Latest / The You Project / #1555 Understanding Neurodiversity - Dr. Hannah Korrel

Transcript

#1555 Understanding Neurodiversity - Dr. Hannah Korrel · The You Project

• 0:00
  Speaker 1: I'll get a team. It's a bloody you project. It's
• 0:02
  Speaker 1: doctor Hannah. It's almost doctor Fatty Apps. Mightn't that be
• 0:06
  Speaker 1: funny when I'm an actual doctor Hannah. Oh my god, my.
• 0:09
  Speaker 2: God, I can't believe you. Do you mean like pH
• 0:11
  Speaker 2: fat or are you like did you just refer to
• 0:13
  Speaker 2: yourself as f A T fat?
• 0:16
  Speaker 1: Well, I used to be fatty, I was fatty Garati.
• 0:18
  Speaker 1: You know that I was a fat kid?
• 0:19
  Speaker 3: Did you not know that?
• 0:20
  Speaker 2: Tell me about that? Well, I don't know. I'm a psychologist, Craig,
• 0:23
  Speaker 2: so I prefer to say you know that back then
• 0:26
  Speaker 2: you had some issues with weight, rather than.
• 0:30
  Speaker 1: Say fat, Yeah, potatoes, potatoes.
• 0:32
  Speaker 3: I was fat.
• 0:33
  Speaker 1: I mean you know I was fat. That's not an insult.
• 0:35
  Speaker 1: That's a biological state. I think, you know.
• 0:39
  Speaker 2: I feel like there's a lot of hate in that word.
• 0:42
  Speaker 2: To say, well, I was fat or I am fat
• 0:45
  Speaker 2: just feels very loaded to me.
• 0:47
  Speaker 1: I understand that. I understand that, but it's like you
• 0:50
  Speaker 1: so fuck Nine people don't get offended and one does,
• 0:53
  Speaker 1: and then you go, well, why is that person offended?
• 0:55
  Speaker 1: Are they offended because of the word or because of
• 0:58
  Speaker 1: their story about the word. I mean, this is that's
• 1:00
  Speaker 1: a really interesting conversation. Like for me, like, I would
• 1:03
  Speaker 1: never go call a kid fat, right, because I understand,
• 1:06
  Speaker 1: I understand the social context and the nuance of you know,
• 1:10
  Speaker 1: you know, treating people well and being of course of course,
• 1:13
  Speaker 1: but when I'm talking about myself, like I was ten
• 1:17
  Speaker 1: kilos heavier than I am now when I was fourteen,
• 1:20
  Speaker 1: So you can call it whatever you want, but I
• 1:23
  Speaker 1: was morbidly obese. So for me, I I personally when
• 1:29
  Speaker 1: it comes to this, and this is about me. This
• 1:31
  Speaker 1: is not about any other children or any other human
• 1:34
  Speaker 1: But for me, I'm like, well, Craig, be real with yourself.
• 1:37
  Speaker 2: Now.
• 1:38
  Speaker 1: For me, that's not self loathing. I don't go I
• 1:41
  Speaker 1: was fat. I was a piece of shit.
• 1:43
  Speaker 3: I don't go that.
• 1:44
  Speaker 1: I just go, I was the fattest kid at school.
• 1:46
  Speaker 3: I was literally called jumbo, right.
• 1:49
  Speaker 1: That was my nation and right that parents and teachers
• 1:52
  Speaker 1: and kids call me that. This is not like, this
• 1:55
  Speaker 1: is just my history. This is not an attitude or
• 1:58
  Speaker 1: a belief system or a perspective, right, So I think
• 2:04
  Speaker 1: I think at the same time that and I know
• 2:07
  Speaker 1: we've kind of taken a left turn before we even started,
• 2:10
  Speaker 1: but we will, Like I think that you need to
• 2:13
  Speaker 1: be aware and sensitive and kind and empathetic.
• 2:15
  Speaker 3: But also.
• 2:17
  Speaker 1: You know, it's like I wasn't thick set, I wasn't
• 2:21
  Speaker 1: big boned, I wasn't full figured, I wasn't voluptuous, I
• 2:25
  Speaker 1: wasn't fucking any of that. I was morbidly obese. And
• 2:29
  Speaker 1: people go, that's so this or that. I go it'
• 2:32
  Speaker 1: call it whatever you want to call it, but it's
• 2:34
  Speaker 1: also true, like if I was six to two, people
• 2:37
  Speaker 1: would go, fuck, you're tall, but nobody's bothered by that.
• 2:41
  Speaker 1: Or if I had long, blonde, beautiful hair, people go, fuck,
• 2:44
  Speaker 1: you've got amazing hair, or like, but when you go, no,
• 2:48
  Speaker 1: I was morbidly obese, I'm not saying I was a
• 2:51
  Speaker 1: bad person or I'm you know, like this is something
• 2:55
  Speaker 1: to be shamed or I get it, but it's also
• 2:58
  Speaker 1: I think we need to be I don't know, like
• 3:02
  Speaker 1: I understand what you're saying, but I feel like, when
• 3:05
  Speaker 1: I'm talking about myself, that's the one time you get
• 3:08
  Speaker 1: a green light to be just brutally honest. And if
• 3:12
  Speaker 1: I didn't acknowledge that, like if I just pretended like
• 3:16
  Speaker 1: I needed to get to a point where I was
• 3:19
  Speaker 1: honest with myself because I was just eating everything that
• 3:23
  Speaker 1: wasn't nailed down, and I was literally twenty thirty forty
• 3:27
  Speaker 1: kilos heavier than my friends at the same age.
• 3:30
  Speaker 2: Did you feel quite different like growing up?
• 3:34
  Speaker 3: Well, I mean yes I did.
• 3:37
  Speaker 1: Well, how do you know, like you've only ever been you,
• 3:39
  Speaker 1: you've only ever felt you. But of course I had
• 3:43
  Speaker 1: a social awareness and you know, an individual awareness around
• 3:48
  Speaker 1: the group and when you get you know, but like
• 3:51
  Speaker 1: I can say things like, ah, I was picked last
• 3:54
  Speaker 1: for every sporting team.
• 3:55
  Speaker 3: Well, fuck of course you were.
• 3:57
  Speaker 1: You couldn't fucking run of course, Like I'm not mad
• 4:01
  Speaker 1: at anyone, and like there's no part of this story
• 4:04
  Speaker 1: where I'm a victim, like a zero zero, because for me, anyway,
• 4:11
  Speaker 1: I did certain things and I created a certain reality,
• 4:15
  Speaker 1: which was a morbidly obese body, and with that come
• 4:18
  Speaker 1: certain practical consequences.
• 4:20
  Speaker 3: And so I could go, oh.
• 4:22
  Speaker 1: My genetics or my mum or my dad or these
• 4:25
  Speaker 1: nasty or you could go, yeah, but you fucking eat
• 4:28
  Speaker 1: twice the amount of food you eat you need every day,
• 4:32
  Speaker 1: and you can pretend you don't, and you can feel
• 4:34
  Speaker 1: sorry for yourself, or you can own your behavior and
• 4:38
  Speaker 1: change your behavior and create a different reality. And I
• 4:41
  Speaker 1: know you don't think like that when you're fourteen, but
• 4:44
  Speaker 1: for me, there's something in that because I think when
• 4:48
  Speaker 1: we extrapolate not about obesity, but we extrapolate out from
• 4:52
  Speaker 1: that kind of idea of.
• 4:56
  Speaker 3: You know, being.
• 4:58
  Speaker 1: Responsible for your behavior and your outcomes where you go.
• 5:03
  Speaker 1: You did that though, right now, that's not hateful or hurtful, that's.
• 5:06
  Speaker 2: Just true controversial. If I said, but you're only fourteen,
• 5:12
  Speaker 2: I feel like I'm already like, is that a controversial
• 5:14
  Speaker 2: thing to say? Like you are only a child? You're child?
• 5:19
  Speaker 1: I one hundred percent agree. But if that was me
• 5:22
  Speaker 1: saying it about another fourteen year old, of course that's inappropriate,
• 5:26
  Speaker 1: and it comes across as hateful, hurtful, and judgmental.
• 5:29
  Speaker 3: I get it. I completely get it.
