Latest / Look Who's Talking / Dr. Antonio Garcia - Mental Health

Transcript

Dr. Antonio Garcia - Mental Health · Look Who's Talking

• 0:00
  You are listening to Look Who's Talking.
• 0:20
  I am Cameron Minter.
• 0:21
  I am your co-host and our host is none other than Head Start director, Jessica Coffie.
• 0:28
  Good morning y'all.
• 0:29
  What's going on Jessica?
• 0:30
  Not much Cameron, not much.
• 0:31
  She's in the house today?
• 0:32
  Yeah.
• 0:33
  What's going on?
• 0:34
  Literally not much, I don't know.
• 0:35
  Well, you know, we're coming up, we're looming up on a big deadline.
• 0:36
  Of what?
• 0:37
  Well, I think it's by Friday.
• 0:38
  Our government may be shutting down.
• 0:39
  Oh yeah, that's a thing.
• 0:40
  That's a thing, that's a thing.
• 0:41
  So as our Head Start director, is that a thing?
• 0:42
  I think so.
• 0:43
  Specifically, it will not affect our program right now.
• 1:04
  It will affect any program who has a project period or program year of October.
• 1:14
  And actually that's about 10 programs throughout the country.
• 1:17
  So it won't specifically affect us.
• 1:21
  So we dodged that bullet right now.
• 1:23
  Yeah, we dodged that bullet, but however, you know, we just want to stay on top of the
• 1:30
  news.
• 1:31
  I was watching the Today Show the other day and they were mentioning the shutdown.
• 1:36
  And one of the programs they were talking about of cuts is Head Start, along with Snap.
• 1:42
  So you know, it's affecting those programs that, you know, really service people and
• 1:50
  help those who need those opportunities.
• 1:53
  That's something that, you know, we are keeping watch of.
• 1:57
  But as of right now, it will not affect our program, so we will be able to, you know,
• 2:02
  go ahead throughout the fiscal year and be able to continue to provide services.
• 2:07
  Right.
• 2:08
  Now that brings us to, you know, it may not affect us now, but in the future, we could
• 2:15
  be very well affected.
• 2:16
  So what does that mean?
• 2:18
  That means we need to get out and vote.
• 2:20
  That's exactly what it means.
• 2:23
  Make sure your voice is heard.
• 2:25
  Every vote does count.
• 2:27
  I was just in D.C. last week at our Head Start Fall Leadership Institute and we were able
• 2:33
  to talk to congressmen.
• 2:35
  We were able to lobby for Head Start and advocate for Head Start to say, hey, this is an important
• 2:42
  program for thousands of children and families and we don't want our services cut.
• 2:50
  So you know, hopefully that will work.
• 2:53
  Right.
• 2:54
  It's important that we vote.
• 2:56
  Just a note that Kentucky voter registration deadline is October 10th at 4 p.m.
• 3:03
  So it's important that we have a voice, not just presidential, but in every aspect that
• 3:11
  affects our children and our families.
• 3:13
  So it's really important.
• 3:15
  Impact that vote.
• 3:16
  Because guess what?
• 3:19
  What?
• 3:21
  The president is the highest position.
• 3:24
  Right.
• 3:25
  However, the congressman makes all the decisions.
• 3:30
  So those other elections are so much more important.
• 3:35
  And even our state and local officials are important.
• 3:38
  So if you are not a part of the process, you are just a part of the decisions.
• 3:47
  So let's get out there.
• 3:49
  Let's get registered to vote.
• 3:50
  And after that, I need some encouragement.
• 3:54
  Do you?
• 3:55
  I do.
• 3:56
  I think I have some for us.
• 3:57
  Let's have a coffie break.
• 3:59
  Let's have a coffie break.
• 4:02
  So today, what I want to say to everyone is self-confidence is a superpower.
• 4:25
  Once you start to believe in yourself, magic starts to happen, Kim.
• 4:30
  So one thing I never leave the house without is confidence.
• 4:36
  I can leave my phone.
• 4:38
  I'll turn around and go back and get it.
• 4:41
  But do not leave the house without your confidence.
• 4:45
  It can just make your day a whole lot better.
• 4:48
  It sure can.
• 4:49
  You know, when you say confidence, I immediately think of Coach Prime.
• 4:55
  He has always been extremely confident in who he is and what he can do.
• 5:03
  And he's not afraid to tell people about it.
