June 10, 2024 • 15 mins
Have you ever considered the lasting echo your words might leave in someone's life? Join me, Jim Cunningham, on the Unscripted Mind as we unravel the enigmatic power that our everyday language holds over personal connections, self-perception, and the resilience we muster in the face of life's challenges. In a heart-to-heart conversation inspired by the profound insights of Carol Dweck and John Gottman, we'll reveal how the seemingly innocuous labels we assign to children, like "smart," can inadvertently set them on a path of risk-aversion and dishonesty, while the ratio of positive-to-negative interactions can make or break the strength of our relationships. This episode is not just a look at the psychology behind our speech—it's an invitation to become architects of encouragement, crafting our dialogues to uplift and empower those within our sphere of influence.
We often forget to stop and express gratitude, but imagine the cascading impact your words of thanks could have. As we conclude our journey through the spoken and unspoken intricacies of our daily discourse, I challenge you to act on the power of appreciation, to see the remarkable changes it can inspire in both the giver and receiver. This episode is for those ready to embrace the unpredictable narrative of life with intention and curiosity, recognizing that each phrase we choose is a brushstroke in the larger picture of our relationships. So come along and let's forge a community where thoughtful communication is not just practiced, but celebrated.
References
- Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
- Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science Research Associates.
- Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York: Random House.
- Gottman, J. M., & Silver, N. (1999). The Seven Principles for Making Marriage Work. New York: Three Rivers Press. (While focused on marriage, Gottman's research on positive-to-negative interaction ratios applies to other relationships, including parent-child interactions.)
- Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3), 257– 261.
- Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
The goal of The UnScripted Mind Podcast is to give you fresh perspectives, practical insights and tools you can use to give you more choices, self-awareness and control of your feelings, reactions and behaviors.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jim Cunningham (00:02):
Yehuda Berg once said Words are singularly the
most powerful force available tohumanity.
We can choose to use this forceconstructively, with words of
encouragement, or destructively,with words of despair.
Words have power and energy,with the ability to help to heal
, to hinder, to harm, to hurt,to humiliate and to humble.
(00:26):
How carefully do you chooseyour words?
It's easy to forget the powerwe have to impact other people
just by the words we choose.
It doesn't matter if I'mtalking to my spouse, my child,
the CEO or even a stranger.
A single word can inspire anation, heal a relationship or
(00:47):
completely shatter someone'sconfidence.
Today, on the Unscripted Mind,we're going to explore why it's
so very important to choose ourwords carefully and how to get
the most out of what we say.
Welcome to the Unscripted Mind,where our goal is to give you
(01:09):
fresh perspectives, practicalinsights and tools you can use
to give you more choices,increase your awareness and have
better control of your feelings, reactions and behaviors.
My name is Jim Cunningham andI'm a licensed professional
counselor, and today we'reexploring the importance of
words not just what we say, buthow we say it.
(01:30):
We're also going to discuss howwe can improve how we talk to
one another.
Now, does it really matter whatwe say and how we say it?
Well, I think at some level weall understand that what we say
can have an impact, andsometimes that's exactly what we
want.
If you like talking trashduring sports, go for it.
(01:50):
Personally, I love it.
I usually can't back up thesmack talk, but it's fun either
way.
This is not what we're talkingabout today, though.
I'm not talking about thethings we say intentionally to
get an effect.
I'm more speaking about theunintentional impact of what we
say, because, well, frankly,we're not really aware and maybe
we're not even paying attention.
(02:10):
So do you think people arelistening?
I spent almost a decade as aschool counselor and I often
heard adults and parentscomplain that kids, well, they
just don't listen.
That might be true, but they dohear.
I once asked our middle schoolstudents a question.
The question was what wordshave you heard adults use to
(02:33):
describe middle school students?
The top five responses wereobnoxious, annoying,
inconsiderate, selfish andimmature.
They had some other words todescribe themselves, but 99.9
percent of them were allnegative.
What struck me the most is thatthese were not the words they
(02:54):
made up to describe themselves.
These were the words theyactually heard.
I have no doubt the adults alsopaid them compliments as well,
but these are the words thatseem to resonate enough to stick
and be at the top of their mindwhen the question was asked.
But even positive words canhave unintended consequences.
(03:15):
Researcher Carol Dweck, in herresearch on fixed versus growth
mindsets, demonstrated the powerof a single word.