• 5:32
  Speaker 1: But I think what I am like, I love people,
• 5:37
  Speaker 1: and I'm I am you know, well, I'm not always
• 5:41
  Speaker 1: but I genuinely try to be kind, empathetic and aware,
• 5:44
  Speaker 1: but also also like people have to help themselves. Yeah,
• 5:51
  Speaker 1: Like doctor Hannah is not the answer for anyone.
• 5:54
  Speaker 3: Neither is Craig Harper.
• 5:56
  Speaker 1: Like doctor Hannah is a resource and an educator, and
• 6:01
  Speaker 1: you can steer people and support people and maybe prescribe
• 6:05
  Speaker 1: for people, but ultimately the person who needs to kind
• 6:09
  Speaker 1: of make their own decisions, live their own life, change
• 6:12
  Speaker 1: their own behaviors with support. Yeah, but ultimately the quality
• 6:17
  Speaker 1: of an individual's life still comes down to the individual.
• 6:20
  Speaker 2: Yeah, yeah, that they say with therapy, one of the
• 6:24
  Speaker 2: key predictors of the success of therapy is the person's
• 6:30
  Speaker 2: belief that the therapy is going to be effective and
• 6:32
  Speaker 2: that they have self efficacy so that they can actually
• 6:36
  Speaker 2: make a difference and make a change in their own life. Like,
• 6:38
  Speaker 2: that's the key predictor is do you believe that you
• 6:41
  Speaker 2: can make a change. And the reason I guess I
• 6:44
  Speaker 2: was curious about that we're talking about, you know, hopefully
• 6:46
  Speaker 2: talking about the neurodiversity today and feeling different. And it's
• 6:51
  Speaker 2: so interesting when I hear adults talking about when they're
• 6:54
  Speaker 2: a child and feeling different as a child and how
• 6:58
  Speaker 2: that's impacted them as an adult. You know, because I
• 7:01
  Speaker 2: see you now and you're so I don't know, you're
• 7:04
  Speaker 2: very like your character Craze, Like you have personality of charisma,
• 7:09
  Speaker 2: You're larger than life, You've got the X factor, Like
• 7:12
  Speaker 2: I'm not just blowing smoke, but you know that difference
• 7:15
  Speaker 2: of feeling different. Being different, which I'm sure wouldn't have
• 7:19
  Speaker 2: been easy for you, contributed to so much of well,
• 7:22
  Speaker 2: I don't know, is that fair to say? Did it
• 7:24
  Speaker 2: contribute to who you are today?
• 7:28
  Speaker 3: Yeah? Thank you, that's very nice to you.
• 7:30
  Speaker 1: But like, truly, this is what I feel. I feel
• 7:34
  Speaker 1: like I'm not special or spectacular or gifted. In fact,
• 7:40
  Speaker 1: and I've said this probably twenty times in fifteen hundred episodes.
• 7:44
  Speaker 1: For me, my kind of mediocrity was almost my magic
• 7:49
  Speaker 1: pill because I wasn't super gifted, and I didn't have
• 7:53
  Speaker 1: great genetics, and I couldn't run fast and jump high,
• 7:56
  Speaker 1: and I can't fucking sing or dance, and I wasn't
• 7:58
  Speaker 1: a brilliant student, and like it made me work hard
• 8:03
  Speaker 1: because if I wanted to do well, I could have
• 8:07
  Speaker 1: just I couldn't just naturally do well. Yeah, you know,
• 8:11
  Speaker 1: like this podcast, I did seven hundred episodes, seven hundred,
• 8:16
  Speaker 1: six hundred before it made one dollar wow, like most
• 8:21
  Speaker 1: people won't do. I'm not saying I am great, because
• 8:23
  Speaker 1: I'm clearly if I was great, it wouldn't have fucking
• 8:26
  Speaker 1: taken six hundred. What I'm saying is I will persevere
• 8:31
  Speaker 1: like I will when I'm clear about something. You know,
• 8:35
  Speaker 1: I don't have the best genetics, but I am maybe
• 8:38
  Speaker 1: the most disciplined motherfucker, you know, because I will do
• 8:43
  Speaker 1: everything that I need to do to optimize my genetics.
• 8:47
  Speaker 3: Now that's just a choice.
• 8:51
  Speaker 1: I can't get great genetics, but I can get great discipline,
• 8:56
  Speaker 1: self awareness, self control, and I can create habits and
• 9:00
  Speaker 1: behaviors that support my genetic predisposition. Now all of that
• 9:06
  Speaker 1: is optional. You know, I can't wake up tomorrow and
• 9:09
  Speaker 1: have a one fifty IQ. But what I can do
• 9:12
  Speaker 1: is I can optimize my cognitive abilities and my intelligence
• 9:18
  Speaker 1: and intellect and creativity today. You know, all of these
• 9:22
  Speaker 1: things are optional because otherwise we just become a fucking
• 9:26
  Speaker 1: lifelong victim where we're like, ah, this happened to me that,
• 9:29
  Speaker 1: And look, of course all of those things are true.
• 9:34
  Speaker 1: I mean one of my friends that I've done some
• 9:35
  Speaker 1: work with lately, Joel. He's a quadriplegic. He fell over
• 9:38
  Speaker 1: a balcony.
• 9:39
  Speaker 3: He was home from the war.
• 9:41
  Speaker 1: He's a soldier. He was home from Afghanistan on a
• 9:45
  Speaker 1: couple of weeks break no pun intended, broke his neck.
• 9:50
  Speaker 1: Now he's a quadriplegic, right, Now, if anyone has a
• 9:54
  Speaker 1: right to fucking wing silk moan, he does.
• 9:57
  Speaker 3: He never winged silks or moans.
• 9:59
  Speaker 1: I'm not when I I've met him, not when I've
• 10:01
  Speaker 1: worked with him, not when we've hung out. Like his
• 10:03
  Speaker 1: overwhelming energy that I.
• 10:06
  Speaker 3: Get from him as gratitude and curiosity.
• 10:09
  Speaker 1: Now, if he can have great days, well then I
• 10:15
  Speaker 1: don't have any problems.
• 10:16
  Speaker 2: You know.
• 10:17
  Speaker 1: It's like, I know, there are you know, lots of
• 10:20
  Speaker 1: variables like genetic variables, sociological variables, environments. Yes, we're not
• 10:25
  Speaker 1: saying those things don't factor in, but we at some
• 10:29
  Speaker 1: stage we've got to go. I'm driving the bus. I'm
• 10:33
  Speaker 1: not a passenger. My life is the bus and I'm
• 10:37
  Speaker 1: fucking driving it. And yes, I've got limitations and genetic issues,
• 10:41
  Speaker 1: and I've had some bad experiences and my old man
• 10:44
  Speaker 1: was a prick and that person did that shit thing
• 10:47
  Speaker 1: to me, and we empathize and we understand, but we
• 10:51
  Speaker 1: can't undo any of that in the moment.
• 10:54
  Speaker 3: You know.
• 10:55
  Speaker 2: That's it. Yeah, It's like that turning point of when
• 10:59
  Speaker 2: a per and can have the inner resilience to rise
• 11:03
  Speaker 2: above or choose something different in their behavior, which is
• 11:07
  Speaker 2: kind of really difficult. To like, what is it that
• 11:10
  Speaker 2: makes that person click over or get to this turning point,
• 11:13
  Speaker 2: whether all of a sudden or maybe over this process
• 11:16
  Speaker 2: of an epiphany, decide I'm going to make a choice
• 11:19
  Speaker 2: for me, and I'm going to do something for me.
