Equipping Minds Week 1 Increasing Language, Visual & Auditory Processing

0:00 okay good evening I am so excited to be here with y'all in Frankfort Kentucky but I'm also honored to be with everybody else wherever you are in the world who is watching this on Facebook live or on our YouTube channel which it will also be recorded too so this was an incredible opportunity to be able to equip you and last year we got to do this class here and get a starter for folks in the area and wanted to take this further so as we come together

0:46 tonight I want to talk about why we're here if you solve the little Facebook ads you saw the post you know a little bit about equipping Minds you know that our purpose is to bring hope and healing and restoration to families to children to adults of all ages and abilities now when we're talking about that we really do mean from a three-year-old to an eighty three-year-old so to speak and that has been something very unique about this program and so as we've been

1:31 on this journey with equipping Minds for the last ten years that journey actually began over thirty five years ago because my heart was to work with children and families and so that's what I did and studied and had the privilege of working in children's homes in Texas with kids who had been taken out of their home and at a locked-down Center and through that God brought my husband and myself together and our passion to continue to work with children and families who were hurting continued that would end up taking to private school administration of classical Christian schools and we even

2:18 had the advantage to go to Lyon France for a couple years as missionaries and I was the principal at the American school there but then a few years ago ten it doesn't even seem possible when we were in DC and at a private school there our son came to me and said mom I can't process the information as quickly as it's coming at me I feel like they throw a frisbee on one side of the room and I go to catch it and then it goes on the other and I had to May to make a really hard decision and that was to pull my

3:04 own child from the school that I was the headmaster and to get a friend to actually do his homeschooling for him that year but y'all that wasn't the first time he had struggled the day he was born he went in severe distress and we almost lost him and so he would be premature his extremities were blue the first 13 hours and it was a very tenuous few days there but through that process we saw that his development was not progressing as our older son and so we were in Ooty

3:51 and speech from the get-go and one thing I will say to you is every therapy he ever received I was in the room or in an observation room so I could learn what was happening part of that was I had always had a love for neuroscience and but then I had a personal case study so to speak when it gets to impact your family and you see how he was struggling to communicate couldn't and even when he was little people would say what's wrong with him and so we had testing done and during that testing they came out with a

4:36 diagnosis of language processing disorder and expressive and receptive language and that was over 24 years ago and so that journey began and so we would work with the best therapists that we could find in the Atlanta area when we lived in Asheville North Carolina and we had some amazing folks come alongside of us he would eventually say his first sentence at four years of age and but still through the next few years people had a really hard time understanding him and we actually have some video that that shows that sometimes I forget how severe it was so he would continue and

5:26 we would just really through his life we would say Clayton just do your best just do your best and but through that we had many days where there were tears and we felt hopeless even though we had worked with some of the best therapists in the world we weren't sure how he was going to go on and live independently and that day that I told you about when he came home and said mom I can't process it as quick as it's coming at me I thought what are we going to do and so we made the decision to leave private school

6:12 administration and as much as I love that role and love training teachers I realized that teachers aren't the total answer that really it's about connecting those pathways in the students brain because you can be the most amazing 4th grade teacher in the world but they can't take you with them entire life and so when we started this journey the last 10 years we came to Kentucky and my family's here we absolutely love this area God would allow me to begin working with

7:00 the public schools which was a wonderful opportunity to go in and work with students who were really struggling and during that time we were I was writing this program that you're here to learn about and my son was our case study so to speak he was our first client and so I got to put all those things together for him and as you will have your handouts and if you're online you got to download it and you'll see his his story in here but what would go on and happen is fast-forward he did go to college he

7:48 went to Boise College which is the undergrad at the Southern Baptist Theological Seminary ended up his junior year coming in and saying mom I got my grades and I said what I'd always said Clayton did you pass and he said mom I got all A's and a B+ and we also found out that the little boy who had severe language processing disorder has the gift of preaching and teaching and speaking and writing and so we have actually seen that that label that diagnosis was not fixed and we know with

8:34 the research in neuroplasticity I hope you've seen it that the brain can change but while the neuroscience confirms the brain can change our methodologies have not kept out so to speak and so that's where equipping comes in and so we're a very holistic program and that's because I'm a very holistic kind of approach person and I saw that it was going to be crucial for not only his cognitive areas that we're going to be looking at tonight to be impacted but also that we needed to look