• 5:05
  Now, that's the part where people get upset is because it seems arrogant to them.
• 5:10
  Conceited.
• 5:11
  Conceited.
• 5:12
  Yeah.
• 5:13
  But when you're betting on yourself and you're saying, I know what I can do, that offends
• 5:19
  people because some people walk around this world and like, I don't know if I can do that.
• 5:24
  That may be too much for me.
• 5:25
  I am not that person.
• 5:26
  Come on.
• 5:27
  Because I'm my own cheerleader.
• 5:28
  Like, you know, back in the day, you know, years and years ago, I was a cheerleader.
• 5:35
  But I was, I'm like my own champion.
• 5:38
  And I hope that, you know, even during some of the coffee breaks, we can encourage people
• 5:43
  be your own champion.
• 5:45
  Like applaud yourself.
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  Right.
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  And you know what?
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  If you don't, who will?
• 5:50
  Right.
• 5:51
  You know what I'm saying?
• 5:52
  If you're betting on somebody else to, you know, recognize something, recognize yourself.
• 5:57
  Exactly.
• 5:58
  And it can be the smallest accomplishments.
• 6:00
  Absolutely.
• 6:01
  Applaud yourself for making it through the day.
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  Let's start there.
• 6:05
  Not fighting nobody, not punching nobody.
• 6:07
  We are not choosing violence.
• 6:09
  No violence.
• 6:10
  We made it.
• 6:11
  We made it through the day.
• 6:13
  Well, we have an exciting show today.
• 6:15
  We are going to be talking with our guest, Antonio Garcia, who is the associate professor
• 6:24
  of social work at UK.
• 6:27
  Antonio, welcome to the show.
• 6:30
  Thank you for having me.
• 6:31
  We're glad you're here.
• 6:33
  Your expertise is mental health, dealing with families and how they impacts our Head Start
• 6:41
  kids is what we're going to be talking about today.
• 6:44
  So I'm excited about this conversation because I get to experience more than Cameron what's
• 6:51
  going on in our classroom.
• 6:52
  You don't know that for sure.
• 6:54
  Just call me out like that.
• 6:56
  You don't walk upstairs.
• 6:57
  Right.
• 6:58
  Okay.
• 6:59
  Sorry.
• 7:00
  So just what we have seen, the evolution of just behaviors in the classroom through COVID
• 7:10
  has dramatically increased.
• 7:13
  Do you have any idea of why that's happening?
• 7:17
  Well, if you think about what's happened in the past three plus years, our kids have gone
• 7:24
  through a lot.
• 7:25
  We pulled them out of school to hopefully keep them safe, to keep them from actually
• 7:30
  getting COVID.
• 7:32
  We threw them back in the classroom.
• 7:34
  Hey, and they really did throw their kids in the class.
• 7:38
  They were like, take these kids.
• 7:40
  We're leaving.
• 7:41
  Right.
• 7:42
  So think about that time when the schools were shut down.
• 7:47
  Parents are going through a tough time too.
• 7:48
  They are managing their careers.
• 7:50
  They were managing their kids at the same time.
• 7:54
  I was in the same boat.
• 7:56
  And I can speak just for myself.
• 7:58
  It was quite challenging to grapple with all of those demands.
• 8:05
  I think one of the key lessons we learned is that Head Start schools or education systems
• 8:10
  are so imperative.
• 8:11
  They provide a support in terms of not only for learning and growth for our kids, but
• 8:16
  also for us as parents who are working and trying to provide for our families.
• 8:23
  And so our way of living for parents, for kids, dramatically changed.
• 8:28
  And it's no surprise that's going to leave an imprint on the well-being of our kids.
• 8:33
  It's going to take time for them to adjust.
• 8:37
  One of the things that we learned during the pandemic is that we're almost essential workers.
• 8:44
  Because if you don't have a place where the kids can go, the parents can't go.
• 8:50
  And so it was imperative to get classrooms back open.
• 8:55
  But there was so many different things that were being weighed.
• 8:59
  And I think when you were experiencing, you had just moved.
• 9:02
  Is that correct?
• 9:03
  That's correct.
• 9:04
  And we're going through just a lot of transition.
• 9:07
  And if, for example, many parents held meetings via Zoom, and then in the background you've
• 9:16
  got screaming kids and kids who need to be fed.
