Latest / Authentic Living / The Impact of Return to School with Charle Peck

Transcript

The Impact of Return to School with Charle Peck · Authentic Living

• 0:01
  Welcome to authentic living with Roxanne, a place where we have as conversations about
• 0:08
  things that really matter in our lives.
• 0:11
  And now here's your host, Roxanne Derhodge.
• 0:36
  Hi, everyone.
• 0:37
  It's Roxanne Derhodge.
• 0:38
  I'm authentically speaking with Roxanne.
• 0:40
  Thanks for tuning in again, this week.
• 0:43
  Today, I have a guest that's, you know, has been on once before and her expertise is quite
• 0:48
  timely.
• 0:49
  So I thought, I would have guide her back in.
• 0:52
  It's Charlie Peck.
• 0:53
  Hi, Charlie.
• 0:54
  How are you today?
• 0:56
  Thanks for having me, Roxanne.
• 0:57
  It's good to be here.
• 0:59
  Awesome.
• 1:00
  So Charlie, has a unique expertise and, she's a certified trauma educator.
• 1:06
  And what I thought was was important and kind of what I'm hearing out and about there in the
• 1:11
  community and just, in every publication, every news, show that I'm hearing it.
• 1:18
  We're talking about a return to school and the impact that it's having on, obviously, parents,
• 1:25
  the community and the and the that we're all having about the second wave.
• 1:29
  So, Charlie, we're gonna just chat about what your thoughts are on things in reference to a
• 1:36
  school and back to school.
• 1:38
  So what are your thoughts about the return to school?
• 1:43
  I think that there could be a no perfect plan.
• 1:46
  I don't think that anything that was presented could have suited the needs of everybody, of
• 1:51
  course.
• 1:52
  So that's really challenging.
• 1:54
  But I do come into this idea with the lens of a parent.
• 1:58
  I mean, I have 3 boys.
• 1:59
  I have 79 and 17.
• 2:02
  So I understand the uniqueness of the different age groups there.
• 2:06
  And I'm a high school teacher as well, animal health professionals.
• 2:08
  So I'm understanding the the difficulties people are having with this.
• 2:12
  I mean, truly, it's just uncertain, and we're uncomfortable with uncertainty.
• 2:16
  We like, you know, we're human beings.
• 2:18
  We like to have routine and structure, and we perform well.
• 2:21
  And best when we have that.
• 2:23
  So we don't have that now.
• 2:25
  So the plan so far for pea maybe people that don't know.
• 2:28
  Tell us what the plans are for We're talking, basically, Ontario at this point, which is
• 2:33
  where we live.
• 2:34
  What's the plan so far?
• 2:36
  And then let's talk a little bit about, your perspective, as a parent.
• 2:42
  Let's start there.
• 2:43
  Cause I think that's what I'm hearing is there's, over dinner tables and just,
• 2:47
  conversations you're hearing in the line that says you're in the grocery stores.
• 2:50
  People are petrified or having a different point of view, and and the government doesn't
• 2:54
  care.
• 2:55
  And, you know, the what what are we we're bringing on the second wave and things like
• 2:59
  that.
• 2:59
  So let's start.
• 3:00
  Tell us what you know about in your in the board that you're in or just in Ontario with
• 3:04
  the plans.
• 3:06
  Right.
• 3:06
  And I'm cautious because I'm not representing my board right now, so I do, I just wanna say
• 3:11
  that.
• 3:12
  And I think I know that all of the different school boards throughout on Ontario had
• 3:15
  different plans.
• 3:17
  So, again, nobody's gonna be happy, with every piece of the plan because everybody's lives are
• 3:24
  so unique.
• 3:25
  As a parent, I have 2 elementary kids, and we can opt to send them back 5 days a week, or we
• 3:31
  can opt to have them at home.
• 3:33
  And I decided to send my kids back because I think it's very important to their mental
• 3:39
  health and their socialization.
• 3:41
  I'm a seven and a nine year old.
• 3:42
  I mean, they need their friends.
• 3:43
  They need to learn outside of our home how to show up in the world as citizens.
• 3:48
  And so I think it's important to have that exposure.
• 3:50
  Of course, there are safety concerns in our particular area.
• 3:53
  Our numbers aren't jarring to me.
• 3:55
  I don't feel a a terrible threat there.