9:20 at nutrition and we're not going to do a whole nutritional piece tonight but but I will tell you there is a strong gut brain connection and so I hope that is something that you've been aware of I can't ever go to the grocery store or cook everybody's food for him don't even do that at my house very often but with that it's just an important piece to be aware of but the other piece that we work with is also primitive reflex integration and so we're going to get to talk about that at different points as well the biggest one that you guys are going to see with your students with your children with people is the fear

10:07 paralysis and that's that fight flight or freeze and so some of y'all may have children or adults people in your life that when something is new or challenging or there's a transition that you see one of those responses in them and there's a fear and they can really feel out of control and hopeless and helpless and so that's where we're going to look at that and some physical exercises that do that and we use the maintaining brains every day that Kathy Johnson put together at pyramid potential and this is something that we

10:52 recommend that everyone does and you can get her download just at the Pyramid of potential calm for $19.99 or we have the USB or DVDs on the equipment website so either are a great option on the equipping minds website there's there's so much there for you guys but you're gonna see under our parent menu you're actually going to see a learning screening that's going to have the checklist for the reflexes and as you fill that out you're gonna see you may have students who are loaded in one area and some symptoms in another and we have

11:38 just found that it is very beneficial to address all those and at least over a six week period for about ten or fifteen minutes a day so we also look at that neurodevelopmental piece with your primitive reflexes now the other piece that we look at is your auditory processing and that's something that we address with what's called sound therapy some of us tonight have these write that help our visual processing but others have hearing aids possibly but between a hearing aid and nothing there's very little that's being done in that realm as part of that reflex our medical model

12:26 in that or just lack of awareness that it can be accessible to everybody but we use a sound therapy program that you can actually wear and we have the students wear it while they play these games so that's another piece that we bring in and then we look at vestibular therapy and work with dr. Harold Levinson at the Levinson Medical Center in Long Island and then we also do some vision therapy exercises and so that is another important piece and we will see their reflexes and the sound therapy and the cognitive exercises all impact that visual system so if someone needs vision

13:11 therapy you may need less of it because we're addressing it very holistically and then the final piece is the cognitive and that's what I developed and so people will say all the time when we get a phone call and I will tell you we are blessed to live here in Frankfort but we actually work with families and schools and orphanages and military schools in 40 countries right now and across the US so that is an exciting piece that I get to hear stories from all over the world every single day and the biggest response I get is you put everything together it's

14:01 all in one place I've been running here and there and over here and just so many different things right and so for many families depending on where your child is this is a great place to start and we're gonna look at that but as I said the brain can be changed but y'all it's hard work it's not for the faint of heart some of you have children that are watching who have down syndrome or have an autism diagnosis or Panda syndrome there are so

14:49 many different neurological disorders right now we're at five one and five ratio and the autism rate continues to increase the number of children with a specific learning disorder is increasing so every single year we see the need continuing to grow and so parents are many times working with your school systems I have the privilege of training our school systems but then their time is limited because when we're remapping the brain I would love to tell you you could do it once a week for 30 minutes but you can't it's kind of like maybe

15:39 after Christmas a lot of people changed him eating habits right how's that going for everybody but when you do it just a couple days a week it's not gonna work and so I will tell you I learned this when we had Clayton and his therapy because I we literally drove an hour from south of the Atlanta Airport to his therapy four hours a day five days a week we were gone six hours out of the day and we did 200 hours with that Center and it was incredibly impactful

16:25 but that was the kind of commitment that we needed to make and so it is it is something that a lot of times people will always say to me had this conversation earlier today well if they start doing equipping Minds if they start doing their reflexes and their sound therapy and we're playing the games and we're doing all this well when are we gonna see change and for some people that could be in three weeks first someone else it might be three months for someone else it could be six months everybody is very different and every brain has been through different amounts of trauma but when I say that

17:11 the exciting thing is that healing can happen and so another unique thing with our story and Clayton's story was not only that day did he say mom I got all A's and a B+ he didn't need longer on tests anymore because now he was processing everything as quickly as it was coming at him and he was able to go on and graduate from college actually works for us now is a very compassionate therapist and just got married this summer so all of those tears not to say our tears you

18:00 know we look back and there's so many times that we don't know where to turn or what to do or we teach something one day to our child and the next day it's like they never heard it or maybe even the next hour and so that frustration that you're feeling that's where equipping Minds comes in to bring that hope now some of y'all are watching this you're here today and you've had a neuropsychological testing done on your child has anyone ever done that okay I get to read those daily and when a child is struggling people will say well let's go get them tested let's