So in their experiment she tooktwo groups of kids and she gave
them a very simple test.
And of course, everybody didwell.
But one group, she told thereason you did well is because
(03:37):
you're smart.
The other group, she said youdid well because you worked hard
.
Well, she gave the two groupsanother test, except this one
was really difficult and nobodydid very well.
What we found is the group thatwas told that they worked hard,
appreciated the challenge, theylook forward to it.
The group that was labeledsmart, not so much.
(03:59):
In fact, when they asked thegroup of smart kids how well
they did, a number of themactually lied about their scores
.
In fact, the researcher saidjust by calling the kids smart,
we turn them into liars.
Said just by calling the kidssmart, we turn them into liars.
The other thing that we foundtoo about this with the fixed
mindset is that even giving kidsa positive label like smart had
(04:22):
negative consequences.
For example, kids who tend tobe labeled smart tend to be very
risk averse.
They don't raise their hand ifthey don't know the answer to
the question.
They don't tend to ask manyquestions.
In many ways they're so focusedon preserving the label that
they have because it's apositive one.
So what's the right answer?
(04:43):
What's the right balance?
I mean, after all, we can't beperfect all the time and say all
the right things.
So what does that balance looklike?
John Gottman is a psychologistknown for his work with marital
stability and relationshipanalysis, one of the gurus in
that field, and he emphasizesthe importance of positive
(05:05):
versus negative comments in arelationship.
He suggests that the ratio ofpositive to negative
interactions needs to be five toone for the relationship to
thrive.
That means for every negativecomment or interaction, there
should be five positive ones tomaintain a healthy and happy
relationship.
Two to one isn't going to cutit.
(05:27):
Now, I'm not suggesting thatjust because I said something
hurtful once.
I've permanently traumatizedsomeone for life.
It's actually more about theratio.
Studies have shown thatchildren and teens who receive a
higher ratio of positive tonegative feedback tend to have
better academic performance.
They tend to have betterself-esteem and more resilient
(05:47):
coping mechanisms.
On the other hand, those whoreceived more criticism than
encouragement often exhibitedanxiety, lower self-esteem and
aversion to challenges.
So think about how this hasaffected you growing up, in the
course of your life and lately.
When was the last time someoneactually encouraged you?
Can you remember when was thelast time someone criticized you
(06:13):
?
That actually might be easierto remember.
We tend to absorb andinternalize the negative much
more quickly than the positive.
It just seems to be humannature, but it points to why we
need to hear so many morepositive things than the
negative.
So understanding the impact ofeven one word, even a positive
(06:33):
word, and how that can affectpeople, puts a lot of pressure
on us to be mindful of whatwe're saying.
Every word counts and today'sday and age, when we have so
little time with people,sometimes it adds even more
pressure to every single word.
If that's the case, how do weimprove our communication?
By increasing our own awarenessof what we say to others,
(06:56):
because, as with many things,it's not about changing other
people.
It's about changing ourselves.
So how do we do that?
Well, first, I might suggest beintentional.
I've said this before for otherthings, but we don't do
anything by accident and thingsjust don't magically happen.
Do you remember the last timeyou said something you hadn't
thought of yet?
That tends to not go very well.
(07:20):
We all need to think about whatwe're going to say.
We need to understand theaudience and the context in
which we're saying it.
I know at times we all think ofsomething funny to say without
really considering those things,and usually when you do that,
you see that look on people'sface as soon as you've said it
and you realize it's actuallynot going to be very funny.
You've messed up.
(07:40):
So I recommend just pausebefore you speak.
Take a moment to think aboutwhat you're going to say, ask
yourself if it's necessary, kindand helpful.
This simple pause can preventmany, many regrettable comments.
I'm preaching to the choir hereand giving myself some advice
here, because I've done thisbefore too and it's never good
(08:02):
trying to get your foot out ofyour mouth.
Second, I would say is look foropportunities to express
gratitude and appreciation,regularly acknowledging and
thanking those people around youwith statements.
Like you know, I appreciateyour help with moving or you did
a great job on yourpresentation.
Those things can go a long wayto build a positive environment,
(08:23):
whether that's at home or atwork.
Positive reinforcement orencouragement that reinforces
positive behavior andachievements promotes continued
effort and improvement.
It helps children, it helpsadults.
It helps us associate effortwith positive outcomes.