• 11:22
  Speaker 2: And I always find out I like to use the
• 11:25
  Speaker 2: saying of like, well, what's the difference between a seventeen
• 11:28
  Speaker 2: year old and three hundred and sixty four days and
• 11:31
  Speaker 2: an eighteen year old and one day, Like we go
• 11:33
  Speaker 2: from being a child to being an adult who then
• 11:35
  Speaker 2: has to make all these really responsible decisions and take
• 11:39
  Speaker 2: ownership of our behavior. And hopefully we've been fostering that
• 11:42
  Speaker 2: from when we're a young you know, a teenager, like
• 11:45
  Speaker 2: growing up older, we our parents have been helping us
• 11:48
  Speaker 2: to foster independence. But so many times it's such a
• 11:52
  Speaker 2: difficult little ven diagram of what you're talking about, where
• 11:55
  Speaker 2: it's difficulty with genetics, difficulty with trauma. Then you're own
• 12:00
  Speaker 2: autonomy to make a decision and whatever we want to
• 12:04
  Speaker 2: put in that then diagram of your background. The only
• 12:07
  Speaker 2: thing you truly have control over is that part of
• 12:11
  Speaker 2: the diagram of your behavior, your choice. What are you
• 12:14
  Speaker 2: going to do? What are you going to do to
• 12:16
  Speaker 2: make things different tomorrow. And it's a fascinate like what
• 12:20
  Speaker 2: is it that clicks you over to that point of
• 12:23
  Speaker 2: realizing if we could put it in a bottle, Craig,
• 12:26
  Speaker 2: if we will put it in a pill, wouldn't that
• 12:27
  Speaker 2: be amazing?
• 12:29
  Speaker 3: It would?
• 12:30
  Speaker 1: I mean, I have people like I did a workshop
• 12:34
  Speaker 1: last weekend, which was a private workshop, twenty people, and
• 12:39
  Speaker 1: one of the ladies who was in it came up
• 12:42
  Speaker 1: and told me a story about a workshop that she
• 12:44
  Speaker 1: was in. She started with, you changed my life four
• 12:48
  Speaker 1: years ago, and I went, I did not change your life,
• 12:50
  Speaker 1: but carry on, right.
• 12:52
  Speaker 3: And so she went to workshop.
• 12:54
  Speaker 1: I said something, doesn't matter what it was, but there
• 12:57
  Speaker 1: was a decision that she knew she needed to make
• 13:00
  Speaker 1: at home. She addressed things, she acknowledged some stuff, she
• 13:02
  Speaker 1: made a life changing decision or two. She subsequently did
• 13:07
  Speaker 1: the work, and now her life is infinitely better. She's better,
• 13:11
  Speaker 1: she's a bowl, she's grown. Her life situation and her
• 13:14
  Speaker 1: life experience are much better. And she was kind of saying,
• 13:18
  Speaker 1: if not for you, blah blah blah, right, and I said,
• 13:20
  Speaker 1: thank you, but that's not true because there were probably
• 13:24
  Speaker 1: three hundred other people there who heard the same thing
• 13:27
  Speaker 1: on the same day who didn't change their life. Now,
• 13:31
  Speaker 1: the fact that they're in the same spot is not
• 13:33
  Speaker 1: my fault. And the fact that you are now this
• 13:36
  Speaker 1: new fucking two point zero version of you. Congrats by
• 13:39
  Speaker 1: the way. Also, I don't I don't deserve the praise
• 13:44
  Speaker 1: for that because, like you think about, we have fifteen
• 13:47
  Speaker 1: one hundred and fifty episodes in that's fifteen hundred and
• 13:49
  Speaker 1: fifty episodes of information, inspiration, education, conversation, a bit of bullshit,
• 13:55
  Speaker 1: a few laughs, right, and there are people who are
• 13:59
  Speaker 1: quite different. It's quite different because they listen to the show,
• 14:04
  Speaker 1: but then they go.
• 14:05
  Speaker 3: Do the work.
• 14:06
  Speaker 1: Yeah, right, So you know, insight, information, awareness, recognition, you know,
• 14:12
  Speaker 1: personal ownership, all of those things. You and me can't
• 14:16
  Speaker 1: make anyone do that or be that. You and I
• 14:20
  Speaker 1: are going to have a chat today, and for some
• 14:23
  Speaker 1: people it might be fucking life changingly transformational, you know,
• 14:28
  Speaker 1: and for somebody else it could be the biggest crock
• 14:30
  Speaker 1: of shit they've ever heard and they've already tuned out.
• 14:33
  Speaker 1: But that's not about you or me. That's about how
• 14:36
  Speaker 1: people interpret it and then what they do with it, yep,
• 14:41
  Speaker 1: which is well, and again, like you know, you've given
• 14:46
  Speaker 1: people advice and prescription and they've got amazing results. And
• 14:49
  Speaker 1: other people you've given just as much love, energy, care,
• 14:52
  Speaker 1: and they don't.
• 14:55
  Speaker 3: They's a variable.
• 14:56
  Speaker 1: There's a variable that's out of your control, and that's
• 14:58
  Speaker 1: their behavior.
• 15:00
  Speaker 2: Yeah, yeap. And what they choose to do is I
• 15:03
  Speaker 2: suppose the information that's given to them. And you know,
• 15:06
  Speaker 2: I find it really interesting when we talk about the
• 15:09
  Speaker 2: journey that we've been on, Like you talking before about
• 15:12
  Speaker 2: obesity in childhood and making decisions in adulthood. For me,
• 15:15
  Speaker 2: I had crippling anxiety as a child, and I had
• 15:19
  Speaker 2: to make some choices to go and see a psychologist,
• 15:21
  Speaker 2: and I did for many, many years. For like, in
• 15:23
  Speaker 2: my twenties, I saw three different psychologists. I took antidepressant
• 15:28
  Speaker 2: anti anxiety medication Craig like I was taking Ssrise for
• 15:31
  Speaker 2: a while because I was struggling with crippling, crippling anxiety,
• 15:36
  Speaker 2: which you know, everyone would say to me, Oh, you'll
• 15:39
  Speaker 2: be fine, you'll be fine, You'll be fine. And it's
• 15:41
  Speaker 2: interesting because a lot of my closest friends and family,
• 15:44
  Speaker 2: their advice would be things like, you don't need medication,
• 15:48
  Speaker 2: you're fine, you're fine, you can do it. Yourself and
• 15:50
  Speaker 2: talking about any inner resilience and me getting through it myself.
• 15:54
  Speaker 2: But actually, at the time, I really did need help,
• 15:58
  Speaker 2: like I really did need assistance. And when I finally
• 16:01
  Speaker 2: had the courage because there's a lot of stigma around
• 16:04
  Speaker 2: mental health. There's a lot of stigma around getting help
• 16:06
  Speaker 2: for depression, anxiety, ADHD, autism, there is so much stigma
• 16:10
  Speaker 2: around it still to actually finally go, I need to
• 16:13
  Speaker 2: talk to a doctor. I need to go and see
• 16:15
  Speaker 2: a psychologist. I need some help. And when I did
• 16:18
  Speaker 2: finally do that, which was actually the more courageous decision
• 16:22
  Speaker 2: then to just plow through it like everyone was recommending
• 16:25
  Speaker 2: I did it. It took more guts to go and
• 16:27
  Speaker 2: see the doctor, go and see the psychologist. When I
• 16:31
  Speaker 2: finally did do that, my life completely changed and I
• 16:35
  Speaker 2: was finally able to go, oh, my god, is this
• 16:38
  Speaker 2: how other people live every day? Like well, up into
• 16:42
  Speaker 2: my thirties, Craig, I had no idea how calm you
• 16:45
  Speaker 2: could be inside and that life wasn't a constant anxiety
• 16:49
  Speaker 2: race inside. I didn't realize that my internal state was
• 16:53
  Speaker 2: so anxious until someone showed me what a new baseline was,
• 16:57
  Speaker 2: and then I could work on those skills myself therapy
• 17:00
  Speaker 2: and apply those I don't need that medication anymore in
• 17:04
  Speaker 2: many years since I have. But that's because I made
• 17:07
  Speaker 2: a choice to go and get the right kind of help.
• 17:10
  Speaker 2: You know. It wasn't making excuses. I'm not saying that
• 17:12
  Speaker 2: I you know, I just was charming off the choices
• 17:15
  Speaker 2: or the behavior to something else and popping a pill
• 17:17
  Speaker 2: to make it all better. It was the choice and
• 17:19
  Speaker 2: the action and the effort to go and get that assistance,
• 17:23
  Speaker 2: go and get that therapy so that I could then
• 17:25
  Speaker 2: apply those skills without needing that, you know, that help
• 17:29
  Speaker 2: from the medicine.