18:47 find out what's really going on and when they do that and they're gonna do an intellectual test and they're gonna look at five main areas and they're gonna look at processing which we're gonna really expand on this evening and then they're gonna look at their working memory which we'll get to learn about in a couple weeks they're gonna look at comprehension which we're also going to learn how to build visual spatial reasoning and then also fluid reasoning that ability to solve problems and they take those and make a composite and make that IQ score and they take those symptoms and the information and also

19:32 give a diagnosis for the student and while that diagnosis can be very helpful I like to always look at those other scores now the other thing I will tell you is if someone has any of those diagnosis you are typically going to see delays in processing and in working memory those two areas seem to be what I call the most stubborn I know they were for Clayton and that has just been a very consistent piece and so when equipping minds was developed one thing I realized very quickly was that I have the funnest job

20:17 in the world and when I meet a student I'll say do you know when I get to do all day play games and play games and develop games to make your brain stronger and I'll still never forget being in Eastern Kentucky where I get to train many of the schools and I said those words and a little guy raised his hand and he said does that pay well and and it was just a joy to be there with them I will tell you equipping Minds is research-based I hope you'll have time to go to the

21:03 website go to the research section and read that I after we were seeing all the gains with our students that's when it became imperative for me to go back and get my doctorate in education and to do a full-blown research study and so that research has published in the Journal of alternative medicine research which is there on the website it's also in a book on human development and then part of it's also in another book on neuroscience and Christian formation but on that piece I want you guys to get to start experiencing some of this so you

21:48 know what these games look like ok does anyone in here like to play games ok and so what you're gonna see and we had it up there earlier then we're gonna pull it up in a minute but you're gonna see games like blink okay you're gonna see games up there like set and you're gonna see which and spot it and those are all on your handouts and some of you all may say well I know how to play those games and I would say well

22:37 maybe not blink is one of those we're going to look at this evening to start out with and blink if you opened up the deck of cards it would have one instruction for you and you could play the game without even talking to the other person and so when we play blink we are now up to thirty different steps to plane blink 30 and so we take games to build children's cognitive abilities because what we have found and please tell me if you found anything differently is that when a child is

23:23 struggling with reading with spelling with comprehension with math with writing that more of those academics doesn't make it better it usually causes more frustration and that's when you see them shutting down and so when that happens when they're shutting down the brain goes into survival mode and you can't even access our neural cortex to be able to develop those areas and so one thing I'll tell students as well is when you're doing equipping Minds there's no school that I don't do school

24:12 now we're gonna look at how this bridges to school and how this is going to impact reading and math because remember when you go in for testing it's because reading and math and spelling and write and life are not going well and they're trying to figure out why and so I'm not a labels person I'm let's look at the symptoms and address the underlying causes to strengthen that and the very first thing that we have to look at is processing and when I say processing there are three types that we're

24:58 actually going to look at this evening and they really all overlap and that's language processing visual processing and auditory processing because before we can do absolutely anything we have to process what we see and what we hear right and if we can't see something clearly if we can't hear the information we can't progress in reading or math or history or writing right and so we need to know how we can develop that processing and I will tell you that when

25:43 a student comes in and they've had a neuropsych so many times there's that low processing score the parent will say no the psychologist told me processing cannot be increased processing cannot be increased and that's where I have to tell you that our experiences has shown us differently but once again that's with hard work so we're gonna look at some processing games and the first one we're gonna look at tonight is blink but before we can process anything we have to know what we're looking at right and so when we're working with the student

26:30 depending on their age and we always get some information from the parent beforehand we'll ask them what color they see okay so everybody ready to play so what color do y'all see and red okay so you all saw those colors absolutely fine what have we had a student that I put this up and they said orange well we

27:15 have two possibilities here either they have some visual challenges and they're really seeing orange instead of yellow or possibly they haven't learned the correct label those are our two choices and so if we find out that they really do see orange guess what he doesn't get to play because anything that doesn't play fair doesn't get to be in our processing game so if you have a child who is color blind then you know what we're not gonna use that particular color that they can't see because that wouldn't be very fair

28:02 would it and so kind of keep that in mind the other thing I've worked with a 20 year old who basically knew no colors when we started and his parents had tried for 20 years to teach him his colors and so guess what we started with blue it could have been blue it could have been yellow it could have been brown but at what it was not was all six or all ten and very often when we're teaching students something and they're having difficulty retaining that information it's because we're trying to

