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283: We Need to Talk About Anxiety, with Penny Williams · Beautifully Complex

• 0:03
  Speaker 1: That avoidance keeps us from developing the strategies to get
• 0:08
  Speaker 1: through discomfort. When we avoid things that make us anxious,
• 0:12
  Speaker 1: guess what the next time, what is our response? We're
• 0:15
  Speaker 1: anxious again. We have to experience going through something that's
• 0:20
  Speaker 1: anxiety provoking, that feels very unsafe, and being able to
• 0:25
  Speaker 1: be okay. And once we have those successes, those small wins,
• 0:29
  Speaker 1: we get more and more of them. Welcome to the
• 0:35
  Speaker 1: Beautifully Complex podcast, where I share insights and strategies on
• 0:39
  Speaker 1: parenting neurodivergent kids straight from the trenches. I'm your host,
• 0:43
  Speaker 1: Penny Williams. I'm a parenting coach, author and mindset mama,
• 0:48
  Speaker 1: honored to guide you on the journey of raising your
• 0:50
  Speaker 1: atypical kid. Let's get started. Hello, Hello, everyone, Welcome back
• 1:00
  Speaker 1: to Beautifully Complex. We need to talk about anxiety, folks.
• 1:05
  Speaker 1: We've got to talk about it. People don't want to
• 1:07
  Speaker 1: talk about it. We try to deny that we're anxious.
• 1:11
  Speaker 1: We try to deny that our kids are struggling, but
• 1:15
  Speaker 1: they are. One in five youth today will self report anxiety,
• 1:23
  Speaker 1: one in five. It is being called an epidemic and
• 1:29
  Speaker 1: it is the number one mental health challenge among children
• 1:34
  Speaker 1: in the United States. Now, anxiety is a real problem,
• 1:41
  Speaker 1: but it's actually not anxiety that's the problem. The fact
• 1:45
  Speaker 1: that your kid feels unsafe, whether that's psychological, social, emotional,
• 1:52
  Speaker 1: that's the problem. When they feel unsafe psychologically, unsafe, socially unsafe, emotional,
• 2:00
  Speaker 1: and of course unsafe physically, that is what is driving anxiety.
• 2:08
  Speaker 1: That's what triggers our nervous system into fight or flight,
• 2:14
  Speaker 1: and that's anxiety. That's the space that our bodies are
• 2:18
  Speaker 1: in when we are anxious. When our bodies sense danger,
• 2:24
  Speaker 1: they are sending up a flare because they are trying
• 2:27
  Speaker 1: to keep us safe. We could even label our nervous system, right, Hey, Betty,
• 2:33
  Speaker 1: I hear that alarm that you're sounding. I see the flare.
• 2:38
  Speaker 1: I'm going to check on it. But let's not assume
• 2:42
  Speaker 1: that there's something to be anxious about yet. Right. It
• 2:45
  Speaker 1: can sound like that when we're challenging those thoughts of anxiety,
• 2:50
  Speaker 1: But our kids don't necessarily know how to challenge that
• 2:54
  Speaker 1: thinking yet. They don't necessarily know how to regulate their
• 2:58
  Speaker 1: nervous system yet, and so they get stuck in that
• 3:02
  Speaker 1: activated anxious state. That's where we need to focus A
• 3:07
  Speaker 1: good portion of the work that we want to do
• 3:11
  Speaker 1: to help anxious kids. I've been recording the workshops now
• 3:17
  Speaker 1: for our twenty twenty four Anxiety SOS Summit. They are amazing.
• 3:22
  Speaker 1: I can't even tell you I literally just got goosebumps
• 3:27
  Speaker 1: when I said that these workshops are amazing, because they
• 3:31
  Speaker 1: really are. They're really going to change so many kids' lives,
• 3:35
  Speaker 1: so many families, so many parents' lives, classrooms. All of
• 3:40
  Speaker 1: this information is really going to help us to address
• 3:44
  Speaker 1: this epidemic of anxiety that our kids are facing. I
• 3:49
  Speaker 1: want to talk to you a little bit about some
• 3:51
  Speaker 1: of those common threads that I am hearing again and
• 3:55
  Speaker 1: again from all of these different experts when we're talking
• 3:58
  Speaker 1: about how do we help kids feel safe, secure, and
• 4:02
  Speaker 1: emotionally stable. One of those really common through threads is
• 4:08
  Speaker 1: that we have to lean into connection. We have to
• 4:14
  Speaker 1: lean into connecting with our kids in a genuine way,
• 4:20
  Speaker 1: in a focused way, in giving them all of our
• 4:24
  Speaker 1: attention for a period of time. I'm not saying that
• 4:28
  Speaker 1: one kid gets all of your attention all day, every day,
• 4:31
  Speaker 1: but we need to be giving them some focused attention.