Research indicates that you canimprove behavior of students by
(08:44):
80% just by pointing out whatsomeone is doing correctly.
Research in the school settingshows that praise has the
strongest effect, with increasesshown in the students' correct
responses.
Productivity and accuracy goesup in their work, academic
performance improves On-taskbehavior and attention
compliance.
(09:05):
Positive comments aboutthemselves all seem to go up.
How about the opposite?
What if we do too muchcriticism?
Becker, engelman and Thomasreported that when criticism was
increased in students, off-taskbehavior increased from 25% to
about 31%, with increases over50% on some days.
It just shows how important thepositive is.
(09:28):
So what do studies say aboutnegative interactions that
include behavioral correctionsbut ignore positive student
behavior?
Here's what the studies oninteraction say.
After withdrawing praise from aclassroom, off-task behavior
increased from 8 to 25%.
In classes where teachersprovided less than 65% positive
(09:52):
statements, the percentage ofstudents reporting that they
like school decreased over thecourse of the school year.
In classes where teachersprovided more than 70% positive
statements, students reportedthat they liked remaining in
high school across the schoolyear.
So it really is about thebalance and the ratio.
You can't have all of one orall of the other.
(10:14):
Third thing I would suggest isbe specific.
Focus on specific behaviors orachievements, rather than
general comments.
So, for example, you did agreat job on your math homework.
It's a lot more effective thanoh, you're so smart.
This is even true forcorrections and constructive
criticisms.
Pointing out something veryspecific that needs to change is
(10:36):
much better than saying youknow, you just need to do better
.
That's very hard to work with.
While some criticism isnecessary for learning and
improvement, it should beconstructive and aimed at
guiding rather than discouraging.
Focus on how improvements canbe made.
So, for example, you might sayI appreciate your efforts on
this project, let's work onimproving this one part for even
(10:59):
better results.
Now, this does not have to beevery single time, though.
In fact, to go on a bit of atangent, it's better if you
randomly acknowledge thepositives you see in other
people See, random rewards arealso called variable ratio
reinforcement, and this is wherethe reward is given after an
unpredictable number ofresponses or behaviors.
(11:20):
This creates a high and asteady rate of responding
because the reward isunpredictable.
This works great, and this isexactly why slot machines and
casinos are so effective,because they operate on a
variable ratio, schedule, randomreinforcement.
Players don't know how manytimes they need to pull the
lever before they win.
(11:40):
They know what's coming, butthey just don't know when, and
so they continue playing inanticipation of the reward.
By the way, I'm not saying allthis so we can start
manipulating people like slotmachines do, but more so, so you
don't feel like you have toexpress gratitude every time and
that it becomes a huge burden.
(12:01):
You don't have to get allunctuous about it.
Yes, I said unctuous, I'm justsaying be mindful to do these
things occasionally.
Just as a side note, fiffner,rosen and O'Leary found that if
the students only receivedpraise like an all-positive
praise environment, it wasineffective in controlling
(12:23):
off-task behaviors.
So even too much of praisebecomes ineffective.
Finally, I might suggest justkeep it simple.
By the way, this doesn'trequire a lot of work or effort.
I find that for many people,effective encouragement is often
a very small thing.
All you have to say issomething like you worked really
(12:45):
hard today or thank you.
No-transcript.
Remember the word encouragemeans to give support,
confidence or hope to someone.
To put it another way, it meansto instill courage.
Here's the point.
People need so very littleencouragement.
(13:07):
Something small can changeliterally everything.
I think the big takeaway fromall of this is that before we
say things, it's always good toconsider is it necessary, is it
kind, or is it helpful?
The reason for this is that,even though we're entitled to
our own opinions, if thingsaren't necessary, kind or
(13:28):
helpful, we all live in thisweird symbiotic kind of world.
We all rely on each other, weinteract with each other and, as
such, the better other peopleare doing, the better we tend to
be also.
But if I make somebody unhappynow I got to deal with that and
the unhappiness.
It just complicates my own life.
But on the other hand, bychoosing our words carefully and
(13:51):
aiming to encourage and supportothers, we not only improve our
relationships, but alsocontribute to a more positive
and uplifting environment.
It's a win-win scenario.
Remember, the words we use havea profound impact on the people
around us.
Let's make them count.
I might encourage you just tofind one, one person to thank or
(14:15):
to share your appreciation withtoday.