28:49 teach too much too fast okay and so they are not able to hold on to that so these are modifications that if you're doing this and you're saying but they're saying the wrong color then go back and pull out the ones they know or just start with one color let's say if we're saying with yellow and they'll say yellow and yellow on yellow and then we'll find our yellows and then if you were doing this and you want to bring in other things that's where a lot of people have some you know cards at home anybody have you know cards I've actually never played

29:34 the game of uno but I do so many things with these cards and I love the cool big giant ones and so there are yellow in here so we can also take different things and so but when you're teaching color the other thing I'm going to tell you is to say the stars are yellow okay the moon is yellow and then find other things in your house that are yellow and what I want you to do is to say the shirt is yellow the cup is yellow the pillow is yellow what I don't want you to do is say the yellow cup the yellow

30:22 shirt and say yellow first because some of you all just listen to the first thing you heard and then it sounds like you just identified all these things with the same name and that can be very confusing so those are some modifications that you can do because so many times and this is what's hard so many times someone will tell me well they're processing is really slow and they're processing may very well be slow but do they know the things that you're asking them to process that's a very different question and so

31:11 when we do equipping Minds the reason we divorce it from academics is because we need to take what the student knows and please hear me to train the brain to connect and create pathways you have to use what the student knows because it's when they are trying to process things that they don't know they don't understand vocabulary that they don't understand that's when they get frustrated that's when you see the meltdowns and so we have to take in so sometimes people will say wow this is so simple but it's gonna end up being a

31:59 little complex too so as we look at this and we are identifying our colors I like to take different things so let's try you guys on your colors here you ready what color do you see okay awesome so you guys did fabulous now I'm also going to tell you that when you're doing that with students you may have students that start out really strong but then the longer you go they might actually look at something and say red because sometimes they're focused attention will

32:48 kind of have a little glitch and then all of a sudden something comes out and you're like but they were just doing it alright what just happened that's more of a focused attention they didn't just forget this was yellow so to speak but it was that sustained attention that was so challenging for them so then we would then go working with colors and I would use blink cards I would use uno cards and then expect if you're working with students or people with different visual challenges a deck of cards can be great and let's see why what colors do you see yeah how

33:43 many colors in a deck of cards 2 and I will tell you right now we have an amazing group of adults with Parkinson's who are doing equipping Minds up in New York in Saratoga Springs and every day at 4 o'clock they meet together they do some reflex exercises and then they do equipping Minds 5 days a week and they've been doing it for a year and why would they keep coming every single day for a year it's helping them their memory is increasing and so that's another group that we see some amazing

34:30 amazing success with now what else are you doing when we were saying these you were using what words yeah words that most children or adults are familiar with and so it can seem really simple but people who have language processing disorders have difficulty expressing themselves in words and so the best way to strengthen that is to let them process things that are simple following me and even though yes that seems like well they're just saying things they

35:16 already know but then when you're asking them to process some information and they have to stop and think or they are moving very slowly we get frustrated with them so this is a way that we are strong finding and making those connections in the brain and so we would take colors first it's where I like to start and then you would get to sort the colors and this is a super fun exercise to do and I'm going to show you with our uno cards first and then we'll look at blink and with our uno cards I would take a

36:03 blue card a green card a red card and a yellow card and then I would get with the student and then we would say red on red blue on blue green on green yellow on yellow and you guys can use a smaller deck but wait a minute what else are we using right now my hands so we're working on that motor skill as well we're visually looking and scanning we're using language and we're saying

36:49 blue on blue red on red green on green now it can be really fun to do this eventually where you're racing and as they get better that's one thing that children and adults of all ages seem to love to do I would encourage you to do it on the opposite side of them if you're sitting beside of them you're going to be hitting each other but when you do it you're actually saying yellow on yellow red on red green on green blue on blue and you have two people talking at the same time does anybody ever slow down when you have other language coming at you yes but this is a really fun

37:36 great way to do that if you have a student that let's say you get done first and they still have cards in their hand instead of saying hey I won okay it's like oh hey give me some cards let me help you let's finish this and one thing that I'll tell students all the time is what we're gonna do hey this is challenging but we're gonna do it together I will help you and that is just an amazing feeling an amazing sense of relief that usually comes over not