• 17:31
  Speaker 1: Does that make sense one hundred percent? And by the way,
• 17:35
  Speaker 1: I know this sounds, you know, condescending. I definitely don't
• 17:38
  Speaker 1: mean it to like, well done. I'm super proud of
• 17:41
  Speaker 1: you because I've worked with lots of people and so
• 17:44
  Speaker 1: of you and it's it's real, and you know, it
• 17:47
  Speaker 1: is so crippling, is so disempowering, it is so paralyzing,
• 17:51
  Speaker 1: it is so life debilitating. And I think one of
• 17:56
  Speaker 1: the problems is that you know people that love you
• 18:01
  Speaker 1: and know you right, but they're not experiencing what you're experiencing.
• 18:06
  Speaker 1: So they're looking so they're they're judging and evaluating, not
• 18:10
  Speaker 1: in a bad way, what you're going through through their
• 18:13
  Speaker 1: lens or their window of understanding, right and so and
• 18:19
  Speaker 1: so It's like when someone says, to somebody who really
• 18:23
  Speaker 1: has significant food issues, for example, which are real, and
• 18:28
  Speaker 1: I had fucking massive food issues, when someone says, just
• 18:32
  Speaker 1: eat less and move more, like you most just tounched
• 18:35
  Speaker 1: me in the face, because if it was like and
• 18:38
  Speaker 1: I know that theoretically that is part of the answer.
• 18:43
  Speaker 1: You know, it's like telling someone like you can't often
• 18:48
  Speaker 1: how often how often the well meaning people say don't
• 18:51
  Speaker 1: worry to someone who's worried. It's like, and I've said
• 18:56
  Speaker 1: this before, it's like saying someone who's tall, don't be tall.
• 18:59
  Speaker 1: It's a fucking comment because if I could turn off
• 19:03
  Speaker 1: the worry, it would be turned off. So you saying
• 19:05
  Speaker 1: something stupid, all be it well intended, it's probably gonna
• 19:10
  Speaker 1: make it worse because now I realize how much you
• 19:13
  Speaker 1: don't understand what I'm feeling.
• 19:16
  Speaker 2: Yeah, and also it warps your brain a little bit.
• 19:20
  Speaker 2: You do get a little brainwashed, well not a little,
• 19:22
  Speaker 2: definitely get brainwashed by the society and culture that we
• 19:25
  Speaker 2: grow up in. Which is saying to us, mental health
• 19:28
  Speaker 2: is something that we should be able to flick on
• 19:30
  Speaker 2: and off like a light switch, and we should be
• 19:32
  Speaker 2: able to have a teaspoon of concrete and harden up
• 19:34
  Speaker 2: and keep calm and don't panic. And our motto of
• 19:37
  Speaker 2: Australia is She'll be right, no worries. That's what it
• 19:41
  Speaker 2: is to be Australian and it's ingrained from a young age.
• 19:45
  Speaker 2: You know, big boys don't cry, big girls don't cry.
• 19:49
  Speaker 2: We don't show those feelings. So you grow up kind
• 19:52
  Speaker 2: of being reinforced and reinforced and reinforced it's not okay
• 19:55
  Speaker 2: to have mental health issues. And the amount of people
• 19:58
  Speaker 2: who I'll see in the clinic who will be finally, finally,
• 20:01
  Speaker 2: you know, I'll see people in their twenty thirties, women
• 20:04
  Speaker 2: in their sixties, Craig finally coming forward to say I
• 20:07
  Speaker 2: think I have ADHD sitting in the clinic, you know,
• 20:11
  Speaker 2: breaking in front of me, because they've had a lifetime
• 20:15
  Speaker 2: of you know, this inerttention, this this restlessness, this inability
• 20:20
  Speaker 2: to do all this, this need to put one hundred
• 20:22
  Speaker 2: and fifty percent effort in when everyone else can put
• 20:25
  Speaker 2: one hundred percent effort and they have to put one
• 20:26
  Speaker 2: hundred and fifty in. They're exhausted, and of course they're anxious.
• 20:31
  Speaker 2: Of course they're stressed. Of course they feel down. But
• 20:34
  Speaker 2: that's all people see is the anxiety or the depression,
• 20:37
  Speaker 2: and tell them, you know, cheer up, cheer up. Why
• 20:40
  Speaker 2: don't you just try, you know, don't worry about it,
• 20:43
  Speaker 2: and never actually dealing with the root cause of what
• 20:45
  Speaker 2: was going on, which was, oh, actually, you know, maybe
• 20:49
  Speaker 2: your brain's a little bit neurodiverse, and that's why things
• 20:52
  Speaker 2: have been so difficult for you, and that's why you
• 20:55
  Speaker 2: haven't really felt like you've met your full potential yet.
• 20:58
  Speaker 2: So just that that active, being courageous and reaching out
• 21:04
  Speaker 2: to get a little bit of assistance can in some
• 21:07
  Speaker 2: ways be quite life changing because you don't know what
• 21:09
  Speaker 2: you don't know, especially in a culture where we are
• 21:13
  Speaker 2: brainwashed into thinking, you know, maybe maybe I just need
• 21:16
  Speaker 2: a hard nut.
• 21:18
  Speaker 3: Yeah, no, I one hundredsent agree.
• 21:20
  Speaker 1: And I mean, I think one of the things that's
• 21:22
  Speaker 1: really common now is that we think, oh, you know,
• 21:25
  Speaker 1: like this is all bullshit. Back in my day, nobody
• 21:28
  Speaker 1: had OCD, nobody was on the spectrum, nobody had ADHD.
• 21:33
  Speaker 1: It's a lot of fucking well, no, they had it,
• 21:36
  Speaker 1: they just weren't.
• 21:36
  Speaker 2: Diagnosed or institutionalized.
• 21:40
  Speaker 3: Yeah, exactly.
• 21:41
  Speaker 1: All right, So let's do a little neurodivergence pop quiz.
• 21:45
  Speaker 3: So what am I going to do?
• 21:49
  Speaker 1: I'm gonna I'm going to give you a name of
• 21:52
  Speaker 1: something that kind of falls in that neurodivergence space I
• 21:58
  Speaker 1: think I am. Anyway, if I say something that is
• 22:00
  Speaker 1: in in that space, you educate me and correct me,
• 22:05
  Speaker 1: and then you just tell us what it is. Because
• 22:08
  Speaker 1: we're going to do a little bit of a because
• 22:10
  Speaker 1: I think that there are so many things that kind
• 22:12
  Speaker 1: of fall in that neuro atypical or neurodivergent kind of
• 22:18
  Speaker 1: area that it can be confusing for us who are
• 22:21
  Speaker 1: not you, right, So let's just start with autism spectrum
• 22:28
  Speaker 1: disorder ASD.
• 22:29
  Speaker 2: Just what is that neurodivergence? Yes, that is a neurodivergence.
• 22:34
  Speaker 2: So autism spectrum disorder is a different wiring of the brain.
• 22:40
  Speaker 2: So what we think it is? People? A lot of
• 22:42
  Speaker 2: people have heard the word autism before. And if you're thinking,
• 22:45
  Speaker 2: if you automatically go to this idea of rain Man
• 22:48
  Speaker 2: or the awful media depictions of what is autism, just
• 22:51
  Speaker 2: take that out of your head and throw it away,
• 22:53
  Speaker 2: because that is not necessarily what autism is at all.
• 22:58
  Speaker 2: Autism is a a different wiring of a person's brain.
• 23:02
  Speaker 2: So there are three levels of autism Craig. There's level one, two,
• 23:06
  Speaker 2: and three, and a person can also have verbal or
• 23:08
  Speaker 2: non verbal autism. So a really high functioning person, they'd
• 23:12
  Speaker 2: have level one, and somebody who perhaps couldn't speak and
• 23:16
  Speaker 2: was nonverbal and was very severe, that person would have
• 23:19
  Speaker 2: level three. So we used to have a term called aspergers.
• 23:22
  Speaker 2: You know that word aspergers. Yeah, yeah, yeah, we used
• 23:26
  Speaker 2: to have that term in our diagnostic statistic statistical manual.