• 4:35
  Speaker 1: We need to help them to feel seen, heard, understood, respected, acknowledged,
• 4:43
  Speaker 1: acknowledged for what they're going through and how hard it
• 4:48
  Speaker 1: is for them. And sometimes as the adults in their lives,
• 4:51
  Speaker 1: we struggle with this. Sometimes their anxiety doesn't make sense,
• 4:56
  Speaker 1: it seems illogical, it seems overblown and inflated. But what
• 5:03
  Speaker 1: you need to know is it's actually their real, honest,
• 5:08
  Speaker 1: true experience. They are letting you know how they are feeling,
• 5:13
  Speaker 1: even if it doesn't make sense to you, it may
• 5:16
  Speaker 1: not even make sense to them, but it is what
• 5:19
  Speaker 1: their body is doing in sounding those alarms and telling
• 5:24
  Speaker 1: them that they are not safe in some way or another.
• 5:30
  Speaker 1: So many of our workshops talk about making connection, real, authentic,
• 5:38
  Speaker 1: genuine connection so that our kids feel validated. Another big
• 5:46
  Speaker 1: through thread, and I have to say just about every
• 5:49
  Speaker 1: single expert in every single workshop has said, well, the
• 5:54
  Speaker 1: very first step, Penny, is that you have to address
• 5:58
  Speaker 1: your own anxiety. You have to address your own nervous system.
• 6:03
  Speaker 1: You have to address the way you're showing up before
• 6:07
  Speaker 1: you can help your kid. And this comes back to
• 6:10
  Speaker 1: that oxygen mask analogy, right, You have to put the
• 6:15
  Speaker 1: oxygen mask on yourself first, because if you run out
• 6:18
  Speaker 1: of air, then you definitely can't help anybody else. If
• 6:20
  Speaker 1: you're not breathing, you can't help anybody else. And that
• 6:25
  Speaker 1: is a very generic analogy, but it really does give
• 6:30
  Speaker 1: us that foundation of what we're talking about when we
• 6:33
  Speaker 1: talk about managing your own anxiety, your own nervous system,
• 6:37
  Speaker 1: your own stuff, before you try to help your kids.
• 6:42
  Speaker 1: Because we need to be the calm anchor when we
• 6:45
  Speaker 1: have an anxious kid, we need to be the calm anchor.
• 6:49
  Speaker 1: They need to be able to borrow that settled, okay
• 6:54
  Speaker 1: energy If we come in unsettled, triggered, not feeling great,
• 7:02
  Speaker 1: really reactive, that's the energy that we're giving them. And
• 7:06
  Speaker 1: what is that going to do. It's going to escalate
• 7:08
  Speaker 1: their anxiety. It is going to make that situation worse.
• 7:12
  Speaker 1: So many times you've heard me talk about co escalation
• 7:15
  Speaker 1: versus co regulation. It is huge, huge, when we're talking
• 7:20
  Speaker 1: about anxious kids. Another very common thing that has come
• 7:26
  Speaker 1: up again and again is talking about how trust is
• 7:30
  Speaker 1: the opposite of anxiety. How we need to be working
• 7:34
  Speaker 1: on building trust with anxious kids, not just in our
• 7:39
  Speaker 1: relationships with them, but also helping them to build trust
• 7:44
  Speaker 1: in themselves that they are capable of making good decisions
• 7:49
  Speaker 1: of problem solving things like that. That come up that
• 7:53
  Speaker 1: create anxiety. It's because they don't trust themselves in some
• 7:58
  Speaker 1: situations or with some decisions, and then they can get
• 8:02
  Speaker 1: very stuck there. So it's not just I trust you
• 8:06
  Speaker 1: my child, my child trusts me the parent. It is
• 8:10
  Speaker 1: also do they trust themselves? How can we build that?
• 8:15
  Speaker 1: How can we foster more of a trust in themselves.
