, yeah,
yeah, yeah, yeah.
You still owe me for that too,Uh-huh.
(13:22):
Yeah no, you heard me.
Huh, yeah, no, you heard me.
But we're brothers.
Yeah, I mean proximity.
It feels like you could justVenmo me if you want.
It's up to you.
Speaker 1 (13:35):
I don't.
However, you want to do that Ireally don't think you
understand the hollowness of mybank account.
Speaker 2 (13:41):
Oh yeah, it's wispy.
I'm putting three childrenthrough private school.
Speaker 1 (13:45):
I thought you just got a new job?
No, I know, I thought you justgot a new job.
Speaker 2 (13:50):
Oh, oh, oh.
Yeah, I'm putting.
I know your kids go to that BobBaker account.
Sound like my bank account,sound like not yet.
Yeah, I don't know if you'veever walked in and in Laramie
Wyoming at like maybe nine, 10o'clock when it was like
negative 30 degrees outside.
Yeah the crunchiness of the, ofthe snow, yeah the emptiness of
(14:14):
the place that's what my bank?
Account sounds like.
Yeah, that's what's up man,anyway, anyway, anyway, that's
what my bank account sounds like.
Yeah, that's what's up, man,anyway, anyway, anyway, man, all
right, bro, hey, what did youlearn from this semester?
Man, about yourself?
Wait, hey, man, we got someprofessional stuff too, bro,
like we just, yeah, we just gotthat that article accepted.
Oh, yeah, yeah, yeah, man gotan article accepted, uh, for the
journal council, education andsupervision yeah man.
(14:36):
Uh, well, it needs minorrevisions, but it's, it's
accepted.
It's accepted pending thoseminor revisions, man.
So I gotta go realize thatstuff is due in january.
Yeah, uh, it's pretty dope, man.
Yeah, pretty dope top tierjournal um, that completes the
um.
Infinity rings for me, man yeahyeah, that completes the
(14:56):
infinity rings.
Yeah, tenure published books,published a top-tier journal,
keynote speaking at the ACAconference.
That's them.
Oh, that's your goals.
Yeah, okay, yeah, yeah, yeah,okay.
Well, just to highlight, mygoals are to give all of my time
(15:18):
and devote my time to students'success and to devote my energy
to the health of my community.
And I'm not really in it forthe keynote speeches and the
books, but I know how you, yoube talking to your students like
that.
Yeah, dude, I be in my officeand students pop by.
(15:40):
Oh, no, you need to get thatsign.
There's a little sign you canget that says in a meeting wow,
wow, I am ashamed see mystudents.
I see my students just cringingwhile listening to this Like he
ain't got no time anyway, yeah,I do.
(16:01):
I do be having time.
I actually have time, man.
My students come in all thetime, all the time.
Amen, I mean seriously, man, Imiss the days and it's going to
happen soon like in the fallwhen I'm done serving as the
associate dean when I just havetime to talk to students.
Bro, it's the best.
I just have time to sit andtalk to a man.
(16:22):
It's the best.
Man, like, just come by justdrinking a cup of coffee.
Speaker 1 (16:26):
Seriously, some students are like what's my?
Speaker 2 (16:28):
theoretical orientation.
I'm like I don't know, let'sspend three hours trying to
figure it out.
Speaker 1 (16:35):
A student will bring me a cup of coffee and there
will be like maybe three or fourstudents, just like kind of put
it in my office.
I love that, I love that, yeah,yeah, I love that man, yeah.
Speaker 2 (16:42):
It's one of the best parts about being a faculty
member.
It was one of the best partsabout being in the master's
program too, in the master'sprogram, in our master's program
, yeah, in our master's programyeah, yeah.
Speaker 1 (16:51):
Yeah.
Speaker 2 (16:54):
Yeah, you know it's, it's fine, it's fine right, it's
fine serving the university,serving it's not though stuff,
it's fine.
It's not though it's fine, itis a good experience man, it's a
good experience.
When you're like 40, you knowlike it's a good experience.
When you're like 45 or like youknow 47 or 48, you know yeah,
(17:16):
or like when you know.
Speaker 1 (17:17):
When you're like, you know yeah, or like when you
know when you're like still inyour 30s you know it's hard,
it's tough, it's just tough,it's just tough because you got
so much other obligations man.
Speaker 2 (17:30):
But anyway, I think that's it professionally.