• 23:29
  Speaker 2: That was the previous one. They got rid of that
• 23:32
  Speaker 2: term aspergers and they've replaced it with these levels one, two,
• 23:36
  Speaker 2: and three. So level one is like the highest level
• 23:39
  Speaker 2: of autism where you're very high functioning. A person might
• 23:43
  Speaker 2: not realize that you have autism if they met you,
• 23:46
  Speaker 2: and those people can carry on in life and you
• 23:49
  Speaker 2: know they have difficulty socially, they have sensory sensitivities, they
• 23:53
  Speaker 2: have rigid patterns of behavior, but you might not know
• 23:56
  Speaker 2: that that person has autism until you've spent a fair
• 23:59
  Speaker 2: amount of time with them. So I see a lot
• 24:02
  Speaker 2: of people with level one autism who have realized inside
• 24:07
  Speaker 2: themselves something, something feels different, something feels different in the
• 24:11
  Speaker 2: way that they're relating to people. They often will report
• 24:15
  Speaker 2: wearing a social mask, so that they put a mask
• 24:18
  Speaker 2: on to fit in with other people. They're very sensitive
• 24:21
  Speaker 2: to sounds around them and they want to know what's up, Like,
• 24:26
  Speaker 2: something feels different, I'm not quite sure what it is,
• 24:28
  Speaker 2: So that that's a lot of the people that I
• 24:30
  Speaker 2: see in the clinic are coming to see if they
• 24:32
  Speaker 2: have a level one autism.
• 24:35
  Speaker 3: All right, love it.
• 24:36
  Speaker 1: Now, I'm going to tell you some names. You tell
• 24:39
  Speaker 1: me what these people have in common. Albert Einstein, Leonardo
• 24:45
  Speaker 1: da Vinci, Richard Brandt's Tom Cruise, Steven Spielberg, Orlando Bloom,
• 24:51
  Speaker 1: Jamie Oliver, the chef, Sure Picasso, John Lennon, Salma.
• 24:57
  Speaker 2: Hayek, incredibly talented. Yeah, incredible talent. Is that the common dominator.
• 25:05
  Speaker 3: That's one of them.
• 25:06
  Speaker 1: The other one is they're all dyslexic.
• 25:09
  Speaker 2: Oh wow, right, so they all have a neurodiversity.
• 25:12
  Speaker 1: Yeah, So listen to this. In an attempt to learn
• 25:16
  Speaker 1: more about the minds of millionaires, a team of psychologists.
• 25:19
  Speaker 1: This was on Craig Harper's bloody instagram by the way,
• 25:23
  Speaker 1: the other day, in an attempt to learn more about
• 25:25
  Speaker 1: the minds of millionaires, a team of psychologists and business
• 25:28
  Speaker 1: experts spent today testing a group of entrepreneurial millionaires. They
• 25:32
  Speaker 1: were put through a series of tests. Forty of the
• 25:36
  Speaker 1: three hundred millionaires who participated in the comprehensive study had dyslexia.
• 25:43
  Speaker 2: Wow, how amazing. So not surprised.
• 25:49
  Speaker 1: Three hundred is one hundred and twenty I think if
• 25:51
  Speaker 1: my maths served me, so, one hundred and twenty of
• 25:54
  Speaker 1: the three hundred millionaires that they did the research on
• 25:58
  Speaker 1: were dyslexic.
• 26:01
  Speaker 3: Talk about that.
• 26:02
  Speaker 2: So, dyslexia is what we under falls under the umbrella
• 26:06
  Speaker 2: of a specific learning disorder. So a person who has dyslexia,
• 26:09
  Speaker 2: it's kind of it's kind of tricky because you might
• 26:11
  Speaker 2: not know that a person has dyslexia because it's a
• 26:15
  Speaker 2: difficulty with the phonemes connecting to the graphines. And what
• 26:18
  Speaker 2: I mean by that is you're you know the letter A,
• 26:23
  Speaker 2: like you draw draw an A, and in your mind
• 26:26
  Speaker 2: that symbol is called a graphine. And what sound does
• 26:29
  Speaker 2: an A make?
• 26:30
  Speaker 1: Craig uh Well from if you're a bogan at or
• 26:36
  Speaker 1: a at ah yep.
• 26:38
  Speaker 2: So a makes a sound yeah very good.
• 26:42
  Speaker 3: Oh yeah, I guess so a house, a house a hat.
• 26:47
  Speaker 2: Oh.
• 26:47
  Speaker 1: But I was thinking about like if we say back
• 26:50
  Speaker 1: and I and we are at, Oh, yeah, that's true.
• 26:52
  Speaker 2: It makes an app or an up sound very good.
• 26:56
  Speaker 1: It makes an at sound if we say so true bad,
• 27:00
  Speaker 1: that makes an app sound very good.
• 27:02
  Speaker 2: Phonological awareness, Craig. That's what we call phonological awareness skills.
• 27:06
  Speaker 2: So some types of twoslexia, in the main type of
• 27:09
  Speaker 2: dyslexia is this inability to connect the phone the uh,
• 27:14
  Speaker 2: with the graphmee, the A symbol, and so people with
• 27:18
  Speaker 2: dyslexia will often have to rote learn and memorize those symbols.
• 27:24
  Speaker 2: So it's sort of like if you were to try
• 27:25
  Speaker 2: to learn Arabic, for example. You know how when you
• 27:28
  Speaker 2: see the symbols of a language that you're not familiar with,
• 27:32
  Speaker 2: Eventually they start to look like little patterns and you're like, oh,
• 27:35
  Speaker 2: that's giggly one that means this, and you're not really
• 27:38
  Speaker 2: recognizing the letter, but you start to recognize the pattern
• 27:41
  Speaker 2: of the shape of the symbol, and you can kind
• 27:43
  Speaker 2: of wrote learn and eventually memorize what those symbols are
• 27:47
  Speaker 2: to sort of kind of start to learn the language.
• 27:51
  Speaker 2: But it doesn't really come naturally when you're learning a
• 27:53
  Speaker 2: second language, does it. For people with dyslexia, that's what
• 27:58
  Speaker 2: they're doing from a very young age. They're wrote learning
• 28:02
  Speaker 2: what is an A well sound as an A, make
• 28:04
  Speaker 2: what sounds as a B make, and they can forget.
• 28:06
  Speaker 2: It doesn't come naturally to them. Takes a very long
• 28:09
  Speaker 2: time for them. So reading can be really difficult. Spelling
• 28:12
  Speaker 2: can be really difficult, but they can often mask it
• 28:15
  Speaker 2: really well by having very good verbal skills, so they're
• 28:18
  Speaker 2: often good talkers. They're often very articulate. They can be
• 28:22
  Speaker 2: very charismatic, very bright, very very intelligent. But it's like
• 28:27
  Speaker 2: if you've ever met someone who can't tell they're left
• 28:29
  Speaker 2: from their right. You know, it's just this part of
• 28:32
  Speaker 2: their brain that you know, it's not connecting, it's not firing. Yes,
• 28:36
  Speaker 2: I can think about what hand do I write with.
• 28:38
  Speaker 2: I can do my left, you know, doesn't make the
• 28:40
  Speaker 2: L shape with my hand. I can wrote learn left
• 28:43
  Speaker 2: from right, but it doesn't naturally come to me which
• 28:45
  Speaker 2: way is left from right. So it's just this this
• 28:49
  Speaker 2: kind of little missing bit that won't allow them to
• 28:51
  Speaker 2: do it as quickly as people who are not dyslexic.
• 28:55
  Speaker 1: My friends who are dyslexic, all of them I have,
• 28:58
  Speaker 1: maybe probably I have more than ten, but ones that
• 29:01
  Speaker 1: I know of them I have. Yeah, one of my
• 29:04
  Speaker 1: training partners, Christian, he's really dyslexic, and he's very creative,
• 29:12
  Speaker 1: very funny, very good at solving problems.
• 29:16
  Speaker 3: You wouldn't call him.
• 29:17
  Speaker 1: I mean, he's certainly not done, but I think he's
• 29:19
  Speaker 1: highly intelligent, but not in an academic sense, even though
• 29:23
  Speaker 1: he could still get stuff done. But it's funny how
• 29:26
  Speaker 1: many dyslexic people who can't just read things the way
• 29:31
  Speaker 1: that you and I can read, or look at maps
• 29:32
  Speaker 1: or look at street signs or just you know, look
• 29:36
  Speaker 1: at the back of a pack of whatever and read
• 29:38
  Speaker 1: the nutritional info. But they're so great because they have
• 29:42
  Speaker 1: to spend their life to an extent, surviving, improvising, and adapting.