• 9:19
  And so it's just dealing with all of those challenges.
• 9:23
  And now with kids returning to the classrooms, they have to readjust.
• 9:29
  They have to reset in terms of what the new norm is.
• 9:33
  And that just takes an adjustment in a lot of patients, I think.
• 9:37
  So I'm interested.
• 9:39
  I know that you've done research on racial disparities in serving children.
• 9:45
  Can you talk a little bit about that?
• 9:47
  Yeah.
• 9:48
  So just for background, I actually used to be a CPS worker in Michigan State.
• 9:56
  And that involved responding to reports of abuse and neglect.
• 10:01
  And through that experience, I realized that a lot of the kids were falling through the
• 10:07
  cracks.
• 10:08
  And I was putting sort of band-aid solutions on these huge public health concerns, ranging
• 10:14
  from crime, poverty, social inequality, trauma, abuse, neglect, and so forth, a laundry list
• 10:24
  of public health concerns.
• 10:28
  And I felt that, at least in that role, seeing what I had seen, I had to pursue higher education,
• 10:34
  pursue a PhD, to at least use research as a vehicle to inform how best to eradicate
• 10:43
  some of those public health concerns.
• 10:46
  And through my research, I really focused on access and use of effective mental health
• 10:52
  services for kids of color in the system.
• 10:56
  And so through that research, I found that, indeed, black and Latino kids were less likely
• 11:03
  to receive mental health services to address risk factors.
• 11:07
  And so then I started to wonder, well, why are we seeing these patterns happen?
• 11:13
  And so through some complicated models and so forth, I found out that if you take into
• 11:21
  account things like poverty and organizational dynamics and leadership, that those disparities
• 11:27
  go away.
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  What does that tell us?
• 11:30
  It tells us that we need to address poverty, social inequality, and restructure our systems
• 11:35
  to be more conducive to adapting or implementing evidence-based interventions for kids of color.
• 11:42
  So we know what needs to be done.
• 11:43
  Are we going to do it?
• 11:45
  Yeah.
• 11:46
  You mentioned something that I'm interested in.
• 11:48
  You were a CPS worker.
• 11:51
  And I've been trying to, we've been doing a good job in trying to get our teachers to
• 11:56
  realize that neglect is different than poverty.
• 12:01
  So being concerned that a family doesn't have living room furniture is way different from
• 12:11
  a parent not being able to provide.
• 12:14
  Exactly.
• 12:15
  Yes.
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  And I think it involves educating and training educators and other folks to recognize what
• 12:23
  are the signs of abuse and neglect?
• 12:27
  You know, and oftentimes our own biases in terms of how we think we should raise kids
• 12:31
  comes into play in that process.
• 12:35
  My grandmother was a teacher in Louisville.
• 12:40
  And she, they used to call her BD, behavior disabilities or something.
• 12:47
  That was her specialty that she taught.
• 12:50
  And she had such bonds with the kids that were beyond teacher, student.
• 12:58
  And she would be there for them in ways that opened my eyes.
• 13:03
  So like she would bring meals and stuff like that because the kids weren't getting fed
• 13:08
  at home.
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  Or the kids were, once they left school, they would go home into an environment that just
• 13:16
  wasn't conducive for their learning.
• 13:17
  So there were so many different things that she opened my eyes to not look at the problem
• 13:23
  that's being presented, but try to get to the root of why that is happening.
• 13:29
  Right.
• 13:30
  Exactly.
• 13:31
  And it just reminds me that, you know, I think about Maslow's hierarchy of needs, kids need
• 13:36
  to be fed.
• 13:37
  They need those basic needs in order to learn and grow and develop.
• 13:44
  But in terms of really trying to distinguish between poverty and neglect, with neglect,
• 13:52
  it's that intentional harm.
• 13:54
  Exactly.
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  With poverty, there's actual need.
• 13:59
  There are needs that need to be addressed.
• 14:01
  Exactly.
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  Exactly.
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  And that's why, you know, through the services that we provide, we've been in contact with
• 14:14
  all kinds of types of situations.
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  And that's why we have washing dryers here.
• 14:23
  Because we deal with some parents who have to make the decision whether, am I going to
• 14:27
  pay rent or do I need to buy this washing detergent?
• 14:32
  I'm going to pay rent because it's more important that we have a roof over our head.