• 8:21
  Speaker 1: Something else that has come up again and again is
• 8:24
  Speaker 1: the idea of really checking in with our kids and
• 8:28
  Speaker 1: finding out if they want our help to problem solve,
• 8:32
  Speaker 1: or if they just want our help in being heard,
• 8:37
  Speaker 1: if they want to vent, if they need somebody to
• 8:40
  Speaker 1: listen openly. So often, and I am very guilty of this,
• 8:45
  Speaker 1: and I am the first to tell you that we
• 8:48
  Speaker 1: want to fix it, We want to help. Many of
• 8:51
  Speaker 1: us have that fix it, check the box, get it
• 8:55
  Speaker 1: done type of personality, and I certainly am one of
• 8:59
  Speaker 1: those people. And so when my kid comes to me
• 9:02
  Speaker 1: and says, I'm so anxious, I'm really struggling, my first
• 9:08
  Speaker 1: instinct for response is, oh, well, have you you know,
• 9:13
  Speaker 1: challenged your thinking? Have you done your breathing exercises? How
• 9:17
  Speaker 1: about shaking it out right? And so often, especially when
• 9:21
  Speaker 1: kids are my kid's age, teens and young adults, that
• 9:25
  Speaker 1: is not what they want. And when they start ruminating
• 9:29
  Speaker 1: on how much they didn't want advice from you, it
• 9:32
  Speaker 1: can escalate their anxiety. So we need to really show
• 9:37
  Speaker 1: up in the ways our kids need, and part of
• 9:41
  Speaker 1: being able to do that is to find out from
• 9:45
  Speaker 1: them what they need. I literally just finish recording my
• 9:51
  Speaker 1: workshop with doctor Amy Opigeon, who is a trauma expert,
• 9:56
  Speaker 1: and one of her big recommendations for us as parents
• 10:01
  Speaker 1: or teachers or other caregivers is to ask the child
• 10:07
  Speaker 1: if what we are doing feels okay to them. So
• 10:12
  Speaker 1: we might feel like our anxious kid really needs a
• 10:14
  Speaker 1: hug and really needs to be told that things will
• 10:17
  Speaker 1: be okay. But what if that doesn't feel good to
• 10:20
  Speaker 1: your kid? What if touch on their activated nervous system
• 10:27
  Speaker 1: actually increases their anxiety? What if closeness increases their anxiety? Right,
• 10:36
  Speaker 1: we think we know what's going to be helpful because
• 10:39
  Speaker 1: we've been taught that certain things help our kids when
• 10:43
  Speaker 1: they're struggling. But they don't help every kid, and they
• 10:47
  Speaker 1: are not helpful in every situation, in every environment, in
• 10:51
  Speaker 1: every moment that our kids are struggling. Ask your child,
• 10:57
  Speaker 1: what can I do that would be helpful. Can I
• 11:00
  Speaker 1: give you a hug? You might put your arm around
• 11:03
  Speaker 1: your child, and then say is this okay? Does this
• 11:06
  Speaker 1: feel okay to you? Or do you need me to
• 11:08
  Speaker 1: do something else to show you that I'm here for
• 11:11
  Speaker 1: you and I want to help you. That is so
• 11:14
  Speaker 1: so powerful. I want to talk a little bit with
• 11:25
  Speaker 1: you about using that terminology that it's okay or it's
• 11:29
  Speaker 1: going to be okay. I watch a lot of TV,
• 11:33
  Speaker 1: which I'm also the first to admit and have talked
• 11:35
  Speaker 1: about many times in this podcast. It is what I
• 11:37
  Speaker 1: do to shut my brain off at night to be
• 11:40
  Speaker 1: able to get to sleep within a couple of hours
• 11:42
  Speaker 1: of going to bed. I have a really hard time
• 11:44
  Speaker 1: getting to sleep because I have a really hard time
• 11:46
  Speaker 1: turning my brain off. My brain is constantly thinking, and
• 11:50
  Speaker 1: part of that is my own anxiety. I have general anxiety.