• 29:47
  Speaker 1: They're really good at intuitively and instinctively figuring shit out,
• 29:51
  Speaker 1: which we don't have to so much because we guess,
• 29:55
  Speaker 1: we get told how to do everything and how everything works.
• 29:59
  Speaker 1: But in their world, and again, because not everyone experiences dyslexia,
• 30:05
  Speaker 1: in the exact same way.
• 30:07
  Speaker 3: All right, let's move on. I'm going to ask you
• 30:10
  Speaker 3: a hard one.
• 30:12
  Speaker 1: It's not really hard.
• 30:14
  Speaker 3: Dyspraxia.
• 30:16
  Speaker 2: Oh wow, that is a tricky one. So there's three
• 30:19
  Speaker 2: different types of specific learning disorder. There's dyslexia, discalculia, and oh, dysgraphia.
• 30:26
  Speaker 2: Oh that's not even dyspraxia. Well, dyspraxia is a type
• 30:30
  Speaker 2: of disconnection between seeing and picking things up and using
• 30:35
  Speaker 2: those things. So this inability to use objects the way
• 30:38
  Speaker 2: our brain intends for them to use. There's a great
• 30:41
  Speaker 2: book by all of A. Sas called The Man who
• 30:43
  Speaker 2: Mistook His Wife for a Hat. It's another book, and
• 30:49
  Speaker 2: one of it's about all of Sacks is this amazing neurologist,
• 30:52
  Speaker 2: and some of the stories are from his experience treating
• 30:56
  Speaker 2: very unusual neurological conditions. And a gentleman who had a
• 31:00
  Speaker 2: type of dyspraxia couldn't recognize objects. So he's reaching for something.
• 31:05
  Speaker 2: He's trying to reach for his hat, but he couldn't
• 31:07
  Speaker 2: recognize that what he was reaching for was his wife
• 31:11
  Speaker 2: and it wasn't actually his hat. It was trying to
• 31:14
  Speaker 2: pick his wife to foot on his hat. But it
• 31:18
  Speaker 2: was actually completely wrong because his brain couldn't connect what
• 31:22
  Speaker 2: it was looking at with the meaning of what it was,
• 31:25
  Speaker 2: which is a very a more rare type of neurological
• 31:29
  Speaker 2: condition that's less of a neurodiversity and more usually associated
• 31:33
  Speaker 2: with like a brain injury or some kind of acquired
• 31:37
  Speaker 2: insult to the brain. So injury or an infection to
• 31:41
  Speaker 2: the brain.
• 31:43
  Speaker 3: Perfect, good work. Okay, you're three from story at the moment.
• 31:48
  Speaker 3: All right. Tourette's syndrome.
• 31:51
  Speaker 2: Oh my gosh, that's really true. Okay, so torette. That's
• 31:55
  Speaker 2: not my specialty area, but I have heard a lot
• 31:57
  Speaker 2: about Tourette's. Sometimes it does overlap ADHD, which is more
• 32:01
  Speaker 2: of my specialty. So my understanding with Turets is this
• 32:05
  Speaker 2: compulsion COMPULSI like an obsessive compulsion to stay something or
• 32:11
  Speaker 2: do something. And the reason it can't go from OCD
• 32:14
  Speaker 2: into too rets, I believe is because of the nature
• 32:17
  Speaker 2: of the content of what the person's doing or saying.
• 32:20
  Speaker 2: So it's like part of their brain is saying, don't swear,
• 32:23
  Speaker 2: don't swear, don't swear, don't swear, and it turns into
• 32:25
  Speaker 2: a bit of a compulsion until that it sort of
• 32:28
  Speaker 2: erupts out of this person in an uncontrollable fashion, which
• 32:32
  Speaker 2: results in inappropriate behavior or expulsions coming out of them.
• 32:36
  Speaker 2: So often it's associated with swearing, saying phrases that might
• 32:40
  Speaker 2: be really inappropriate. Whatever that person's thinking off the top
• 32:44
  Speaker 2: of their head, and they can't help but that thing
• 32:48
  Speaker 2: come out of their mouth, which can obviously cause them
• 32:50
  Speaker 2: a lot of social difficulty even issues.
• 32:53
  Speaker 1: There's one of my best friends. His name is Bobby Capuccio.
• 32:57
  Speaker 1: Bobby lives in the States and he's been on a
• 33:00
  Speaker 1: show probably twenty times. He's one of the best stage speakers,
• 33:05
  Speaker 1: like I know, like talking to a corporate audience, talking
• 33:08
  Speaker 1: as an educator, as like an inspirational speaker. He's fucking amazing.
• 33:13
  Speaker 1: But he has turets, so he's very quirky and he
• 33:19
  Speaker 1: I mean, he's spoken about this, so I'm not throwing
• 33:21
  Speaker 1: him under the bus, but he has these little ticks
• 33:24
  Speaker 1: and screws up his face and twitches his mouth and
• 33:27
  Speaker 1: strokes his shoulders and but once he starts talking, all
• 33:32
  Speaker 1: that goes away, Like when he's on stage, it goes away. Wow,
• 33:38
  Speaker 1: it's super interesting. There was also a dude on whatever
• 33:42
  Speaker 1: it's called The Voice or one of those shows maybe
• 33:48
  Speaker 1: six to eight years ago. Now, a guy who had
• 33:50
  Speaker 1: a beautiful voice. He also had turetts and he was
• 33:53
  Speaker 1: this young dude and he Delta Good Room. Delta chose
• 34:01
  Speaker 1: him to be on her team, and she came up
• 34:04
  Speaker 1: and gave him a hog and said, you know, and
• 34:06
  Speaker 1: he's just standing there and he goes like in the
• 34:09
  Speaker 1: middle of this thing, and this was it was beautiful.
• 34:11
  Speaker 1: So I'm not throwing him under the bus because they
• 34:14
  Speaker 1: spoke about his turets and Delta gives him a hug
• 34:17
  Speaker 1: and he's just standing there and he goes, Delta's hot,
• 34:19
  Speaker 1: Delta's hot.
• 34:20
  Speaker 3: Oh my god, like on National Telly.
• 34:25
  Speaker 4: Yeah, but everyone kind of got it, so it was
• 34:28
  Speaker 4: all okay, and she was a sweetheart and he's like
• 34:32
  Speaker 4: but it was like, I think it was actually good
• 34:35
  Speaker 4: because people are.
• 34:36
  Speaker 1: Like, you know, we get it, and it made it
• 34:39
  Speaker 1: I don't know, like it made it real, you know.
• 34:44
  Speaker 2: Yeah, and people just.
• 34:46
  Speaker 1: Loved him anyway, and it was you know, he could
• 34:49
  Speaker 1: have said worst things. That's not about not the worst
• 34:52
  Speaker 1: said about you. I was thinking that, yeah, it could
• 34:55
  Speaker 1: have been worse. All right, let's talk about your area
• 34:59
  Speaker 1: of experts. Teas among many IDHD attention deficit hyperactivity disorder.
• 35:07
  Speaker 2: Yes, it's a mouthful, isn't it. ADHD for short that
• 35:11
  Speaker 2: this is one of my I love autism. I love
• 35:14
  Speaker 2: ADHD especially in women. I'm like a big fan of
• 35:17
  Speaker 2: the lost girls, which is a term that we use
• 35:20
  Speaker 2: to describe the women who weren't diagnosed or haven't been diagnosed.
• 35:23
  Speaker 2: Because our diagnostic statistical manuals with all the criteria is
• 35:27
  Speaker 2: based on little boys and men. So women's version of
• 35:30
  Speaker 2: autism and ADHD isn't as well known as men's are.