You may never know how muchthat person might have needed
just that one little comment.
Thanks for checking us out onthe unscripted mind today.
If you found this episodehelpful, please subscribe,
follow us, leave a review wealways appreciate that.
And also, if you have anyquestions or topics you'd like
us to cover, please include thatalso.
(14:36):
Until next.
Next time, remember lifedoesn't come with a script, so
embrace the unexpected, cherishthe unplanned, always stay
curious and have an amazing day.
We'll see you next time on theUnscripted Mind.
Yehuda Berg once said Words are singularly the
most powerful force available tohumanity.
We can choose to use this forceconstructively, with words of
encouragement, or destructively,with words of despair.
Words have power and energy,with the ability to help to heal
, to hinder, to harm, to hurt,to humiliate and to humble.
(00:26):
How carefully do you chooseyour words?
It's easy to forget the powerwe have to impact other people
just by the words we choose.
It doesn't matter if I'mtalking to my spouse, my child,
the CEO or even a stranger.
A single word can inspire anation, heal a relationship or
(00:47):
completely shatter someone'sconfidence.
Today, on the Unscripted Mind,we're going to explore why it's
so very important to choose ourwords carefully and how to get
the most out of what we say.
Welcome to the Unscripted Mind,where our goal is to give you
(01:09):
fresh perspectives, practicalinsights and tools you can use
to give you more choices,increase your awareness and have
better control of your feelings, reactions and behaviors.
My name is Jim Cunningham andI'm a licensed professional
counselor, and today we'reexploring the importance of
words not just what we say, buthow we say it.
(01:30):
We're also going to discuss howwe can improve how we talk to
one another.
Now, does it really matter whatwe say and how we say it?
Well, I think at some level weall understand that what we say
can have an impact, andsometimes that's exactly what we
want.
If you like talking trashduring sports, go for it.
(01:50):
Personally, I love it.
I usually can't back up thesmack talk, but it's fun either
way.
This is not what we're talkingabout today, though.
I'm not talking about thethings we say intentionally to
get an effect.
I'm more speaking about theunintentional impact of what we
say, because, well, frankly,we're not really aware and maybe
we're not even paying attention.
(02:10):
So do you think people arelistening?
I spent almost a decade as aschool counselor and I often
heard adults and parentscomplain that kids, well, they
just don't listen.
That might be true, but they dohear.
I once asked our middle schoolstudents a question.
The question was what wordshave you heard adults use to
(02:33):
describe middle school students?
The top five responses wereobnoxious, annoying,
inconsiderate, selfish andimmature.
They had some other words todescribe themselves, but 99.9
percent of them were allnegative.
What struck me the most is thatthese were not the words they
(02:54):
made up to describe themselves.
These were the words theyactually heard.
I have no doubt the adults alsopaid them compliments as well,
but these are the words thatseem to resonate enough to stick
and be at the top of their mindwhen the question was asked.
But even positive words canhave unintended consequences.
(03:15):
Researcher Carol Dweck, in herresearch on fixed versus growth
mindsets, demonstrated the powerof a single word.
So in their experiment she tooktwo groups of kids and she gave
them a very simple test.
And of course, everybody didwell.
But one group, she told thereason you did well is because
(03:37):
you're smart.
The other group, she said youdid well because you worked hard
.
Well, she gave the two groupsanother test, except this one
was really difficult and nobodydid very well.
What we found is the group thatwas told that they worked hard,
appreciated the challenge, theylook forward to it.
The group that was labeledsmart, not so much.
(03:59):
In fact, when they asked thegroup of smart kids how well
they did, a number of themactually lied about their scores
.
In fact, the researcher saidjust by calling the kids smart,
we turn them into liars.
Said just by calling the kidssmart, we turn them into liars.
The other thing that we foundtoo about this with the fixed
mindset is that even giving kidsa positive label like smart had
(04:22):
negative consequences.
For example, kids who tend tobe labeled smart tend to be very
risk averse.
They don't raise their hand ifthey don't know the answer to
the question.
They don't tend to ask manyquestions.
In many ways they're so focusedon preserving the label that
they have because it's apositive one.
So what's the right answer?
(04:43):
What's the right balance?
I mean, after all, we can't beperfect all the time and say all
the right things.
So what does that balance looklike?