Man, we got that book contractwith ACA, so that book we've
been talking about.
What's the name of this book?
Speaker 1 (17:37):
The Business of Counseling.
Speaker 2 (17:39):
The Business of Counseling.
The Business of Counseling yeah, so that's going to be due in
July.
It's going to be due in July.
Speaker 1 (17:43):
Did they push it back or something?
No, oh no, it's always been.
Speaker 2 (17:46):
July, like July 30th first draft, and so we've been
working on it.
Yeah, we've been working on it?
Yeah, we have been working onit just in case ACA is listening
.
Yeah, we have been working onit Tirelessly, no, but for real
We've been working on it.
But I think January is when westart to put the pieces together
(18:07):
man.
June is when we really startworking on it, wow.
So anyway, just be on thelookout for that man Doing some
speeches and stuff.
We got some talks.
I speeches and stuff, we gotsome talks.
I don't know if we have anytalks lined up for next semester
.
Yeah, one in New York.
Speaker 1 (18:23):
Yeah, one in Marymount.
Oh yeah, malloy.
Malloy University, yeah, yeah,yeah.
Speaker 2 (18:29):
That's part two of a two-part series.
I love it when universitiesaccess it.
Love it, man, Like withcounseling programs.
Just like we'll have us come inand do a Zoom session or
something, and we get to do like, maybe like a little mini
lecture series on something.
It's the best.
It's really dope, man.
It gives the professor a littlebreak, you know.
(18:51):
So, yeah, yeah, yeah, Anyway,man, anyway, all right, all
right, all right, you want toget into the topic, anything
else?
Yeah, yeah, yeah, let's go forit, bro.
All right, what's some of thethings that you learned this
semester from our students?
(20:35):
Thank you, um, let's just lumpit all together learning
frustrations, just like notfrustrations dog so.
So, like you know and I don'tknow if the listeners can
appreciate this, but like we'vebeen doing a lot of work on like
retention you know theuniversity and trying to retain
students and stuff but this waslike.
Speaker 1 (20:55):
This was the first so boring.
Speaker 2 (20:57):
Is this what happens when you become a dean?
Speaker 1 (20:59):
I mean it is part of it.
We've been working on retentionand I just said retention.
Speaker 2 (21:04):
And the numbers.
Speaker 1 (21:06):
I don't know about the numbers, because the numbers
are low and I just, you know,we have our FTEs and the FTEs
and the CTFs and the QXCs and weturn in our form for the WXYs
and the XYZs and those numbers.
Speaker 2 (21:23):
It's a hell of a number, jesus.
Why don't?
You bore the audience a littlebit more.
Do you have time?
Speaker 1 (21:30):
I'm not going to talk about retention.
Do you have 30 more?
Speaker 2 (21:31):
minutes to talk about retention.
I'm not going to talk aboutretention, man, that's what you
brought me here for.
Speaker 1 (21:38):
Did you bring?
Speaker 2 (21:38):
me here to put me to sleep.
Is retention, man, that's whatyou brought me here for.
Did you bring me here to put meto sleep?
Is that what you did?
No, here's what I want to talkabout.
Man, Just let me talk.
Bro.
Golly man, man bro, thesefaculty, man Bro, I tell you
what man these We've beenworking on the numbers and we're
just crunching numbers.
(21:59):
No, man, here's what I'm talkingabout, bro.
So this is the first year Itaught freshmen Ew.
You know, first year I taughtfreshmen Ew, loved it, loved the
class, man Ew.
But it did bring me to like abigger discussion, man, because
some of those students like Idon't know if y'all do this, but
we do a bridge program, this,but we do a bridge program.
We're trying to start one, okay, but we have, like you know, if
(22:23):
you're about to graduate,you're graduating in December
and you have one more semesterleft, you can spend that last
semester kind of part-time inundergrad, part-time in graduate
school.
You know, you finish up alittle bit early.
It's great, you know.
And the students we get, theyare 50-50, you know, making it
through the program.
Right, it has nothing to dowith the program, it has
(22:43):
everything to do with likereadiness.
You know what I mean, you know.
And so, because you know thosestudents are typically younger,
yeah, you know what I mean.
And so they come in and you knowdog and eye master's program.