• 14:37
  And that's why, you know, we provide opportunities for our families to, if you don't have a washing
• 14:44
  dryer, guess what?
• 14:46
  Use what we have in this center.
• 14:48
  You know?
• 14:49
  Definitely.
• 14:50
  And those little things make such a difference.
• 14:51
  And oftentimes we don't realize that.
• 14:53
  Yeah.
• 14:54
  Yeah.
• 14:55
  We have a mobile food market, but Kim, I'm trying to get a mobile washing dryer.
• 14:59
  Ooh.
• 15:00
  I think it can happen.
• 15:01
  Oh, that would be great.
• 15:03
  That would be awesome.
• 15:04
  I've seen some of that.
• 15:06
  Yeah.
• 15:07
  I've seen some of that, especially when there have been disasters and show up, you know,
• 15:13
  but we're going to continue this conversation.
• 15:15
  We want to know some of the results of your research on the things that bring greater
• 15:21
  disparity.
• 15:22
  All right.
• 15:23
  We'll be talking once we come back.
• 15:27
  You're listening to Look Who's Talk.
• 15:38
  This past year has highlighted the strength of Community Action Council.
• 15:42
  Every day our staff works together to help families recover from this crisis.
• 15:46
  We're educating children at home and in person, helping parents who lost their jobs, and helping
• 15:52
  households avoid eviction.
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  Our work at Community Action Council has never been more important than it is right now,
• 15:58
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• 16:07
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• 16:11
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• 16:22
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• 16:36
  What are you waiting for?
• 16:58
  You're listening to Look Who's Talking and our guest today is Antonio Garcia.
• 17:04
  He is an associate professor at UK and we've been talking about disparity in education
• 17:12
  and just the results of your research.
• 17:16
  What can you tell us about those results?
• 17:19
  Well, over the course of the past 10 years, I've really focused on how research could
• 17:26
  be used to better enhance practices within systems, across different systems, whether
• 17:30
  it be in shelter, welfare, mental health, schools, and so forth.
• 17:35
  And so one of the key drivers to success is essentially making sure that our systems,
• 17:41
  our organizations that serve kids and families are ready and prepared to implement evidence
• 17:47
  based interventions to mitigate some of those risk factors and promote positive psychosocial
• 17:52
  outcomes.
• 17:54
  And the key sort of theme across all of those studies and the projects is again, leadership,
• 18:03
  innovative leadership, transformational leadership, and the willingness to innovate and engage
• 18:11
  in new practices that are evidence informed and culturally relevant.
• 18:17
  But through that research, I've done work with interviewing kids and families, foster
• 18:22
  parents, but I realized after sort of looking over my portfolio, so to speak, I haven't
• 18:29
  really captured the voices of fathers.
• 18:32
  And as I looked through the prior research that's been done in the area, it's rather
• 18:40
  limited.
• 18:41
  So that just goes to show that there's a huge gap in really trying to identify ways to better
• 18:47
  incorporate healthy father involvement in our kids' lives.
• 18:54
  That is a big concern that we have in our Head Start programs where we have a program
• 19:01
  for family engagement and we even have one specifically for fathers.
• 19:06
  So we know that the prime years of learning are zero to five.
• 19:14
  Right.
• 19:16
  And that makes me think about we do have quite a few fathers who are active in their children's
• 19:22
  lives, but when it comes to the parents not being together, we see that's when it's harder
• 19:29
  for our parents.
• 19:31
  And then especially when we give out information, we usually give it to the primary parent,
• 19:38
  but then you have the secondary parent and that parent didn't get the information and
• 19:43
  they don't know what to do and they're picking up the kid today.
• 19:46
  And we are trying to find better ways to make sure that we involve both parents because,
• 19:54
  again, it's so important, especially that father.
• 19:58
  That's great to hear because what we do know from the research is that when fathers are
• 20:02
  equally involved, kids benefit.
• 20:05
  We see better outcomes across the board in terms of their mental health, their educational
• 20:10
  outcomes, prevention of abuse and neglect, and just more maternal support when they're
• 20:16
  involved.
• 20:17
  So it's just a way, father involvement is a way to sort of address some of those public
• 20:22
  health concerns that I raised earlier.
• 20:24
  And if they're involved, we see a lot of those risk factors decrease.
• 20:29
  So mental health has really been, in my opinion, ratcheted up since the pandemic.
• 20:35
  That's all we hear about is getting your mental health in order.