• 3:58
  Even though I am following the news, I'm from the states.
• 4:01
  All my family, extended family is there.
• 4:03
  So I know that it's a real possibility that our can go up.
• 4:07
  So you mentioned a second wave, but what I'm hearing is coronavirus COVID 19 does not have a
• 4:13
  second wave.
• 4:14
  It is ongoing.
• 4:15
  The flu has a a second wave perhaps because it it goes away and comes back.
• 4:19
  It's seasonal.
• 4:21
  Or I should say in 1918 when we had the Spanish flu, that had a second wave.
• 4:26
  But coronavirus, apparently, and I'm not a medical expert that.
• 4:29
  That's not my expertise.
• 4:31
  But what I'm understanding is that's consistent.
• 4:33
  So at this point, it just feels like we need to live with it and consider the risk versus
• 4:39
  reward.
• 4:40
  So that's how I'm showing up to it as a parent.
• 4:42
  And my cooler.
• 4:44
  I mean, he wants to go back to school because he wants to speak with his friends.
• 4:47
  And so we're doing a hybrid approach on the high school level.
• 4:52
  It it's a little bit challenging.
• 4:54
  Right?
• 4:54
  So a lot of people are like, well, do I send my kid back and risk the safety?
• 4:59
  Because there is a I don't want my kids to get this virus.
• 5:01
  I don't want that.
• 5:02
  I don't wanna get it.
• 5:04
  So it's the risk versus reward.
• 5:06
  And I don't like, you know, it's so tough.
• 5:09
  There's no perfect answer.
• 5:11
  I understand it.
• 5:13
  And I think a a lot of people are saying that the government does not care.
• 5:16
  Right?
• 5:16
  That's that's kinda because and that's the fear.
• 5:18
  So let's talk a little bit about that And to your point, obviously, my sons in university
• 5:23
  and they're mostly online and those types of things.
• 5:25
  So I'm out of, you know, there's a part of me that's thinking, wow, you know, to graph what
• 5:30
  that decision's a hard decision to make, and you wanna make, like, to your point, you're
• 5:34
  looking at, obviously, academics, which we've been, you know, people at home have been doing
• 5:39
  their best so far.
• 5:42
  But the other part of this is the the mental well-being of the child.
• 5:45
  And and to your point, so, you know, your children are 7 and 9 and you're the teenager.
• 5:49
  There's there's such needs that as a parent, you can address and assist them with, but the
• 5:54
  element of connection and learning and, and the things that they need to learn from their
• 5:58
  peers, that's something us and parents can't teach them.
• 6:01
  They need to be able to experience it out there with their kind of their bonds.
• 6:05
  Right.
• 6:05
  And part of this, I mean, I get negative too.
• 6:09
  Don't get me wrong.
• 6:09
  I mean, I go back and forth and and I have negative thought this too, but as a mental
• 6:14
  health professional, what I always go back to is, look, this is a great time for us,
• 6:18
  teachers, and us adults to show up, as leaders for our kids and show them resiliency.
• 6:24
  This is a great opportunity for resiliency for our kids.
• 6:27
  Now there are safety concerns.
• 6:29
  I mean, health is number 1.
• 6:32
  The part of health is mental health.
• 6:34
  Someday, we will not separate the 2.
• 6:37
  And so mental health I'm even with isolation.
• 6:40
  As we've seen it in our own children, the other piece to that is the conflict within the home.
• 6:45
  Being among each other and each other's space and you know, there's a lot of difficulties.
• 6:50
  I get to sit in this room and talk to you, but not everybody be of the luxury of having their
• 6:55
  own space that way or getting away from their young children.
• 6:58
  I can tell you that as a teacher having to jump on to a hybrid approach very quickly and that
• 7:03
  was difficult.
• 7:05
  Helpful.
• 7:06
  And not everybody gets to have that support.
• 7:07
  So the the isolation piece is tough and the unique experiences is what we're gotta
• 7:12
  consider.
• 7:12
  Now you said something about how people are saying the government doesn't care.
• 7:16
  I disagree with that.
• 7:17
  I think everybody who is in a position of power has a really difficult job right now and
• 7:24
  whether whatever your politics are.
• 7:27
  I do think they are genuinely trying to do the best they can with the information they have.
• 7:32
  Much like parents are doing, you know, we're we're just trying to do the best we can with
• 7:35
  what we have in front of us.