• 35:34
  Speaker 2: And we're realizing that the way a woman, yeah, the
• 35:37
  Speaker 2: way a woman presents is very different to how a
• 35:39
  Speaker 2: man presents. So ADHD has three types. So there's predominantly
• 35:45
  Speaker 2: inattentive ADHD, which means you have trouble paying attention. You
• 35:50
  Speaker 2: might be quite disorganized. You might, you know, constantly be
• 35:53
  Speaker 2: that person who does a million different tasks at the
• 35:55
  Speaker 2: same time it gets nothing done. That person who really
• 35:59
  Speaker 2: struggles to kind of focus in their attention, but at
• 36:02
  Speaker 2: the same time have this amazing ability to do hyper
• 36:05
  Speaker 2: focus when under pressure. So right before the assignments due,
• 36:09
  Speaker 2: they pull the all nighter. They work, you know, the
• 36:11
  Speaker 2: twelve hours or the twenty hours to get the report done,
• 36:14
  Speaker 2: and then they somehow managed to get a distinction and
• 36:17
  Speaker 2: do amazing at university even though it was a blur
• 36:21
  Speaker 2: of last minute procrastination. So that's predominantly inattentive. The second
• 36:26
  Speaker 2: one is predominantly hyperactive impulsive. Now this is the one
• 36:30
  Speaker 2: that typically little boys would present as, which is if
• 36:33
  Speaker 2: you think about like swinging off the chandelier, Craig, like
• 36:36
  Speaker 2: jumping off the furniture, that classic picture of a child
• 36:39
  Speaker 2: who is hyperactive. That's why boys got picked up because
• 36:44
  Speaker 2: they were very obvious. If you have a little girl
• 36:46
  Speaker 2: who's daydreaming and staring at a window, you're going to
• 36:49
  Speaker 2: notice the boy who's jumping up and down off the
• 36:52
  Speaker 2: desks over the little girl staring out the window. So
• 36:56
  Speaker 2: boys get detected quite early on, but women tend to
• 36:59
  Speaker 2: get missed until much later in life and usually self present.
• 37:04
  Speaker 2: The third type of ADHD is a combination of the two,
• 37:07
  Speaker 2: So you can get ADHD inattentive but also hyperactive impulsive.
• 37:12
  Speaker 2: So that's people who experience both of those conditions together.
• 37:16
  Speaker 2: So yeah, that's in a nutshell ADHD, which is awfully also,
• 37:24
  Speaker 2: I should say all of those conditions, dyslexia, autism, ADHD.
• 37:28
  Speaker 2: That type of neurodiversity means your brain is different, yeah,
• 37:32
  Speaker 2: to be one in one hundred a different brain. It
• 37:36
  Speaker 2: means you think differently. And I think this is why
• 37:39
  Speaker 2: it's associated with giftedness, very higher IQ. People who are
• 37:44
  Speaker 2: you know, entrepreneurs, people who are you know, amazing creators
• 37:48
  Speaker 2: or inventors, because they know how to think outside of
• 37:50
  Speaker 2: the box, they know how to they think differently. There's
• 37:54
  Speaker 2: something different about the way that they think. They're not
• 37:57
  Speaker 2: like the typical, the neurotypical population, and they're usually the
• 38:01
  Speaker 2: ones who come up with really innovative ideas or you know,
• 38:06
  Speaker 2: answers that somebody hasn't seen before because they approach it
• 38:10
  Speaker 2: from a different angle. So today is all about sort
• 38:14
  Speaker 2: of advertising that you can get a diagnosis. There are
• 38:18
  Speaker 2: ways of getting diagnoses. There are people out there who
• 38:22
  Speaker 2: are willing. We talked earlier about making choices to help
• 38:26
  Speaker 2: yourself and to take the steps to help yourself, and
• 38:29
  Speaker 2: I think over the last four years i've in my clinic,
• 38:32
  Speaker 2: I've really seen a lot of people after COVID come
• 38:37
  Speaker 2: forward and take some steps to really take it to
• 38:39
  Speaker 2: ownership in their life and change their life for the
• 38:42
  Speaker 2: better by getting some help, actually getting some help. And
• 38:48
  Speaker 2: part of that sometimes is getting into the diagnostic process
• 38:51
  Speaker 2: and figuring out what's going on for me. Maybe my
• 38:55
  Speaker 2: brain's a little neurodiverse.
• 38:58
  Speaker 1: Well, we're going to talk about something that you were
• 39:00
  Speaker 1: doing before we wind up, But two things I want
• 39:02
  Speaker 1: to talk to you about before we get to that.
• 39:04
  Speaker 3: So one is.
• 39:07
  Speaker 1: So typically, not always, but typically boys kind of for
• 39:12
  Speaker 1: one of the more neurologically accurate term, boys mature later
• 39:17
  Speaker 1: than girls, and the brain develops at a different rate
• 39:21
  Speaker 1: in boys versus girls typically, so you know, and sometimes
• 39:28
  Speaker 1: like I remember when we were at school and we
• 39:29
  Speaker 1: were seventeen, the boys, we were fucking idiots, and it
• 39:34
  Speaker 1: was like the girls were four years older than us.
• 39:37
  Speaker 1: There was so much more responsible, studious mature, Like we're
• 39:44
  Speaker 1: all climbing all over each other, wrestling and being dickheads
• 39:48
  Speaker 1: and catching footies and you know, And it was funny
• 39:53
  Speaker 1: because when I was in year twelve, I had a
• 39:55
  Speaker 1: girlfriend called Karina who wanted to be a doctor. I
• 39:58
  Speaker 1: was a fucking idiot, and she was just I don't
• 40:01
  Speaker 1: know what she saw in me.
• 40:02
  Speaker 3: I think she.
• 40:03
  Speaker 1: Maybe it was like she just felt compassion or something.
• 40:07
  Speaker 1: But like when I look back at how I was
• 40:10
  Speaker 1: and how she was in terms of our attitude about
• 40:13
  Speaker 1: things and our application and the way that she studied
• 40:17
  Speaker 1: versus the way that I didn't study. Yeah, there's a
• 40:21
  Speaker 1: at that stage of development, there typically is quite a
• 40:25
  Speaker 1: gap right in the development of refronts or cortexs am I.
• 40:28
  Speaker 2: Right, Yeah, So it's part of the reason why if
• 40:32
  Speaker 2: you've noticed with young boys and girls with driving and
• 40:36
  Speaker 2: getting their alplates and the cost of insurance of girls
• 40:40
  Speaker 2: and boys. So if you're a male driver identify as male,
• 40:44
  Speaker 2: you have a higher insurance premium well up into your
• 40:47
  Speaker 2: mid twenties because the risks associated with you and with
• 40:52
  Speaker 2: a male driver and having an accident are far greater.
• 40:56
  Speaker 2: There are a much more statistically high likelihood of a
• 40:59
  Speaker 2: young male driver being in a very significant car accident
• 41:02
  Speaker 2: than there is to a female driver because of the
• 41:06
  Speaker 2: propensity for young male brains to take greater risks, to
• 41:10
  Speaker 2: engage in more risk taking behavior and more sensation seeking behavior.
• 41:14
  Speaker 2: I risk your driving on the road, speeding on the road,
• 41:18
  Speaker 2: and driving under the influence, Like so making a dysregulated choice.
• 41:22
  Speaker 2: I'm going to get behind and we all laugh open,
• 41:24
  Speaker 2: having some drinks. So yes, it is a very real thing.
• 41:28
  Speaker 2: That's not to say that men aren't as smart as
• 41:30
  Speaker 2: women or that anyone's better than the other. It's just
• 41:33
  Speaker 2: to say, yes, you're right, brains developed differently, and we
• 41:36
  Speaker 2: know people with autism are different between male and female.
• 41:40
  Speaker 2: You know, males tend to be more clear and obvious
• 41:43
  Speaker 2: social difficulties, females tend to socially masked. In ADHD, males
• 41:48
  Speaker 2: tend to have that more hyperactive presentation and inattentive presentation,
• 41:52
  Speaker 2: whereas females might tend to have more of just an
• 41:55
  Speaker 2: intentive presentation or restless presentation. We know that their brain
• 42:00
  Speaker 2: are different and it makes and that's because your frontal
• 42:03
  Speaker 2: lobes are different, which is what's affected in autism and
• 42:06
  Speaker 2: eighty HD your frontal lobes. So yeah, there are clear
• 42:09
  Speaker 2: signs to tell us that there are a bit different
• 42:12
  Speaker 2: between males and females.
• 42:13
  Speaker 1: And there's one other very significant contributing factor that doesn't
• 42:17
  Speaker 1: get spoken about that much. Between when you talk an
• 42:19
  Speaker 1: eighteen nineen year old girls versus boys and risky behavior
• 42:23
  Speaker 1: and dumb decision making.