• 20:39
  Can you just give us some insight on why you think that is occurring?
• 20:47
  That makes me think, what is the climate?
• 20:49
  We talk about mental health climate.
• 20:51
  Well, what's the temperature?
• 20:52
  Because I don't know.
• 20:53
  What's the climate?
• 20:55
  Right.
• 20:56
  Well, I think what COVID did is that it helped sort of reveal what's on the carpet, so to
• 21:04
  speak.
• 21:05
  And I think during that time, a lot of that trauma resurfaced.
• 21:12
  Some have said that the whole COVID pandemic was a traumatic event for many people.
• 21:18
  And when trauma happens, oftentimes, all of those other traumas sort of come to the surface.
• 21:24
  And so that's a lot to handle for any one person to grapple with.
• 21:30
  And I think that's why we're seeing at least more discussion around mental health concerns
• 21:35
  and trying to normalize it instead of stigmatize it.
• 21:44
  We're so quick to say, go to your physician and get this checked out to promote physical
• 21:49
  health.
• 21:50
  But the same mentality doesn't apply in our society for mental health.
• 21:54
  Right.
• 21:55
  And you know what you said, COVID was traumatic.
• 21:59
  COVID was traumatic.
• 22:01
  And as a single person who I live by myself, I found myself like, oh, what am I supposed
• 22:09
  to do with my time?
• 22:10
  Because everything that I would normally do to emote, I couldn't go to those places.
• 22:18
  I had to be by myself, with myself.
• 22:21
  And I could only imagine how a family was during that situation, during that time period.
• 22:30
  We kind of joked before the show and said that post-traumatic stress, when we think
• 22:36
  about it, because I think you were saying that it was a blur, what all the details and
• 22:41
  the details of two years is gone out of most of our lives.
• 22:46
  But I think it just opened up wounds or opened up areas that needed to be addressed.
• 22:53
  And now that something traumatic has happened that has got us on a better trajectory.
• 23:01
  But you also said that most minorities, there is a big disparity in receiving help for mental
• 23:10
  issues.
• 23:11
  A lot of it has to do with lack of trust with our systems.
• 23:15
  In other cases, it's just a stigma of reaching out for help.
• 23:21
  And a question of whether or not the services that are available are culturally relevant.
• 23:26
  Those are the biggest barriers that I've seen through my research.
• 23:33
  Is there a compatibility between what I need and what's out there for me?
• 23:38
  Through the past few years, have you seen an increase of people reaching out or understanding
• 23:46
  mental health, mental therapy, wanting to get counseling or anything like that?
• 23:53
  What have you seen when it comes to and the minority population receiving?
• 24:04
  So I think talking with different leaders across different systems, I think there's
• 24:11
  more conversation happening.
• 24:13
  They want to make sure they have the tools, the resources, the capacity to motivate their
• 24:18
  staff to engage with their clients authentically and in culturally relevant ways.
• 24:26
  And I think part of that process involves educating clinicians or leaders that many
• 24:33
  of the existing interventions out there have actually been tested by or within minority
• 24:42
  populations.
• 24:43
  But there's this bias that they haven't.
• 24:45
  And so as a leader, I make questions, is this practice applicable?
• 24:51
  Are they going to buy into this?
• 24:55
  First and foremost, in my research and my work, I go to organizations, I don't tell
• 25:01
  them which intervention to implement.
• 25:04
  They are the experts.
• 25:06
  They have a firm grasp on what they need, what their staff need, and what their clients
• 25:12
  need.
• 25:13
  I'm just there to support them implementing whatever they decide to implement.
• 25:17
  But in that process, I encourage them to really sit down and think about what are the issues
• 25:21
  of concern?
• 25:22
  What is your target population?
• 25:23
  Will this intervention, will it address the risk factors that you're really trying to
• 25:29
  address?
• 25:30
  So it's just a lot of pre-planning rather than sort of, oh, I'm just going to pick
• 25:33
  this intervention and go with it.
• 25:36
  Have you seen an increase in minorities getting into the profession?
• 25:43
  I think, at least in our programs here at UK and even across the country, yes, definitely.
• 25:49
  I see a lot of bright students of color who are motivated to address the mental health
• 25:56
  concerns as an avenue to promote educational outcomes.
• 26:01
  My background is nutrition, actually.