We're asking them to askthemselves questions that are
like sometimes just real andtough, and maybe they may not
(23:05):
even be ready to answer forthemselves you know, but, dog,
what we noticed was thegeneration gap.
you know, from student tostudent.
You know, from generation togeneration, yeah, like,
especially like Gen Zers andElfas Mm-hmm, from student to
student.
You know from generation togeneration like, yeah, um like,
(23:26):
especially like gen z years andelf us.
You know, yeah, man are like uminteresting to teach.
Huh, you know like gen z, it'sjust interesting that he says
one of the things I learned isthat they don't they, they just
have a different experience ofthe world than we did.
You know, yeah, like most ofthe freshmen and some of the
(23:46):
students who are in, who are inmy graduate class, were born in
like 2002, 2005.
Yeah, yeah, you know like youknow what I mean, and so it's,
and it's just they don't.
You know I'm making jokes thatthey don't understand and that
has more to do with me, you know.
But, doc, they just engage withthe information a lot
(24:11):
differently than we did.
Do you feel like they carry alittle bit more anxiety?
No, so this is what some of theresearch that you know that we
talked about man, they don'tcarry a lot of anxiety.
They have just as much anxietyas everybody else.
(24:32):
They can just articulate itbetter oh, ok, ok you know what
I mean them an assessment ontheir anxiety.
They're gonna have the words toto put where, like somebody from
an older generation, may noteven be able to catch what
they're feeling as anxiety.
Speaker 1 (24:51):
Yeah, you know, or depression, you know, they're a
little bit more tired, you know?
Speaker 2 (24:56):
yeah, yeah you know, they're just a little bit more
aware of what's going on, and sothey're able, especially when
they do a self-report, you know,like, and this is, this is,
like you know, taken fromresearch, you know, but, but
needs to be verified, you know,but I think that's the thing we
learned.
That's the thing I learned isthat, amen, like they don't
(25:16):
respond to like a traditionalpowerpoint lecture, oh no, they
do not, you know, and it hasnothing to do with their, like,
poor attention span are there,you know their face is like
glued to a cell phone and sothey just can't possibly.
Yeah, look like no man, theyjust like they just need
(25:38):
something different.
Yeah, they bought that yeah,man, and things have to matter.
Yeah, like they need tounderstand the why you know yeah
.
And so anyway, so I did a reallygood friend of mine and a
student of mine, capri, who herpractice is called what's the
(26:00):
name of her practice?
Man?
First Contact, first Contact,and she's local, you know, in
Belton Temple and Austin.
She did a presentation.
She's doing a presentation at acoaching event on Saturday, but
she was talking about it in myoffice the other day.
But it's been kind of thingsthat we've been like researching
and looking at, you know, justlike what makes them different
(26:21):
and you know, and I and I knowthat has something to do with
retention, because I think mostof the faculty members here, but
then also, I think, just in theworld, especially the faculty
members who are older, like GenX and boomers and you know
whatever is in there, I think alot of them still think they're
teaching millennials, oh yeah.
Speaker 1 (26:42):
You know, you know what I mean.
Speaker 2 (26:44):
And like they're teaching millennials.
Speaker 1 (26:46):
Oh, yeah, you know, yeah, you know what I mean and
like and they don't realize thatI'm a millennial.
Yeah, they don't?
Speaker 2 (26:48):
I mean we even we had a presentation a couple
semesters ago about somebodycoming in to teach us how to
teach millennials, and it's likedude, I'm like, I'm an
associate dean and I'm amillennial, yeah you know, and
so I, you know, like I meangranted, granted, we are pretty
advanced for our age and ourcareer and stuff.
But don't think about it, man.
Speaker 1 (27:10):
Do you know any faculty members in their 30s?
Speaker 2 (27:13):
Yeah, you know, any faculty members in their 30s.
See, I think the mean age at myuniversity is just older.
I don't think so.
There's nobody in their 30s inmy college.
Oh, just older.
I don't think so.
You know, there's nobody intheir 30s in my college.
Oh, okay, okay, yeah, yeah.
Speaker 1 (27:30):
Yeah, in my college.
Speaker 2 (27:33):
We got a couple people in my college.
We got a couple people in mycollege, but then again, my
college is College of HealthSciences.
So yeah, I'm just saying that,like, the different departments
have a different makeup.
I'm just saying that, like the—Different departments have a
different like makeup.