• 11:53
  Speaker 1: I also have social anxiety, and so my brain is
• 11:57
  Speaker 1: thinking about either what needs to be done because I'm
• 11:59
  Speaker 1: a checker, or what I could have done differently during
• 12:04
  Speaker 1: my day or my week, worrying about oh, I have
• 12:06
  Speaker 1: to go to this thing with some people I don't know,
• 12:08
  Speaker 1: or I don't feel worthy of being around, and that's
• 12:11
  Speaker 1: three weeks from now, but my brain is going to
• 12:13
  Speaker 1: start worrying about it right now when I close my
• 12:16
  Speaker 1: eyes and all day long for three weeks, right so
• 12:20
  Speaker 1: I watch TV at night for a few hours to
• 12:25
  Speaker 1: just turn the world off and be able to start
• 12:29
  Speaker 1: to key down. And so I've been really noticing lately,
• 12:34
  Speaker 1: as I've been focusing on anxiety more and doing all
• 12:37
  Speaker 1: these interviews for anxiety SOS, that so often when people
• 12:42
  Speaker 1: are in terrible situations, they're really emotional, things are really
• 12:47
  Speaker 1: awful for them. We go to them and we say
• 12:51
  Speaker 1: it's okay. And what we mean is you're safe now,
• 12:57
  Speaker 1: I'm here with you. You're going to be okay. But
• 13:02
  Speaker 1: when we say it's okay, we have invalidated what that
• 13:08
  Speaker 1: person is going through because I tell you, what, if
• 13:12
  Speaker 1: I'm panicking and I am really insecure and you walk
• 13:17
  Speaker 1: up to me and you say it's okay, my first
• 13:20
  Speaker 1: thought is you don't get it. You don't understand what
• 13:24
  Speaker 1: it's like to be in my head. You don't understand
• 13:27
  Speaker 1: what it's like to have my nervous system. You do
• 13:29
  Speaker 1: not get what I am going through. It is not
• 13:33
  Speaker 1: okay right now. Right when we're in those moments, think
• 13:38
  Speaker 1: of something it was really hard and really challenging and
• 13:41
  Speaker 1: really emotional for you. If somebody had said to you
• 13:44
  Speaker 1: it's okay, how would you have felt? You would have
• 13:47
  Speaker 1: been very reactive and defensive and upset about that because
• 13:51
  Speaker 1: it feels very invalidating. I understand completely that that is
• 13:56
  Speaker 1: not your intention. Of course, You're just trying to make
• 14:00
  Speaker 1: them feel better. And what I'm saying is we have
• 14:03
  Speaker 1: to think about how it sounds on the receiving end.
• 14:07
  Speaker 1: How is your child routine receiving that it's okay message.
• 14:14
  Speaker 1: What I would challenge you to do is try to
• 14:16
  Speaker 1: swap that out for your safe I'm here, how can
• 14:23
  Speaker 1: I help you? It will be okay when you get
• 14:28
  Speaker 1: through this. And a lot of times, for anxiety, we
• 14:33
  Speaker 1: tend to avoid. That's our coping mechanism. Growing up with
• 14:37
  Speaker 1: social anxiety, I did not go anywhere that I didn't
• 14:41
  Speaker 1: know someone, and I would get punished. I would get
• 14:44
  Speaker 1: in trouble. You know, my parents would expect me to
• 14:47
  Speaker 1: go and do these things, and I was defying them
• 14:51
  Speaker 1: because they had no idea. I had anxiety. They had
• 14:53
  Speaker 1: no idea, So it wasn't their fault if they had
• 14:57
  Speaker 1: known it was due to anxiety. They would have handled
• 14:59
  Speaker 1: it much differently, but I was masking. I was hiding it.
• 15:02
  Speaker 1: I just thought it was me right, and so I
• 15:05
  Speaker 1: would get grounded in things, and of course that was painful.
• 15:10
  Speaker 1: But I couldn't force myself to go in social situations
• 15:14
  Speaker 1: where I was the new person and I knew no one,
• 15:18
  Speaker 1: I just couldn't do it, and so I was avoiding. Right.
• 15:23
  Speaker 1: My body was like, Nope, can't do that. We're not
• 15:26
  Speaker 1: doing it. I wasn't learning how to challenge that. I
• 15:29
  Speaker 1: wasn't learning different coping strategies to be able to work
• 15:33
  Speaker 1: with my nervous system and work with my thinking in
• 15:36
  Speaker 1: order to be able to do it. Now, most of
• 15:39
  Speaker 1: the time I can get myself to do something if
• 15:41
  Speaker 1: I really don't want to miss out experience. But it
• 15:44
  Speaker 1: takes a lot, and I'm still very anxious while doing it.
• 15:48
  Speaker 1: But what I want to get to you here is
• 15:50
  Speaker 1: that that avoidance keeps us from developing the strategies to
• 15:55
  Speaker 1: get through discomfort. When we avoid things that make us anxie,
• 16:00
  Speaker 1: just guess what the next time? What is our response?