• 26:05
  And I did a research project on just the disparities of nutrition in African American women living
• 26:12
  in low income housing.
• 26:14
  And that reminded me of just, you mentioned trust being a big part of why people don't
• 26:25
  seek help.
• 26:27
  And I found that to be the same with nutrition.
• 26:31
  They were more prone to listen to me than to my Caucasian counterpart that didn't understand
• 26:40
  the culture or understand how I live.
• 26:43
  Do you see that or do you think that's a part of the distrust factor in...
• 26:51
  Definitely, yes.
• 26:55
  In my work, when I try to engage clients or leaders, I try to identify champions who could
• 27:02
  be a voice for that community.
• 27:05
  And I partner with them.
• 27:07
  So all the work that I've done is really, it's a testament to partnership and team science,
• 27:14
  really.
• 27:15
  So what are you doing now?
• 27:17
  I understand you're doing something.
• 27:20
  You're constantly doing something, but now your research is taking you to another path.
• 27:25
  Well, I think it's on the same path.
• 27:26
  It's just a pivot, I think, in really trying to figure out how we can better engage fathers
• 27:31
  authentically.
• 27:32
  As I mentioned, when fathers are involved, we see better outcomes for kids across the
• 27:37
  board.
• 27:39
  And thankfully, here in Lexington, Kentucky, David Kozart has been a true leader and champion
• 27:47
  for fatherhood.
• 27:49
  And so I connected with him three years ago to work on this project.
• 27:56
  And part of that project involved evaluating his services.
• 28:01
  A lot of his work is devoted to delivering father-centric services and programs in our
• 28:06
  community.
• 28:07
  He wanted to get a sense or get a pulse on whether or not what he was actually doing
• 28:10
  was effective.
• 28:11
  So we partnered and we examined the acceptability and the feasibility of a 24-7 dad parenting
• 28:22
  program.
• 28:24
  And through that research, we realized we need to address some really complicated structural
• 28:30
  systemic issues.
• 28:33
  In my interviews that I conducted with fathers, I learned that many of them just didn't feel
• 28:39
  valued or didn't have a seat at the table during case planning for their own kids.
• 28:45
  And this happened in school settings and child welfare and so forth.
• 28:50
  So it's about how can we better equip those systems to even think about involving the
• 28:55
  father at a meeting.
• 28:59
  And so a lot of the narratives that I listen to involved, gosh, I just want to be involved.
• 29:08
  I want a seat.
• 29:09
  I want a chance to comment on what I think about my own kid.
• 29:14
  And so a lot of those pieces are just missing right now because the go-to seems to be the
• 29:20
  mother in most cases.
• 29:23
  So have you all come up with any recommendations as of yet with your study?
• 29:27
  So with the study, we took all of the interviews we conducted with fathers and actually the
• 29:34
  system providers that work with kids and families.
• 29:39
  So we interviewed numerous providers representing child welfare, probation, schools, and other
• 29:46
  systems.
• 29:47
  And through all of that data, we actually developed a training curriculum for providers
• 29:56
  statewide with some tools and some resources on how to actually engage in father-centric
• 30:04
  practices.
• 30:05
  That's awesome.
• 30:10
  That's something that we can look forward to and figure out how to bridge this gap.
• 30:17
  There's a gap that's affecting our children and our families.
• 30:22
  It's great to know there's someone out there who's doing some research to try to get some
• 30:26
  answers.
• 30:27
  Well, thank you.
• 30:28
  We'd like to thank you for being on the show.
• 30:31
  We really appreciate it and we appreciate the knowledge that you bring to this tub.
• 30:36
  That's the show.
• 30:37
  What you got?
• 30:38
  That's it.
• 30:39
  That's it.
• 30:40
  I'm excited about just what we have coming up with our father engagement and just listening
• 30:47
  to Dr. Garcia.
• 30:50
  I think that we are on the right track, but it would be great to be able to partner and
• 30:57
  see how we can just make the relationships hybrid.
• 31:03
  How can we learn more about what you're doing?
• 31:06
  Well, I'm actually, if you just go to the UK website and search for Antonio Garcia,
• 31:13
  you'll find that.
• 31:15
  All right.
• 31:16
  Thank you for being on the show.
• 31:18
  Thank you.
• 31:19
  Thank you.
• 31:20
  You have been listening to Look Who's Talking.
• 31:22
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• 31:23
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• 31:24
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• 31:25
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