38:21 just children but ourselves right when we're trying something new and we're not sure how we're gonna do now some of you all may be saying but I have a child who won't even sit down to do this how am I gonna get them to do it well that's where I would encourage you to get cards out and to lay them out yourself and to let them watch you do it find somebody else in your house or in your classroom and you guys play it together because they may be a little hesitant to come over and try something new but then as they hear you doing it they come over and join but there's another big role

39:08 I've got to tell you please don't average you equip your minds if you're not having fun fun is key if you ever feel yourself get frustrated or see your student getting frustrated stop stop and think okay we'll tell students all the time stop and think and why do we do that because when that frustration kicks in they're not feeling safe they're feeling frustrated and usually as parents even teachers because teachers you're with your students all day long they can read your face can they not right some of

39:55 y'all may have foster children adopted children and when a child has been through some trauma in their life from birth through those first years whether it can be so many different levels quite honestly you know even with our own son having the trauma he did even though he can't remember that his body can and so we need to keep in mind that when we see a child or an adult even that responds in a way that really doesn't quite seem to make sense and sometimes that can show

40:41 up in behavior that we need to look beyond the behavior and figure out maybe what that trigger was what that underlying cause is that is really triggering that response and so we kind of take a different approach there if you're not familiar with the work of dr. Karen Purvis and the connected child or doctor with Heather Forbes and beyond consequences and the trauma-informed school those are two resources that we use with parents to help you understand the importance of I'm not focusing on

41:31 the behavior so to speak even though that is definitely what's getting our attention but seeing beyond that and coming alongside and helping the child know that they are safe and they are loved and as as dr. Karen Purvis said in one of her talks that forever will stick with me when a child looks into our eyes do they see their preciousness in their worth is that what we communicate and so the importance of that the other thing that you will see in in both of those works is the importance of relationships now

42:17 sometimes when you hear the word games people think of computer games and I want to address this for just a moment we have found that the most effective game player in the world is with another person with a human mediator that sometimes when children or adults even play games by themselves there can be a lot of trial and error and the other thing you miss is that human interaction and if you've got kids from hard places kids who've been through trauma whether it's physically that their system has been that they're because of different

43:03 situations in their life than being in a safe environment where you can connect and play and have fun with them is is so crucial but I will tell you with these games is this how anybody thinks you play uno no but we use tools because if you just jump in with uno you might have someone who has a meltdown right and I'm not saying don't ever play you know but it's definitely not you're not going to see it on my list of games because we're being very intentional about how we're coming in here to work with the students and to meet them where they're at so so everybody in here we

43:51 saw we can do that with our colors and process that because do we process and use colors every single day absolutely for our entire life and and how that will bridge to so many things but now we're gonna look at numbers okay so what let's check everybody right now tell me what number you see you ready okay awesome you guys know your numbers and we would do that same rules apply if there's a number this student doesn't

44:38 know yet we're not going to use that one that is another reason I love you know because they double up all the the ones and the twos and the three so you have a lot of cards and their to do that and and you know the other thing to keep in mind some of your kids they let's say they know their numbers but they're really struggling in school but they can sit here and they can say 1 7 2 7 guess what this may be the first time all day long that they got everything right that they felt success and so by doing that you're kind of meeting them where they

45:23 are with that and that just opens so many doors in that as you're playing with them now we're going to take our blink cards and do the same thing and the difference here with our uno cards you have the number only with a deck of cards what do we get number and shapes okay and so keep that in mind so we would also take this I will tell you the deck of cards one it's universal two you can get them just about anywhere and especially if you're working with some folks who are older this may be a real

46:13 comfort to them because maybe they were someone who played cards all the time growing up and so just getting out that deck of cards is something that's very familiar now what else are we working on when we're pulling out information well you're working on what's called your long-term memory because when we're processing things if we don't have the words for them in the information in our long-term memory we can't process it can we so if I put up a bunch of symbols numbers and mandrian

46:58 could anybody read them do I have somebody in here that can remand her in because I can't and so but if I put up this in a kindergarten classroom in China could they do this exercise absolutely so we also have to make sure that what we put up there is actually in there so they're also getting that practice of retrieving things from their long-term memory okay so there's so many things that we're working on and you're thinking but we're just saying what we're seeing but that is such a foundational piece to be able to do that okay so we could do that with our numbers but then something's a

47:45 little different here with our blank cards so not so how many do you see - now I'm gonna stop here because yes you see three things but what if I told you I was doing this with a student and they said nine and they said it very confidently and I will tell you I never say to a student no we're wrong I'll always say check or oh you see nine oh can you show me the nine things and so they have no idea that I'm sitting there wondering what are they talking about