John Gottman is a psychologistknown for his work with marital
stability and relationshipanalysis, one of the gurus in
that field, and he emphasizesthe importance of positive
(05:05):
versus negative comments in arelationship.
He suggests that the ratio ofpositive to negative
interactions needs to be five toone for the relationship to
thrive.
That means for every negativecomment or interaction, there
should be five positive ones tomaintain a healthy and happy
relationship.
Two to one isn't going to cutit.
(05:27):
Now, I'm not suggesting thatjust because I said something
hurtful once.
I've permanently traumatizedsomeone for life.
It's actually more about theratio.
Studies have shown thatchildren and teens who receive a
higher ratio of positive tonegative feedback tend to have
better academic performance.
They tend to have betterself-esteem and more resilient
(05:47):
coping mechanisms.
On the other hand, those whoreceived more criticism than
encouragement often exhibitedanxiety, lower self-esteem and
aversion to challenges.
So think about how this hasaffected you growing up, in the
course of your life and lately.
When was the last time someoneactually encouraged you?
Can you remember when was thelast time someone criticized you
(06:13):
?
That actually might be easierto remember.
We tend to absorb andinternalize the negative much
more quickly than the positive.
It just seems to be humannature, but it points to why we
need to hear so many morepositive things than the
negative.
So understanding the impact ofeven one word, even a positive
(06:33):
word, and how that can affectpeople, puts a lot of pressure
on us to be mindful of whatwe're saying.
Every word counts and today'sday and age, when we have so
little time with people,sometimes it adds even more
pressure to every single word.
If that's the case, how do weimprove our communication?
By increasing our own awarenessof what we say to others,
(06:56):
because, as with many things,it's not about changing other
people.
It's about changing ourselves.
So how do we do that?
Well, first, I might suggest beintentional.
I've said this before for otherthings, but we don't do
anything by accident and thingsjust don't magically happen.
Do you remember the last timeyou said something you hadn't
thought of yet?
That tends to not go very well.
(07:20):
We all need to think about whatwe're going to say.
We need to understand theaudience and the context in
which we're saying it.
I know at times we all think ofsomething funny to say without
really considering those things,and usually when you do that,
you see that look on people'sface as soon as you've said it
and you realize it's actuallynot going to be very funny.
You've messed up.
(07:40):
So I recommend just pausebefore you speak.
Take a moment to think aboutwhat you're going to say, ask
yourself if it's necessary, kindand helpful.
This simple pause can preventmany, many regrettable comments.
I'm preaching to the choir hereand giving myself some advice
here, because I've done thisbefore too and it's never good
(08:02):
trying to get your foot out ofyour mouth.
Second, I would say is look foropportunities to express
gratitude and appreciation,regularly acknowledging and
thanking those people around youwith statements.
Like you know, I appreciateyour help with moving or you did
a great job on yourpresentation.
Those things can go a long wayto build a positive environment,
(08:23):
whether that's at home or atwork.
Positive reinforcement orencouragement that reinforces
positive behavior andachievements promotes continued
effort and improvement.
It helps children, it helpsadults.
It helps us associate effortwith positive outcomes.
Research indicates that you canimprove behavior of students by
(08:44):
80% just by pointing out whatsomeone is doing correctly.
Research in the school settingshows that praise has the
strongest effect, with increasesshown in the students' correct
responses.
Productivity and accuracy goesup in their work, academic
performance improves On-taskbehavior and attention
compliance.
(09:05):
Positive comments aboutthemselves all seem to go up.
How about the opposite?
What if we do too muchcriticism?
Becker, engelman and Thomasreported that when criticism was
increased in students, off-taskbehavior increased from 25% to
about 31%, with increases over50% on some days.
It just shows how important thepositive is.
(09:28):
So what do studies say aboutnegative interactions that
include behavioral correctionsbut ignore positive student
behavior?
Here's what the studies oninteraction say.
After withdrawing praise from aclassroom, off-task behavior
increased from 8 to 25%.
In classes where teachersprovided less than 65% positive
(09:52):
statements, the percentage ofstudents reporting that they
like school decreased over thecourse of the school year.
In classes where teachersprovided more than 70% positive
statements, students reportedthat they liked remaining in
high school across the schoolyear.
So it really is about thebalance and the ratio.
You can't have all of one orall of the other.
(10:14):
Third thing I would suggest isbe specific.