• 42:26
  Speaker 3: Is testosterone right, you know?
• 42:29
  Speaker 2: Like sex?
• 42:30
  Speaker 1: Then no, no, no testosterone. I mean you put like
• 42:35
  Speaker 1: it's almost like there's an inverse correlation, like you fill
• 42:38
  Speaker 1: a sixteen seventeen, eighteen year old boy with testosterone. And
• 42:43
  Speaker 1: I don't mean this to be fucking controversial, but it doesn't.
• 42:47
  Speaker 3: It doesn't make bad behavior.
• 42:49
  Speaker 1: Okay, of course, bad behavior is bad behavior, no doubt.
• 42:53
  Speaker 1: Stupid choices are stupid choices.
• 42:55
  Speaker 3: No doubt.
• 42:56
  Speaker 1: But unless you're a sixteen seventeen year old boy and
• 43:00
  Speaker 1: experienced like the overwhelm of testosterone, like it's a biological fact, now,
• 43:09
  Speaker 1: that doesn't make bad behavior. Okay, I'm underlining that. But
• 43:14
  Speaker 1: it's like when you know somebody's got a a biochemical
• 43:19
  Speaker 1: issue in the brain, we we factor that in and
• 43:22
  Speaker 1: we go, well, no wonder you're anxious, no one, because
• 43:24
  Speaker 1: all this shit's happening right. Also, when you've got testosterone
• 43:28
  Speaker 1: flooding through your body, fucking there's an inverse correlation between
• 43:33
  Speaker 1: that and IQ for a period of time. Like I
• 43:36
  Speaker 1: don't know people once, but it's like the propensity for
• 43:39
  Speaker 1: young guys full of testosterone to do dumb shit just
• 43:43
  Speaker 1: look out, you know.
• 43:45
  Speaker 2: And then you add alcohol to that and you've got,
• 43:48
  Speaker 2: you know, a whole whole Pandora's box.
• 43:51
  Speaker 1: A hundo as the kids say, Hannah, and think about
• 43:55
  Speaker 1: the like in Victoria anyway, how stupid is it that,
• 44:00
  Speaker 1: when we're at the peak of our stupidity, our pre
• 44:03
  Speaker 1: frontal cortex is lagging four years behind yours, testosterone is
• 44:06
  Speaker 1: dripping off our fucking elbows, and on the same day
• 44:10
  Speaker 1: we go, all right, well, now you can drive, and
• 44:13
  Speaker 1: now you can drink legally and you can't go. You
• 44:16
  Speaker 1: can't do them together, of course, but you can legally drive,
• 44:20
  Speaker 1: and you can legally drink, and you can legally vote.
• 44:23
  Speaker 1: And even though yesterday you're a kid, today you're an adult.
• 44:26
  Speaker 3: Off you go, try not to fuck up. Well, good
• 44:29
  Speaker 3: luck with that.
• 44:30
  Speaker 1: That's why I think kids should be able to drive
• 44:33
  Speaker 1: from sixteen or seventeen, at least a year or so.
• 44:36
  Speaker 1: And I know it's seventeen in New South Wales, but
• 44:39
  Speaker 1: in Victoria, I think in Tazzi it might be. In
• 44:42
  Speaker 1: South Stralia, I think it's sixteen.
• 44:44
  Speaker 3: And I think it's a.
• 44:45
  Speaker 1: Great idea because you give them one or two years
• 44:48
  Speaker 1: of driving experience and skill before they're allowed to before
• 44:53
  Speaker 1: they're allowed to legally drink booze, you know, all right, Well,
• 44:57
  Speaker 1: that's all amazing information. You're amazing and I know we're
• 45:00
  Speaker 1: just by the way. None of this was prescriptive anyone.
• 45:03
  Speaker 1: We're just opening the door. We could probably do a
• 45:05
  Speaker 1: ten hour podcast on neurodiversity. But I think it's good
• 45:09
  Speaker 1: that we educate ourselves. We get a little bit informed.
• 45:14
  Speaker 1: Every time I talk to Hannah, I learn now speaking
• 45:17
  Speaker 1: of learning and maybe even being assessed in some way.
• 45:22
  Speaker 1: I know that you're doing a workshop soon and tell
• 45:28
  Speaker 1: us all about what is that?
• 45:29
  Speaker 3: What is going on?
• 45:30
  Speaker 2: Yeah, yeah, thank you. So we're going to I'm doing
• 45:33
  Speaker 2: a webinar on the twenty fourth of June, so that's
• 45:36
  Speaker 2: Monday coming up. If anybody's interested, if anything that's resonated
• 45:40
  Speaker 2: for you about ADHD autism, like in yourself, in a
• 45:45
  Speaker 2: family member, perhaps a friend, and you want to learn
• 45:48
  Speaker 2: more about this process of getting a diagnosis. It is
• 45:51
  Speaker 2: really expensive to get diagnoses, Craig. It can be one
• 45:54
  Speaker 2: thousand dollars two thousand dollars, depending on if you see
• 45:56
  Speaker 2: a neuropsych or a psychiatrist. A lot of peop there's
• 45:59
  Speaker 2: a lot of infusion about how do I get a diagnosis?
• 46:03
  Speaker 2: So I'm doing a little webinar for people to learn information.
• 46:07
  Speaker 2: We're doing an hour on ADHD and how do I
• 46:09
  Speaker 2: get a diagnosis? Where do I go to get a diagnosis?
• 46:11
  Speaker 2: What does it mean? So that'll be at seven o'clock
• 46:14
  Speaker 2: on the twenty fourth of June, that's the Monday, And
• 46:17
  Speaker 2: I'm also going to do an autism autism webinar at
• 46:21
  Speaker 2: eight o'clock straight afterwards on the same day, the twenty
• 46:24
  Speaker 2: fourth of June, where we talk about what is autism?
• 46:27
  Speaker 2: You know, what are the signs I need to look
• 46:29
  Speaker 2: out for and how would I go about getting a
• 46:30
  Speaker 2: diagnosis of that. So just running through the process of
• 46:34
  Speaker 2: understanding neuropsyche assessments in autism and ADHD. So if you're interested, guys,
• 46:39
  Speaker 2: come along check it out. We've kept the cost down
• 46:41
  Speaker 2: as much as we possibly can. It's like forty bucks.
• 46:44
  Speaker 2: Come and join us, Come for the evening and we'll yeah,
• 46:47
  Speaker 2: I'll just be deep diving for the whole hour on
• 46:50
  Speaker 2: ADHD and the whole hour on autism.
• 46:53
  Speaker 3: And where to paper book? How to paper book?
• 46:56
  Speaker 2: Yeah, so you can go to invent Britz. So it's
• 46:59
  Speaker 2: an online webinar understanding ADHD, Autism and neuropsychological assessments with
• 47:04
  Speaker 2: doctor Hannah Coral, that's me, so K O R R
• 47:07
  Speaker 2: E L Coral. Check it out. Check you can find
• 47:10
  Speaker 2: me on event brit and maybe I can put the
• 47:13
  Speaker 2: links down in your show notes. Perhaps Greg make it
• 47:15
  Speaker 2: easy for everyone.
• 47:17
  Speaker 3: That'd be awesome.
• 47:19
  Speaker 1: And I think everyone it might be called event Bright
• 47:21
  Speaker 1: and doctor Hannah event I think doctor Hannah might be
• 47:25
  Speaker 1: dislike sick.
• 47:26
  Speaker 3: Well you heard it here.
• 47:27
  Speaker 2: My mom is just like six, so probably.
• 47:31
  Speaker 3: So it's actually called event Bright, so you can go.
• 47:34
  Speaker 1: Nonetheless, that's webinar.
• 47:37
  Speaker 2: It's my first time, Craig.
• 47:39
  Speaker 1: It's well, it is, it is. It is a weird name.
• 47:43
  Speaker 1: But we'll have a great time. You'll have a great time,
• 47:47
  Speaker 1: and we appreciate you. Thank you so much for coming
• 47:51
  Speaker 1: on again.
• 47:52
  Speaker 2: Thanks for having me.
• 47:54
  Speaker 3: Thanks, Thanks like you're a gun. All right, we'll talk
• 47:57
  Speaker 3: off it.
• 47:57
  Speaker 2: Thanks, Hannah, do you Craig