I'm just saying that, likethe—I noticed that difference
when I was in my multiculturalclass and, like I'm teaching,
(27:58):
and if I'm teaching a group ofmillennials, right, like, maybe
mid or like, or like oldermillennials, like we're still
trying to figure a lot of thisstuff out.
You know so a lot of it, a lotof it is like, like.
Let me really explain to youwhat assimilation is like.
Let me really explain to you,man, the students that I have
now that were born in like the2000s.
(28:20):
I'm looking at them and they'relike oh okay, yeah, what else
you got?
Speaker 1 (28:24):
like I yeah, I know I know this.
Speaker 2 (28:25):
I know it kind of makes teaching diversity a
little bit like not not uselessbecause it's so important
obviously not useless.
Yeah, but you know but you, butyou, I feel like man.
Just a couple semesters ago wewere arguing in there arguing,
you know, and it was like youknow, we're getting into it and
(28:47):
every class felt, yeah, feltlike you were just turning over
these these bad boulders of thattension that I felt when I was
a graduate student and thattension that I felt when I was a
doc student and that tensionthat I felt when I was a new
faculty teaching multicultural.
It's not the tension that I feelnow.
I know.
I know, I know it's not Becausestudents come in.
(29:08):
They come in just already.
So look every now, and thenyou'll get one student Right
when, when they open their mouth, you're just like oh no, dog,
there's one student who and theyknow who they are and my whole
class knows who they are, theyknow who they are and my whole
class knows who they are Whereasit's like and you know it's
going to eventually, you knowwe're going to have to have a
(29:30):
conversation.
Or like, hey, man, you can'tsay that, you know you can't.
Yeah, people, they say stufflike now, listen, I'm not racist
.
Or they'll say like, listen,I'm just curious, I'm just
asking.
But I don't get that now, likenow, what I get is my family is
extremely racist and a lot ofthe thoughts and ideologies that
(29:51):
I have is from that racistfamily.
So sometimes when I'm in class,I'll say some stuff that just
like you know, I'm trying here,and it may seem off the wall,
but like I'm trying to breakthose generational, like that
would have never happened in our, in our, in our multicultural
class.
Speaker 1 (30:09):
Yeah, man.
Speaker 2 (30:09):
Yeah, yeah, so you just anyway.
That was my biggest takeaway,man.
It's that, like you know, Ineed to start adjusting my
classes to fit the needs of thegeneration you know.
Speaker 1 (30:20):
Right and it's.
Speaker 2 (30:22):
And I kind of do that anyway, because when I start
class, it's like I usuallypresent the syllabi and then
I'll say, okay, like what doy'all want to learn?
What?
Speaker 1 (30:30):
do y'all want to add to?
Speaker 2 (30:31):
it what?
What do we need to change?
I've changed assignmentsmid-semester because it just
didn't fit.
Taking away assignments, yeahyeah, because I just didn't fit
the kind of nature of the classand maybe it just didn't fit the
way that they wanted to learnor they needed something else
you know, um, but it is justlike yeah, if we're going to
retain students and I think wehave to teach the students, we
(30:53):
have dog so speaking aboutteaching the students.
We have man, so to segue thatinto.
Uh, what I've learned is that,or just something that I did
this semester was, this is oneof the first semesters where I
incorporated AI into theclassroom.
Oh, yeah, so, like Iincorporated AI into creating,
(31:16):
like AI-generated lectures, likePowerPoints and like
presentations, ai-generatedvideos and also AI, also AI
generated mock clients, right,like I would be teaching a
lesson about, like whatever itwas, where it was like a
specific chapter of lifespan,you know where we're covering
like young adulthood or whatever, right, I would, before class,
(31:38):
give, like create a massiveprompt in Child GPT, kind of
creating a shell of a of a mockclient, right, based on some of
the stuff that we're covering inthe chapter that day, right,
and then I would teach the class, we would go over, like you
know some of the stuff thatyou're going to see, and then we
(31:58):
would in real time use chat GPTas a, as a mock client, you
know, so I would, would.
I would give the kids, I wouldgive, I mean, give the kids,
I'll give the students and thekid that we were seeing as a my
client or like whatever it waslike the you know the young
adult as a, as a my client, aprompt, and we I would let them
(32:20):
read off, like maybe thebeginning, first two minutes of
the session, or whatever, right,and then.