• 7:37
  So, you know, I That's not a political stance for me.
• 7:41
  I really just think that they're trying to do the best they can, and we have so many
• 7:45
  uncertainties.
• 7:46
  So Yeah.
• 7:47
  It's hard.
• 7:47
  So let's let's talk a little bit about, you know, the the importance of us looking at the
• 7:53
  overhaul struck of things.
• 7:55
  Right?
• 7:55
  Obviously, physically, we all have to keep physically, safe and and do take all those
• 8:01
  steps.
• 8:01
  Absolutely.
• 8:02
  But the the perspective that you and I come from, with our backgrounds is that mental
• 8:07
  health is equally as important as physical health.
• 8:10
  So let's talk a little bit about that.
• 8:11
  And I've talked a lot about that through my, you know, my, podcast with different guests is
• 8:16
  that we we focus so much on, you know, physical health, which in this case we need to with
• 8:23
  COVID, without a doubt, but the mental health and, perspective is equally as important
• 8:28
  because seeing, in our, I know with my coaching and my practicing and people returning to work,
• 8:34
  there's so many people that are suffering with anxiety, about going back to work and dealing
• 8:41
  with the public.
• 8:41
  So we we're seeing our numbers, go through the roof.
• 8:45
  So let's talk a little bit about how we need to look at health overall.
• 8:49
  And I think the part that we're remissing is we're not including the mental off as much.
• 8:55
  I know I know we know we need to, but I I don't know that it's been been done very well.
• 9:00
  Yeah.
• 9:00
  I know that there there aren't boards that have a did have initiatives, for example, a trauma
• 9:06
  informed training approach, which every single structure of society now with the information
• 9:13
  we have, the evidence based data we have on the a lens is vital.
• 9:19
  It's vital to a successful future, especially when you work with kids, but we know, I mean,
• 9:23
  as mental health professionals, we do we do know that that shows up everywhere.
• 9:26
  Even with teenagers.
• 9:27
  So if if trauma wasn't dealt within the past, then it's showing up in different ways.
• 9:31
  And so everybody needs to have that lens.
• 9:34
  I think we keep talking about the kids and I'm in the business of kids here.
• 9:38
  I love kids.
• 9:39
  I want the best for kids.
• 9:41
  But mental health has to start with teachers and staff.
• 9:46
  Administrators.
• 9:47
  Anybody that's going back who's putting themselves in jeopardy.
• 9:51
  I mean, we heard about this for health care workers, and then that kind pushed aside
• 9:55
  because they they had to show up and they had to rechallenging, but I think the communication
• 10:01
  piece is huge and the validation of There's a lot of teachers going back, by the way, who
• 10:06
  have kids, who have to scramble, and you have to think of, oh my goodness, I have to go back
• 10:11
  to a classroom where there's gonna be 30 kids, there's no way to distance myself, and they
• 10:16
  don't have to wear masks because there's no way you're gonna you're gonna be able to mitigate
• 10:20
  that with little kids, of course.
• 10:22
  So I think that there's some information in the news right now.
• 10:26
  Oh, I think there's a lot of people that are, you know, throwing their hands up.
• 10:29
  Like, what am I supposed to do with that?
• 10:31
  So I think we need to address the mental health concerns of teachers and and parents, by the
• 10:36
  way, too.
• 10:38
  It's affecting everybody in a lot of different ways.
• 10:40
  And I'd say to your point, right, if we don't, educates the people in power, your
• 10:47
  administrators, all the way to your teachers, your, your EAs, everybody in in the system,
• 10:53
  what we're doing is we're doing a disturbed service to the children because kids are gonna
• 10:57
  be kids.
• 10:58
  They need guidance.
• 10:59
  They need to be taught in a certain way.
• 11:01
  And if you're able to come from frame where you're understanding, how this may be affecting
• 11:07
  the children, because if parents aren't, for instance, coping well, at home about, returning
• 11:13
  to school?
• 11:14
  What are the how are they impacting their children is my big question?
• 11:18
  Cause if they're not settled and aware about their reaction in reference to what they're
• 11:23
  perceiving this return to school as, they're gonna put those on to their children.
• 11:28
  And then that in turn, how does that impact mental health.
• 11:31
  That's, I think, a very, very important thing.
• 11:34
  Right.