Focus on specific behaviors orachievements, rather than
general comments.
So, for example, you did agreat job on your math homework.
It's a lot more effective thanoh, you're so smart.
This is even true forcorrections and constructive
criticisms.
Pointing out something veryspecific that needs to change is
(10:36):
much better than saying youknow, you just need to do better
.
That's very hard to work with.
While some criticism isnecessary for learning and
improvement, it should beconstructive and aimed at
guiding rather than discouraging.
Focus on how improvements canbe made.
So, for example, you might sayI appreciate your efforts on
this project, let's work onimproving this one part for even
(10:59):
better results.
Now, this does not have to beevery single time, though.
In fact, to go on a bit of atangent, it's better if you
randomly acknowledge thepositives you see in other
people See, random rewards arealso called variable ratio
reinforcement, and this is wherethe reward is given after an
unpredictable number ofresponses or behaviors.
(11:20):
This creates a high and asteady rate of responding
because the reward isunpredictable.
This works great, and this isexactly why slot machines and
casinos are so effective,because they operate on a
variable ratio, schedule, randomreinforcement.
Players don't know how manytimes they need to pull the
lever before they win.
(11:40):
They know what's coming, butthey just don't know when, and
so they continue playing inanticipation of the reward.
By the way, I'm not saying allthis so we can start
manipulating people like slotmachines do, but more so, so you
don't feel like you have toexpress gratitude every time and
that it becomes a huge burden.
(12:01):
You don't have to get allunctuous about it.
Yes, I said unctuous, I'm justsaying be mindful to do these
things occasionally.
Just as a side note, fiffner,rosen and O'Leary found that if
the students only receivedpraise like an all-positive
praise environment, it wasineffective in controlling
(12:23):
off-task behaviors.
So even too much of praisebecomes ineffective.
Finally, I might suggest justkeep it simple.
By the way, this doesn'trequire a lot of work or effort.
I find that for many people,effective encouragement is often
a very small thing.
All you have to say issomething like you worked really
(12:45):
hard today or thank you.
No-transcript.
Remember the word encouragemeans to give support,
confidence or hope to someone.
To put it another way, it meansto instill courage.
Here's the point.
People need so very littleencouragement.
(13:07):
Something small can changeliterally everything.
I think the big takeaway fromall of this is that before we
say things, it's always good toconsider is it necessary, is it
kind, or is it helpful?
The reason for this is that,even though we're entitled to
our own opinions, if thingsaren't necessary, kind or
(13:28):
helpful, we all live in thisweird symbiotic kind of world.
We all rely on each other, weinteract with each other and, as
such, the better other peopleare doing, the better we tend to
be also.
But if I make somebody unhappynow I got to deal with that and
the unhappiness.
It just complicates my own life.
But on the other hand, bychoosing our words carefully and
(13:51):
aiming to encourage and supportothers, we not only improve our
relationships, but alsocontribute to a more positive
and uplifting environment.
It's a win-win scenario.
Remember, the words we use havea profound impact on the people
around us.
Let's make them count.
I might encourage you just tofind one, one person to thank or
(14:15):
to share your appreciation withtoday.
You may never know how muchthat person might have needed
just that one little comment.
Thanks for checking us out onthe unscripted mind today.
If you found this episodehelpful, please subscribe,
follow us, leave a review wealways appreciate that.
And also, if you have anyquestions or topics you'd like
us to cover, please include thatalso.
(14:36):
Until next.
Next time, remember lifedoesn't come with a script, so
embrace the unexpected, cherishthe unplanned, always stay
curious and have an amazing day.
We'll see you next time on theUnscripted Mind.
Popular Podcasts
United States of Kennedy
United States of Kennedy is a podcast about our cultural fascination with the Kennedy dynasty. Every week, hosts Lyra Smith and George Civeris go into one aspect of the Kennedy story.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com
Bookmarked by Reese's Book Club
Welcome to Bookmarked by Reese’s Book Club — the podcast where great stories, bold women, and irresistible conversations collide! Hosted by award-winning journalist Danielle Robay, each week new episodes balance thoughtful literary insight with the fervor of buzzy book trends, pop culture and more. Bookmarked brings together celebrities, tastemakers, influencers and authors from Reese's Book Club and beyond to share stories that transcend the page. Pull up a chair. You’re not just listening — you’re part of the conversation.