And then the prompt would beokay, now, where do we take this
client, you know, and the classwould have to work together to
figure out where we're going totake this client, right?
And then it was like, so, youknow, the students would come up
with suggestions of like okay,so how would you say this?
(32:41):
Or what would you say to that?
Or what made you you, what madeyou curious about this?
What do you think we should gowith this client?
You know, and the class had todecide oh, let's go here, so I
would type up.
You know, like it sounds likeyou're whatever, whatever,
whatever, I mean, it opened upso much doors to hey, you guys
need to really brush up on likeyour feelings will here.
Yeah, like you have, you guyshave no, like you're struggling,
(33:04):
trying to come.
This is me sitting there likeyou use.
That sounds frustrating thatsounds frustrating that that
sounds overwhelming.
Yeah, that's a classic, that's aclassic.
Noose new counselor word gosh,that sounds so overwhelming.
Yeah, gosh, if I were you, I'dbe so overwhelmed.
Yeah, so so you know I'moverwhelmed right now.
I'm like hey man, what's,what's on that same line, as you
know.
I get to the students and I'mlike, hey, man, what's on that
(33:25):
same line as overwhelming?
And the student's like, what doyou mean by line?
I'm like, okay, yeah, we havethe same discussion.
Speaker 1 (33:32):
Look at the feelings.
Speaker 2 (33:33):
Will Okay this is overwhelming.
Let's go down the line Likewhat's on the same line as
overwhelming.
Is that the exact feeling?
It just opened up so much morediscussions and then, once we
got done with the lesson andeverybody had a good thing, then
we just like mess with theclient.
You know, like I would say,okay, suggest something wild.
You know, yeah, um, so I would,I would, I would augment the
(33:56):
prompt in session, you know, andbe like, hey, man, you guys are
in young adulthood.
You may see young adulthoodclients and like some type of
sexual or erotic transfers maycome up like this is what that
would look like in session it's,it's classic, yeah so then I
would, I would augment theprompt in session, you know, and
then we would, we would roleplay what that would look like
(34:16):
with that chat gbd client.
You know, it would be nice if Icould create it would be nice if
I could create like a characteryou know and have the, have the
character actually mouth andcreate a voice for the character
and have the character mouth.
The replies from chap gpt youknow, and have my students kind
(34:39):
of role play, because what Iwould do is, let's say, I'm
covering like young adulthoodand there's like four or five
different secular parts of thething.
I would have four or fivedifferent clients right and I
would have each client at like aspecific in a specific group.
I don't have them rotate, youknow, to see how that group
(35:01):
would like function with thatparticular client.
That's something that I waslike.
This is what this generation ofstudents, that's what they vibe
with.
They don't vibe with the.
You know.
All right, I got 64 slidestoday, so we got a lot to cover.
Speaker 1 (35:17):
You know it's like you know everybody buckle up
Buckle up, you know.
Speaker 2 (35:21):
We're going to be going through the WISC
assessment.
It's like all right, man, okay,you know, and there's a place
for that stuff, man, but anyway,that, yeah, I think that's
that's like one of the biggesttakeaways from the semester, man
, you know, and uh it.
And also that like um, you know, like I said earlier, man, I
(35:43):
just miss having the time to bewith students.
Speaker 1 (35:46):
Yeah.
Speaker 2 (35:46):
Yeah, it's been seven .
A ton of students, you know.
Um, you know I love, I loveleadership, I love that stuff.
But, um, yeah, man, I mean youknow like I'd see the students,
especially the first years man,the first years, who need, you
know, a little bit more support,you know, and um support, you
know, and um, you know, like notbeing able to answer text
messages or emails or make youknow things like that.
(36:09):
It's like, yeah, man, you knowI'm sitting in a meeting, like
looking at an unanswered textmessage, like all I want to do
is get like I don't care, butlike who cares about the budget?
Like spend it, let's buy somestuff.
I don't know.
Speaker 1 (36:23):
You know what I mean.
Yeah, but yeah, man, yeah yeah.
Speaker 2 (36:28):
So anyway, anyway, yeah, so you didn't learn
anything.
No, man, I mean, dog, one ofthe things that, like I and we
kind of touched on this too, andmaybe this is for like another
cast eventually, maybe like likeat the end of January, when we
do another one of these,february, february 1st, during
the little mock therapy sessions, man, my students was hunting
(36:54):
for a solution Haunting, we gotto figure out why this is
happening.