• 11:34
  So what, so what, let's jump into what can people do?
• 11:40
  Cause I think that's important, from a parenting perspective, and also if you're, in
• 11:45
  the school system or, affiliated with the school system, what are some things that people
• 11:50
  can some things that they can do to kind of prep themselves to get ready to return to
• 11:56
  school?
• 11:56
  What are some things that you would suggest, Charlie?
• 11:59
  Well, the good news is is we had to go through this already in the spring.
• 12:03
  I mean, people had to be thrown into a situation.
• 12:06
  They were not ready for anyway.
• 12:08
  So we have a little bit of understanding that if you're gonna stay at home, if you're gonna
• 12:12
  make that choice, and that's up to you.
• 12:14
  At least there's they're giving us a up opportunity there.
• 12:18
  So there's no ramifications for deciding I'm keeping my kids home, then understand the
• 12:23
  environment.
• 12:23
  Think about what didn't go well for your family and what did.
• 12:27
  And then a course, set up an environment that you can have your own space to work within if
• 12:32
  you're gonna work from home if that works.
• 12:34
  The other thing I would say is the communication piece with whoever your employer
• 12:38
  is is huge.
• 12:39
  I mean, there's adjustments that everybody has to make.
• 12:42
  And if your employer can make that, it's really important that you can succuate your family
• 12:49
  well so that everybody's feeling okay about what's going on.
• 12:52
  I mean, the worst thing you can do is send your kid to school every day and worry about that.
• 12:55
  And not feel okay.
• 12:56
  And I think schools are trying to do a really great job with the physical, aspects of it, and
• 13:01
  their hands are tied too, by the way.
• 13:03
  I mean, they're getting information from, you know, higher ups and what they have to do.
• 13:06
  So I think everyone's intention is good.
• 13:08
  I think we have to believe in that, and we have to stay So the check ins with your employees,
• 13:13
  the check ins with parents, check ins with, like, kids and students and grace, I think we
• 13:19
  have to just give people grace and understand that your situation's not theirs.
• 13:24
  So, you know, everybody's gonna have a different situation and think about what you
• 13:29
  need and communicate that need and and do regular check ins and self care.
• 13:34
  And, you know, another thing I I think of, and that makes so much sense is to not judge if one
• 13:39
  parent is is making a decision that's different from yours, try to understand and not, not, you
• 13:46
  know, go to space where you're judging because, you know, each person, you don't know how what
• 13:51
  people are dealing with.
• 13:52
  You don't know what's in their family.
• 13:54
  You don't know what's happening with their to your point, how they're having to work from
• 13:57
  home.
• 13:58
  You don't know, you know, who's immune compromised in their system.
• 14:02
  It may be something that you're aware of.
• 14:04
  So I think it's, like, to your point, Grace is a a really good word because, you know, I may
• 14:09
  have a child, you know, that's not returning to school, And that's my child's friend.
• 14:15
  And I'm, you know, I'm, I'm, we're getting together, and maybe the parents are going to,
• 14:19
  you know, do social distance, get togethers, and stuff like that.
• 14:22
  So I would say just try respect other people's choices and know that they're making the best
• 14:26
  decisions for their families as well.
• 14:30
  Absolutely.
• 14:31
  I'd love that because the judgment piece is important.
• 14:34
  The survival of our future, really.
• 14:37
  But I also wanna say too, when you're looking at your friends or your kids or or students, if
• 14:44
  you're an educator, you have to notice any shifts and patterns.
• 14:47
  And that's why we use a trauma lens.
• 14:48
  So paying attention and getting curious about what's going on or what's happening with that
• 14:53
  child and and not being too judgmental about the child.
• 14:56
  I mean, it's important there too.
• 14:58
  We we kids this is new for kids too, and we have to be careful about the language we're
• 15:02
  using and the judgment or the way we're we're framing things for them because we're teaching
• 15:08
  them.
• 15:08
  I mean, this is a a major a major issue, a major social issue, a pandemic for crying out
• 15:13
  loud, The way we're handling it is not gonna be perfect, but we do have to cautious about how
• 15:18
  we we're showing up for them and how we're framing it for them.
• 15:21
  It's a great opportunity again for resilience, but for lessons to help them learn how to get
• 15:26
  through tough challenges in life.