• 16:03
  Speaker 1: We're anxious again because we have an experience that we
• 16:06
  Speaker 1: can get through it and get to the other side
• 16:08
  Speaker 1: and be okay. That's what we have to do. We
• 16:11
  Speaker 1: have to experience going through something that's anxiety provoking, that
• 16:16
  Speaker 1: feels very unsafe, and being able to be okay. And
• 16:21
  Speaker 1: once we have those successes, those small wins, we get
• 16:25
  Speaker 1: more and more of them. You know, I've talked about
• 16:27
  Speaker 1: before here. I think my aversion to public speaking. I mean,
• 16:32
  Speaker 1: it's a nightmare for someone with social anxiety. A room
• 16:34
  Speaker 1: full of people who are looking at you, all eyes
• 16:36
  Speaker 1: are on you, and all thoughts are on you. Right,
• 16:40
  Speaker 1: that was like my worst nightmare. I didn't even major
• 16:43
  Speaker 1: in journalism, even though I wanted to journalism and communications,
• 16:47
  Speaker 1: because there was one public speaking course. So I did
• 16:49
  Speaker 1: something entirely different with my schooling my college years, and
• 16:54
  Speaker 1: you know, took a different path. I mean, my life
• 16:56
  Speaker 1: would have potentially been different had I done that. So
• 16:59
  Speaker 1: I let it me back for a long time, and
• 17:01
  Speaker 1: then I got to a place a few years ago
• 17:02
  Speaker 1: where I was like, I just really want to be
• 17:05
  Speaker 1: able to say yes when people asked me to come
• 17:07
  Speaker 1: speak to their group, and so I said yes, And
• 17:10
  Speaker 1: it was the hardest thing. I would say, It's in
• 17:12
  Speaker 1: my top five hardest things I've ever done. I felt
• 17:15
  Speaker 1: less safe than I did giving birth to my two children.
• 17:18
  Speaker 1: It was very hard. I nearly passed out many times.
• 17:23
  Speaker 1: It was excruciating, but I did it. And guess what,
• 17:27
  Speaker 1: after I did it, I literally felt my body like
• 17:31
  Speaker 1: exhale and go, Oh, the world to an end. You're
• 17:35
  Speaker 1: still standing. People are saying nice things about what you said.
• 17:39
  Speaker 1: This is okay, you can actually do this, and it
• 17:42
  Speaker 1: has become easier and easier for me, and I am
• 17:44
  Speaker 1: less and less anxious every time. Those are the kinds
• 17:47
  Speaker 1: of experiences our kids need. They're not always ready for them,
• 17:51
  Speaker 1: and we have to be attuned to that, and we
• 17:54
  Speaker 1: talk a lot about that in these workshops. But I
• 17:57
  Speaker 1: wanted to give you kind of a taste of what
• 18:00
  Speaker 1: these workshops hold for you. What can you learn from them.
• 18:05
  Speaker 1: We talk about things like decoding your kid's anxiety without
• 18:09
  Speaker 1: having to just guess at it, without having to sort
• 18:11
  Speaker 1: of throw spaghetti at the wall and hope it sticks,
• 18:14
  Speaker 1: which is what we do when we don't know. We
• 18:15
  Speaker 1: want to help, but if we don't know what to
• 18:17
  Speaker 1: do and what's really going to be helpful, we're just guessing.
• 18:20
  Speaker 1: You're going to learn how to teach your kid to
• 18:22
  Speaker 1: move through discomfort instead of avoiding it. Just what I
• 18:25
  Speaker 1: was talking about. You'll learn how to help your kid
• 18:28
  Speaker 1: manage their own stress and anxiety instead of relying on you.
• 18:32
  Speaker 1: A lot of kids with anxiety find an adult to
• 18:36
  Speaker 1: rely on, and we, as the adult, feel like that's good.