Instead of just like sitting inwhat is, instead of just like
sitting in like okay, this ishappening, I don't know.
Instead of just like sitting inwhat is right, Instead of just
like sitting in like okay, thisis happening with the client,
let's like explore the clients.
Nah, nah, nah, dog, nah, you'redoing it wrong, you're doing it
(37:16):
wrong.
Eh, you're doing it wrong.
Man, this is what I do, bro,let them.
Speaker 1 (37:23):
Let them run for the solution.
Speaker 2 (37:25):
Yeah, yeah yeah, let him run for the solution.
That's what we do, bro.
We're doing the mock therapysession and I'm like, hey, if
you guys want to go down thisroute, I'll show you where it
ends, you know.
So somebody brought up asolution, I typed it in there
and the client was like, yeah,well, maybe I'll try that
whenever I, you know, whenever Iget uh again, bruh, bruh.
(37:49):
It's fun, it's funny, becauseit's funny because like you got
50 minutes, yeah you know yougot 50 minutes like and the, the
.
You know, and I don't want toget on this tangent but dog in
the first 15 minutes, oh, hereyou go, here you, but Doc in the
first 15 minutes.
Speaker 1 (38:06):
Oh, here we go.
Speaker 2 (38:06):
Here we go.
No, no, no, in the first 15minutes, if you say like, yeah,
why don't you just do this?
And the client goes oh yeah, Inever thought about that.
Well, thank you, thank you.
Well, see you later.
You think that's how that goes,Doc, you think that's how that
goes.
You think that's how that goes,like, I mean, I tried it.
Remember, I got a client hurt.
I know you got a client, molly,whopped.
(38:28):
Yeah, she came back in the nextsession.
I was like, ooh, what happened?
Speaker 1 (38:32):
Did you fall off your ?
Speaker 2 (38:33):
bike.
No, he hit me, yeah Because youtold me to do that.
Speaker 1 (38:39):
We talked about this before.
The stakes are high.
Speaker 2 (38:48):
The stakes are the stakes.
The stakes demand that yourespect it way more than trying
to find us then trying to likesolution your way through it.
You know like and you know.
You know what else I learnedand you know what else I learned
, man, you know what else Ilearned.
I know we only got a couplemore minutes left, but hey, man,
(39:09):
this what we do in graduateschool is a lot different than
undergrad.
A lot.
Being an undergrad faculty is alot different than being a
graduate in counseling.
In counseling, it feels likebeing an undergrad faculty is a
lot different than being agraduate.
Oh, yeah, in counseling, yeah,in counseling.
Yeah, like it feels like eachcohort dog, like it feels like
(39:34):
our program has a family, youknow, and I don't mean like
we're close and we love eachother and everyone's, just like
you know, like, nah, man, likeit's like this kind of growing
system that you're in andeverybody's patterns are pinging
everywhere and everybody'sdysfunction and functioning is
(39:55):
everywhere, man, and you'renavigating it in class.
You're navigating it outside ofclass and supervision, in the
clinic.
You're navigating it in thecommunity and it's like you,
just man.
And so when you take a studentin, it's a gamble, it is an
absolute gamble.
I love it.
(40:16):
I love it when a student is asafe bet.
Speaker 1 (40:21):
Oh yeah, I love it.
You know what I love even moreyou know what I love even more.
Speaker 2 (40:24):
You know what I love even more.
When, as a faculty, we are likeon the fence about a student,
I'm like should we?
Should we let him in, like Idon't know, you know, and
there's like one champion who'slike I think yeah, this is like
trying to, yeah, like give him achance, you know, like somebody
did for us, like somebody likedr like dr ballard did for us.
Yeah and uh, and we let him inand they just man, there's this
(40:47):
one student, man thrive, oh,just thrive, it's the best, just
thrives.
And it's like I cannot imaginethis program for the next two
and a half years without thisstudent.
You know, I cannot imagine thiscohort without this, without
the balance that this student,you know, I cannot imagine this
(41:08):
cohort without this without thebalance that the student
provides.
Yeah bro, yeah bro, oh man, likethey just man, man, man, it's
the best, but anyway, anyway,yeah, and at the end of each
semester you just see everybodykind of like scatter a little
bit.
That's it just happened today.
I walked into my office todayand I was like whoa, there's
nobody in here.