• 15:28
  So looking for going back to their behavior patterns, noticing any shifts in in their
• 15:35
  behaviors, their their moods, if they were attending before and they're not attending or
• 15:40
  if they're motivated or not, I mean, you know your kid and teachers are gonna have a little
• 15:44
  bit more challenge to get to know their students.
• 15:47
  Especially with this hybrid approach in the high school level because they're only back 50%
• 15:50
  of the time in some of the boards.
• 15:52
  We're gonna have to just be more aware, but also adjust our expectations.
• 15:57
  I mean, that doesn't mean we just let people avoid because we know, again, that's not good
• 16:02
  therapeutically.
• 16:03
  That's not the best way to help people learn and grow and move forward.
• 16:06
  But noticing and just validating people's situations without that judgment is so
• 16:12
  important.
• 16:13
  Really, really good information.
• 16:14
  Let's let's talk a little bit, and let's talk about, principles and vice principles on what
• 16:20
  they can do.
• 16:20
  Right?
• 16:21
  So we're talking about what the teachers need to do and, well, how they because, of course,
• 16:25
  the teachers have to are the ones that are at their front line and, and kind of, therefore,
• 16:29
  the kids all the time.
• 16:30
  And they're interfacing with mostly with the parents.
• 16:33
  But what is it that principles at that level can do to assist or prep their teachers to come
• 16:40
  back?
• 16:41
  What kind of things, you know, would be helpful?
• 16:45
  Communication is key.
• 16:46
  I mean, you if anyone knows a teacher, they need to plan.
• 16:51
  They need to look ahead.
• 16:52
  There are a lot of reasons for that.
• 16:55
  And if we have information, then we're able to move on.
• 16:59
  Now sometimes you don't have information to share, but just saying that sometimes makes you
• 17:03
  feel valued and saying, look, I understand that you might be concerned about this, and I'm
• 17:08
  working on it for you.
• 17:09
  That's really big.
• 17:10
  The check ins are big too about, hey, how you doing with this?
• 17:13
  And not throwing a bunch of stuff on because teachers take on so much throughout the school
• 17:17
  year.
• 17:18
  I don't know how much like the general public appreciates that.
• 17:23
  And I think this is a time where they just need to let them just learn how to be online
• 17:28
  teachers because not only are we going into a a whole another system of of like the scheduling,
• 17:34
  we are now becoming hybrid teachers and nobody's trained us for that.
• 17:38
  That is not within our our expectation of our our job.
• 17:41
  Now having said that, we are teachers and that means we need to be flexible and leaders in our
• 17:47
  classrooms for our kids.
• 17:48
  So it's a great time for administrators to look at their staff and use their strengths and seek
• 17:54
  those teachers out who can benefit the rest of the school and say, look, you would be great at
• 17:59
  doing this.
• 18:00
  Would you mind, or what are your thoughts?
• 18:02
  Asking teachers what their thoughts are are as huge for an administrator to do.
• 18:07
  It shows that you value what they bring to the school.
• 18:09
  And by the way, many times the staff has been there way longer than administrators.
• 18:14
  So if they could at least bring them in to the thought process, the not even maybe the
• 18:19
  decision making, but valuing their judgment on what would be best for their school
• 18:24
  environment.
• 18:25
  It's crucial.
• 18:26
  It's really crucial to show that you trust them and you value them.
• 18:31
  So One last thing I I I think is important.
• 18:34
  Again, go back to the parents and mental health and prepping people.
• 18:39
  So we have about, what, two and a half weeks or so.
• 18:41
  Before we go back, it's approximate.
• 18:44
  What are what can people start to do now for the kids that are going back?
• 18:49
  What what can small of the things that they can start to do for the little ones and kind, you
• 18:54
  know, and, you know, the the teenagers, what kind of because oftentimes, we can forget our
• 18:59
  teenagers, right, because we think they're gonna be all good, but they they need need us
• 19:02
  equally as much.
• 19:04
  And, you know, and what is it that we can do for the kids are just staying home.
• 19:10
  That may not be in agreement with what their parents are choosing.
• 19:14
  So that know that's a Yeah.
• 19:17
  Sorry.
• 19:17
  Yeah.
• 19:18
  It depends on your kid.
• 19:19
  I mean, yeah, we're sending, some thirteen year olds and fourteen 15, 6.
• 19:24
  All these kids are going to be home alone 50% of the time.