48:32 and this particular student actually saw all nine sighs okay and so so as we kept going it was very interesting because he could look at these and see each part now we went back and went over those and saying hey that is that's amazing that you see all three parts that make up that triangle when we count this is one unit we're going to call this one and then two and three and so a lot of times we have different parts that make something up but and so we talk through that with him instead of me

49:20 like if I was doing testing with somebody having to mark down well that was a wrong response but he was so confident in what he said and I'll tell you all this when a student when any person answers you and they answer you with confidence not arrogance necessarily but with confidence and they're they're saying oh nein stop and ask questions not what are you thinking okay or how do you see nein but hey help me show me those things and responding to their response because what I have

50:06 always found is when someone answers me they believe that what they're telling me is correct do you all ever usually answer somebody if you don't think you're correct no we don't we don't and children are the same way so for some reason they think that's correct or maybe they pulled out some information from the wrong place so just a reminder with that so the next thing we're going to look at are shapes so we've looked at our numbers we've looked at our colors and we've looked at our shapes

50:52 and so when we looked at this we said here's a triangle and that I'll say you all agree with me on this one is this a triangle yes so now tell me what do you see a flower it's been a flower it's been a mud puddle by one little guy it's been sunshine a puffy cloud popcorn it's not square though okay it's not a square what do you see here light bulb balloons drops if we pulled on our gray ones I had one little girl looked at look at this and she said Oh Hershey Kisses and

51:37 it was Hershey Kisses from then on out when you look here what do you see a moon a crescent a banana if it's the first one you see maybe a smiley face okay so I have had students and if they can give me an answer that works I accept that answer okay and let's look at this one what do you see lightning bolt thunder storm zig zag how about narrow paths how about tangle one of my students on the autism spectrum we were

52:23 doing this and she had named everything and this one came up and she said tangle and I was like um lightning tangle well thunder tangle and I finally said okay tangle because that's what she saw and and it has right so so sometimes students will say flash for a superhero or it represents something to them now the fun thing is is if you're me and you have so many different students then you get to remember all of their different names

53:10 but in a classroom or in your home come up with a common name otherwise it's going to be like go get that thing for me on the table right and we have to use the same name and so then we would take these and we would also sort these by shape so just as you heard me sorting these by color we would sort these by number and we would also sort these by shape and when we do that we always will say oh moon on moon okay we're gonna say lightning on lightning

53:55 star on star now when you start doing this and you've already sorted this by number and then you've sorted it by color when you're then sorting it by color you have to ignore the number and ignore the shape so you're also working on that processing in blink there are 17 different stimuli so as they're doing that they're then putting 17 different things in their long-term memory and pulling that out and processing that as quickly as they can so that is another key component that sometimes as parents

54:41 as teachers as therapists this can seem very simple to us can it not but then when we're doing it with a student and we see that smile and we see them get excited with how they're doing and and the next thing I hear from parents is oh my goodness they got in the car and they were talking up a storm well have we been using sentences here today necessarily no but we've been using language and we've been using our hands and our eyes and when you're also doing it you're also hearing what you're saying right and so you've got auditory processing going on but when when we work through

55:28 this and what you're gonna have for your homework this week is as you got different games whether it's the uno cards or a deck of cards or blink or if any we'll look at some others next week but you can do it with anything you can do it with the game set and sort these by number color and shape you can find probably other things in your house that you're using to work on that processing and so next week we're going to take processing even to a deeper level and then start building on working memory you've got your handouts I'm going to ask everybody to hold on to those and on

56:13 the very back page that's where you're gonna see a little overview of just the first four weeks but you're gonna see a lot more handouts here I encourage you to go to the equipping Minds website read the research go to the YouTube channel you'll see a link on the Facebook page and watch some of those videos of some of our students and some of the other exercises that we're gonna be building on but each week we're gonna keep building and adding but I have learned that sometimes I can overwhelm with how fast we're gonna go and so

57:01 we're gonna take this class at a nice pace which I'm very excited about and I see some thank yous in the room for that so thank you guys for coming night and for being here I'm excited about this journey that we get to be on these next couple weeks we will never cancel class I will tell you that if we happen to have inclement weather like we did last week and church was cancelled we will act I'll still be doing it on Facebook life I'll just do it from home and you can go on Facebook live and

57:47 watch