There's nobody in here, man,when is everybody?
(41:29):
Like man.
A couple days ago the hallswere like buzzing, buzzing,
buzzing with people, man.
But then every spring we have acohort that's graduating.
Speaker 1 (41:42):
Every spring we have a cohort that's graduating.
We graduate in the fall.
Okay yeah, Every spring we havea cohort that's graduating, we
graduate in the fall?
Speaker 2 (41:47):
Oh, really yeah.
But what kind of program?
Graduates in the fall?
We accept in the fall, we don'taccept in the spring?
Us either, man, oh, y'allprogram's a year and a half,
y'all just skip clinicals, okay,okay, no, because that has to
(42:07):
be it.
That has to be it because youdon't end on an odd number.
I mean, what kind of semester?
So y'all go fall, spring,summer, fall, spring, summer,
fall, fall, spring, no, fall,y'all don't have a spring.
No, it's fall, spring, summer,that's one year, yeah.
Speaker 1 (42:29):
And then you get fall , spring, and then that spring
is practicum.
Speaker 2 (42:34):
No, that spring is internship.
Internship, yeah, that spring,yeah.
So it's like oh, y'all don'thave an extra clinical class.
Yeah, we got applied how manycredits is y'all credited it's
K-2.
Speaker 1 (42:47):
It's blink twice.
Hey man Blink twice.
Speaker 2 (42:49):
This is the first program that I've been at, where
it's been accredited All right.
So actually, no, it's not.
It, no, it's not, it's not,it's not, it's not.
Every program I've taught hasbeen accredited, except for that
last one, that online programthat I taught.
Remember that one.
Speaker 1 (43:04):
Hmm, yeah, yeah, yeah , it was unaccredited.
Speaker 2 (43:10):
And I'm not sure if they are accredited now.
Yeah, yeah, it should be.
It's a great program, butwhatever, anyway, man, no, yeah,
yeah, program, but whatever, uh, anyway, man, no, yeah, uh, we
get.
Yeah, uh, no.
But but I was saying I was gonnasay that, uh, that the the one
of the things that I learned,man, uh, maybe not learn, but
like one of the things that likeaffirm that was like more
(43:30):
grounded this semester was, uh,how much more activities and
like like places, to like placesin the in the semester, to like
move, like.
I'm talking about likephysically get up and move
around in the class.
Uh, I want, I want in myclasses man, like man, we did
(43:53):
this, we did the befina befinaexercise, which is which is
where, like you know real quick,because I know we're almost out
of time like where you, youessentially get two classrooms
and each, you divide the classup and you put one group in one
classroom, one group in theother classroom.
These groups create their ownculture and their own rules to
like access the culture, andthen you send like one person
(44:16):
from each group into the otherclassroom to see if they can
like, to see if they canassimilate into or survive.
We do that in adversity.
Speaker 1 (44:25):
Yeah, we're going to do that this spring.
Speaker 2 (44:27):
That's what we do and it's always fun because, like
you know, there's like thein-group stuff that happens, and
then there's like the cohortstuff that happens sometimes,
you know, and then there's likethe you know says like well, I
mean, maybe if you guys didn'tcheat the whole time, then maybe
.
And like there we go, you know,like we didn't cheat with it,
(44:47):
you know and then there you go,it's like that's a microcosm of
what actually happens in theworld, you know, and in the
cohort, yeah, and in the cohorttoo.
So like you bring that out indiversity and everybody's like,
oh, man, so anyway, anyway,anyway, yeah, so to be more, to
be more active, but then also,man, man, I like, I like I'm be
(45:10):
honest here man Like maybe limitthe amount of hours I spent on
campus, like I was spending waymore than the recommended hours
on campus.
Man, and I know that like, andit's dope man, I get to talk to
students, blah, blah, blah, blah, you know, but like man, I'm
still like a member of thecommunity, you know, and like
(45:32):
man, a private practice or justpracticing in general, it's a
massive part of being a part ofthe community and not, you know
and like, so I think, sometimesas constant faculty,
specifically, especially if youhave a program that's like very
homey and very, very like youknow, family oriented, sometimes
(45:53):
you get lost in your likesecond floor university tower,
you know, and you're not likeout in the community doing your
work in your like second flooruniversity tower you know and
you're not like out in thecommunity doing your work and it
has nothing to do with likearrogance or anything.