• 18:40
  Speaker 1: We want to help, but we can't be the sole
• 18:44
  Speaker 1: source of help for anxiety. Kids have to learn how
• 18:48
  Speaker 1: to manage it on their own as well. You'll also
• 18:51
  Speaker 1: learn a little bit about getting anxiety support at school,
• 18:55
  Speaker 1: being able to have the conversation with the school that
• 18:58
  Speaker 1: your child needs some accommodation and how anxiety is impacting
• 19:02
  Speaker 1: them in that environment. And you're going to learn how
• 19:06
  Speaker 1: to show up in the ways that your kid needs,
• 19:09
  Speaker 1: not the ways that we need, but in the actual
• 19:12
  Speaker 1: ways that our kids need. We're going to learn to
• 19:15
  Speaker 1: help our kids build grit and resilience, reduce the grip
• 19:20
  Speaker 1: that anxiety has on them, how to tend to their
• 19:23
  Speaker 1: nervous systems, how to feel safe, secure and emotionally stable,
• 19:27
  Speaker 1: and how to build self esteem, confidence and independence. And
• 19:32
  Speaker 1: I will tell you building those things is like the
• 19:36
  Speaker 1: counterbalance to anxiety. It's magical. And the more I've done
• 19:42
  Speaker 1: these interviews and workshops with these experts, the more I
• 19:46
  Speaker 1: have realized how much confidence matters, how much independence can
• 19:53
  Speaker 1: be kryptonite to anxiety, how much autonomy reduces anxiety. There's
• 19:59
  Speaker 1: so much great stuff here, and I really really hope
• 20:02
  Speaker 1: you'll join me for Anxiety SOS so we could help
• 20:06
  Speaker 1: kids who are struggling right now. You can get that
• 20:10
  Speaker 1: roadmap for reducing anxiety and all those negative impacts during
• 20:15
  Speaker 1: Anxiety SOS. You have two ways in which you can
• 20:18
  Speaker 1: take advantage of these workshops. If you are all in
• 20:23
  Speaker 1: for an intensive weekend of learning, you can join us
• 20:26
  Speaker 1: October third through the sixth, and that is absolutely free.
• 20:30
  Speaker 1: You can watch all thirty workshops. You can come to
• 20:33
  Speaker 1: my free Kickoff masterclass on September twenty sixth and you
• 20:37
  Speaker 1: can get all the learning absolutely free. You can also
• 20:42
  Speaker 1: purchase our Action package and that will get you ongoing access.
• 20:47
  Speaker 1: It will get you a podcast version of all of
• 20:51
  Speaker 1: the workshops to listen on the go. You will get
• 20:54
  Speaker 1: a work book that I curate and design to help
• 20:58
  Speaker 1: you build an action plan for your kid specific to
• 21:03
  Speaker 1: your child and your family, or your classroom and your students.
• 21:08
  Speaker 1: You also get a Q and a session with me
• 21:11
  Speaker 1: a month after the summit, so we can talk about
• 21:13
  Speaker 1: what you've learned and how you're implementing and where you
• 21:16
  Speaker 1: might need help. Will celebrate wins and will help you
• 21:19
  Speaker 1: problem solve challenges in that call, and you also get
• 21:24
  Speaker 1: a discount to all of my courses that I offer
• 21:29
  Speaker 1: at PARENTINGADHD and autism dot com. So lots of goodies
• 21:34
  Speaker 1: there if you do purchase. That cost is starting out
• 21:39
  Speaker 1: at seventy seven dollars US. It goes up a little
• 21:43
  Speaker 1: bit in increments as we get closer and closer to
• 21:46
  Speaker 1: the actual event. On October third through six, you can
• 21:51
  Speaker 1: go to parentingsummits dot com slash anxiety SOS. You can
• 21:57
  Speaker 1: grab your free spot there, you can grab your action package. There,
• 22:00
  Speaker 1: you can see a list of all of the workshops,
• 22:03
  Speaker 1: all of the experts, and really do a deep dive
• 22:06
  Speaker 1: to find out if this is something that might help
• 22:10
  Speaker 1: your kid or your family. That's parentingsummits dot com slash
• 22:16
  Speaker 1: anxiety SOS. I really hope to see you there. I
• 22:20
  Speaker 1: would love to be just a tiny part of your
• 22:24
  Speaker 1: journey in helping your anxious kids or students or anxious clients.
• 22:30
  Speaker 1: This is a passion project for me. Because of my
• 22:33
  Speaker 1: own anxiety, my own experience in my childhood with anxiety,
• 22:37
  Speaker 1: and I really really want to help as many as possible.
• 22:40
  Speaker 1: So whether it is right or wrong for you, please share,
• 22:44
  Speaker 1: please let others know about it, because we want to
• 22:48
  Speaker 1: positively impact as many kids as we can. That's it
• 22:52
  Speaker 1: for me for now, and I will see everybody in
• 22:56
  Speaker 1: the next episode. Please take good care. Thanks for joining
• 23:01
  Speaker 1: me on the Beautifully Complex podcast. If you enjoyed this episode,
• 23:06
  Speaker 1: please subscribe and share, and don't forget to check out
• 23:08
  Speaker 1: my online courses and parent coaching at PARENTINGADHD and Autism
• 23:14
  Speaker 1: dot com and at The Behavior Revolution dot com.