• 19:28
  And if you think they're gonna wake up or 8 at 8 or 9 o'clock in the morning and be motivated
• 19:33
  to school on their own, you don't know teenagers very well.
• 19:37
  And of course, we all have teenagers who will do those things and who are very independent
• 19:42
  but we know that developmentally, they don't have it the capacity to necessarily do that
• 19:49
  generally.
• 19:49
  Some do summer shining stars and can do that.
• 19:52
  And even if they they don't do that, that doesn't mean they're kids.
• 19:55
  It just means they're not adults yet.
• 19:58
  And so I do worry about the 50 percent of the time there for that reason.
• 20:02
  And by the way, that's also an opportunity for some kids who are already further isolated.
• 20:08
  Or to seek out, you know, taking behavior because they are so alone a lot of the time.
• 20:14
  So that to me that makes me a little nervous So what parents can do is you you're just gonna
• 20:19
  have to shift your, the way that you're in your household.
• 20:22
  I mean, again, if you can work that out to be home, even just having a presence, kind of like
• 20:27
  always at school.
• 20:28
  We see less bullying in the classrooms.
• 20:29
  I mean, having a present having a presence or calming, but they're worried too.
• 20:35
  99% of the time, these kids really wanna strive to do a great job.
• 20:38
  They wanna be the best they can.
• 20:40
  They show for you.
• 20:41
  I think we Do it's the service for teenagers.
• 20:44
  They that there's so many negative things about them because that's on so much to consider.
• 20:48
  So just the expectation and being able to roll with some of the punches is gonna be so crucial
• 20:54
  to us feeling okay about this going back.
• 20:57
  Awesome.
• 20:58
  So with yourself, do you have any fears about going back?
• 21:02
  What what what what are you thinking as a teacher?
• 21:05
  I mean, obviously, and you have a full house load, you know, of things to consider as you
• 21:12
  prep, what what kind of things are on your mind about going back?
• 21:15
  My fear.
• 21:16
  So I feel okay about that because I trust that the schools are gonna do everything they
• 21:20
  possibly can, but tremendous It's fear about that.
• 21:24
  My fear is that we're gonna go at some point because I love those kids.
• 21:28
  I wanna be there.
• 21:29
  I want to interact with them.
• 21:31
  I know they need us teachers as much as we need them.
• 21:34
  And my biggest fear is going back completely online and not being able to engage with them.
• 21:40
  And don't forget some kids are going back to very undesirable households and very high
• 21:46
  conflict households.
• 21:48
  So School believe it or not as an escape for a lot of these kids.
• 21:51
  And when we develop those relationships, we give them a chance.
• 21:55
  Even one adult can be one caring adult can make a huge difference in a kid's life who has tons
• 22:02
  of adversity.
• 22:03
  So that is my biggest fear to be very honest.
• 22:07
  Well, Charlie, you know, this has, been so helpful.
• 22:10
  I'm sure a lot of parents listening and also other teachers or principals will gain
• 22:16
  something from it.
• 22:17
  If people are wanting to reach out and, you know, connect with you prior to this, what what
• 22:23
  where can they reach you?
• 22:25
  So right now I have a podcast.
• 22:27
  So if you'd like to listen to I have some of these episodes that would like to hear more
• 22:31
  about it.
• 22:32
  It's advancing humanity.
• 22:33
  Find it anywhere you listen to podcasts.
• 22:36
  If people want to reach out to me directly and see more about what I'm trying to do to educate
• 22:41
  schools, I have a website called humanity speaker.com, and there's a contact page, you
• 22:46
  can just reach out to there.
• 22:47
  Okay.
• 22:48
  Thank you.
• 22:48
  Well, you stay safe and, best of luck to you and the kids and the entire family, and I'm
• 22:53
  sure we'll connect soon.
• 22:55
  So for everyone listening, if, you're needing anything related to mental health and wellness
• 23:00
  around authentic leadership, please reach out to me at Rock sand garage dog.
• 23:05
  Thanks for tuning in to authentic living with Roxanne, creating the space for positive health
• 23:11
  change.
• 23:12
  Roxanne is a keynote speaker, psychotherapist, and coach to work with Roxanne.
• 23:18
  Visit Roxanne Durgesh dotcom/blueprint.
• 23:22
  We'll see you next time on authentic living with Roxanne.