Speaker 1 (46:07):
No, no, no.
Speaker 2 (46:07):
It's just patterns.
It's just patterns, bro.
Like it's just patterns, man.
I mean like think about my job,you know my job.
And just like how you get stuckin meetings, you put these
meetings up, you do these thingsand then, like a student will
say like hey, can we meet?
And you're like yeah, and thenyou're like you know, you forget
that.
Like oh, I have this one-on-onething I need to do.
Oh, man, I have this, you know,and it's just.
(46:29):
It's just how it is, man.
Speaker 1 (46:30):
Yeah, yep.
Speaker 2 (46:33):
Man.
I got to run to another meeting, bro, speaking of meetings, so
I'm going to have to let you gowhat you still doing in meetings
.
Dog, your semester ended liketwo weeks ago.
Yeah, I know, man, but theystill paying me to be here.
Speaker 1 (46:49):
Wow yeah.
Speaker 2 (46:51):
And I know you're all about that money, All right bro
.
Well, hopefully it's not 22something days before we do this
again.
Nah, man, I think, I think, Ithink, um, I think I just have
to take control.
Yeah, I think I just have totake control because I let you
do your little thing for for acouple of years now and I just
(47:11):
slowly realized that you're nothim, you're not him.
Oh, you trying to be Primus?
No, yeah, you got to that partof take control of this you're
not him.
Speaker 1 (47:23):
Oh, you're trying to be primus.
Speaker 2 (47:25):
No yeah, for those of y'all who don't know, I talked
to you, is in the listening tored rising.
Yeah, if you haven't, it's adope book man yeah, it's a dope
book.
It's his favorite book becausehe's not the smartest person in
the world, so he just likes topush, play and start driving.
And so you know so you can'tgive him books that's thinkers.
(47:46):
You can't give him a Sandersonbook you can't give him.
Nah, you got to give him onewhere people are just fighting
and dying.
Nah, you like listening to thebooks?
The rock had the mist of itselders on the sheen of the
layered moss, with the grayscaleof the rock, and the rock was
(48:08):
kind of prickly, with a littlebit of dew on the moisture of
the moisture of the rock.
Oh, and I moved the rock andthere was a shrub here, this
shrub, I can sense the shrub'sthoughts and the thoughts of the
.
Can you please cut this shrub'shead off and eat it, because
(48:30):
you've been running through thisforest for about four chapters
now, dog, come on yeah that'swhat you like, wearing.
Nothing wrong with a little highfantasy.
Getting me out of this place,man, I need to put this thing in
gear and mash that gas.
I'm talking.
(48:51):
It's like those one page books.
He woke up, killed everyone,went to sleep, the end.
Speaker 1 (48:58):
This blood was everywhere.
Speaker 2 (49:00):
This has been an audio.
What's the name of the bookSteelhouse?
What's the name of the?
This has been.
This has been a Random Houseproduction.
Speaker 1 (49:16):
Nibrivox.
Yeah, all that stuff.
Speaker 2 (49:19):
Ten minute book Woke up, killed everyone one by one,
went back to sleep.
This has been a Random Houseproduction I'm trying to hear
like.
So then I took out my scythe,and the scythe didn't work, so I
took out my switchblade.
The switchblade definitely didthe job, but then it slipped out
of my hand because of all thegore.
So then I had to get my curvedblade.
Speaker 1 (49:42):
And the blade was yeah, I'm talking, yeah, it was
so hard for me to move with allthe body parts.
Speaker 2 (49:46):
That was yeah, I'm.
No, I don't need to.
Yeah you don't like doing therocks he had 150 hair follicles
on his knuckle, which meant thathe was of the dwarf clan, from
the like from the green riverclan, and the green river clan
has its ancestry.
Get me out of here, dog.
(50:08):
Get me out of here anyway.
Wow, I gotta, wow, I gotta go.
I gotta call this client.
Yeah, let me, let you go, man,let me let you let me, let you
go, let me give you the freedom,all right, hey, listen listen,
listen, man, hey, listen.
Thanks for putting up with us.
Thanks for the ones who stayedand the ones who were like, ah,
(50:29):
they finally quit, you know, andwe're back.
Man, we appreciate y'allsticking by us.
Hopefully this won't be thelast time you hear from us for a
whole month.
This is true's fault.
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