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Speaker 1: I'll get a team. It's a bloody you project. It's

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Speaker 1: doctor Hannah. It's almost doctor Fatty Apps. Mightn't that be

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Speaker 1: funny when I'm an actual doctor Hannah. Oh my god, my.

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Speaker 2: God, I can't believe you. Do you mean like pH

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Speaker 2: fat or are you like did you just refer to

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Speaker 2: yourself as f A T fat?

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Speaker 1: Well, I used to be fatty, I was fatty Garati.

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Speaker 1: You know that I was a fat kid?

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Speaker 3: Did you not know that?

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Speaker 2: Tell me about that? Well, I don't know. I'm a psychologist, Craig,

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Speaker 2: so I prefer to say you know that back then

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Speaker 2: you had some issues with weight, rather than.

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Speaker 1: Say fat, Yeah, potatoes, potatoes.

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Speaker 3: I was fat.

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Speaker 1: I mean you know I was fat. That's not an insult.

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Speaker 1: That's a biological state. I think, you know.

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Speaker 2: I feel like there's a lot of hate in that word.

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Speaker 2: To say, well, I was fat or I am fat

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Speaker 2: just feels very loaded to me.

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Speaker 1: I understand that. I understand that, but it's like you

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Speaker 1: so fuck Nine people don't get offended and one does,

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Speaker 1: and then you go, well, why is that person offended?

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Speaker 1: Are they offended because of the word or because of

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Speaker 1: their story about the word. I mean, this is that's

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Speaker 1: a really interesting conversation. Like for me, like, I would

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Speaker 1: never go call a kid fat, right, because I understand,

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Speaker 1: I understand the social context and the nuance of you know,

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Speaker 1: you know, treating people well and being of course of course,

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Speaker 1: but when I'm talking about myself, like I was ten

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Speaker 1: kilos heavier than I am now when I was fourteen,

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Speaker 1: So you can call it whatever you want, but I

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Speaker 1: was morbidly obese. So for me, I I personally when

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Speaker 1: it comes to this, and this is about me. This

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Speaker 1: is not about any other children or any other human

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Speaker 1: But for me, I'm like, well, Craig, be real with yourself.

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Speaker 2: Now.

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Speaker 1: For me, that's not self loathing. I don't go I

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Speaker 1: was fat. I was a piece of shit.

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Speaker 3: I don't go that.

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Speaker 1: I just go, I was the fattest kid at school.

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Speaker 3: I was literally called jumbo, right.

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Speaker 1: That was my nation and right that parents and teachers

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Speaker 1: and kids call me that. This is not like, this

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Speaker 1: is just my history. This is not an attitude or

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Speaker 1: a belief system or a perspective, right, So I think

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Speaker 1: I think at the same time that and I know

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Speaker 1: we've kind of taken a left turn before we even started,

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Speaker 1: but we will, Like I think that you need to

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Speaker 1: be aware and sensitive and kind and empathetic.

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Speaker 3: But also.

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Speaker 1: You know, it's like I wasn't thick set, I wasn't

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Speaker 1: big boned, I wasn't full figured, I wasn't voluptuous, I

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Speaker 1: wasn't fucking any of that. I was morbidly obese. And

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Speaker 1: people go, that's so this or that. I go it'

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Speaker 1: call it whatever you want to call it, but it's

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Speaker 1: also true, like if I was six to two, people

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Speaker 1: would go, fuck, you're tall, but nobody's bothered by that.

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Speaker 1: Or if I had long, blonde, beautiful hair, people go, fuck,

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Speaker 1: you've got amazing hair, or like, but when you go, no,

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Speaker 1: I was morbidly obese, I'm not saying I was a

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Speaker 1: bad person or I'm you know, like this is something

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Speaker 1: to be shamed or I get it, but it's also

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Speaker 1: I think we need to be I don't know, like

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Speaker 1: I understand what you're saying, but I feel like, when

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Speaker 1: I'm talking about myself, that's the one time you get

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Speaker 1: a green light to be just brutally honest. And if

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Speaker 1: I didn't acknowledge that, like if I just pretended like

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Speaker 1: I needed to get to a point where I was

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Speaker 1: honest with myself because I was just eating everything that

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Speaker 1: wasn't nailed down, and I was literally twenty thirty forty

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Speaker 1: kilos heavier than my friends at the same age.

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Speaker 2: Did you feel quite different like growing up?

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Speaker 3: Well, I mean yes I did.

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Speaker 1: Well, how do you know, like you've only ever been you,

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Speaker 1: you've only ever felt you. But of course I had

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Speaker 1: a social awareness and you know, an individual awareness around

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Speaker 1: the group and when you get you know, but like

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Speaker 1: I can say things like, ah, I was picked last

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Speaker 1: for every sporting team.

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Speaker 3: Well, fuck of course you were.

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Speaker 1: You couldn't fucking run of course, Like I'm not mad

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Speaker 1: at anyone, and like there's no part of this story

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Speaker 1: where I'm a victim, like a zero zero, because for me, anyway,

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Speaker 1: I did certain things and I created a certain reality,

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Speaker 1: which was a morbidly obese body, and with that come

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Speaker 1: certain practical consequences.

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Speaker 3: And so I could go, oh.

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Speaker 1: My genetics or my mum or my dad or these

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Speaker 1: nasty or you could go, yeah, but you fucking eat

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Speaker 1: twice the amount of food you eat you need every day,

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Speaker 1: and you can pretend you don't, and you can feel

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Speaker 1: sorry for yourself, or you can own your behavior and

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Speaker 1: change your behavior and create a different reality. And I

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Speaker 1: know you don't think like that when you're fourteen, but

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Speaker 1: for me, there's something in that because I think when

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Speaker 1: we extrapolate not about obesity, but we extrapolate out from

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Speaker 1: that kind of idea of.

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Speaker 3: You know, being.

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Speaker 1: Responsible for your behavior and your outcomes where you go.

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Speaker 1: You did that though, right now, that's not hateful or hurtful, that's.

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Speaker 2: Just true controversial. If I said, but you're only fourteen,

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Speaker 2: I feel like I'm already like, is that a controversial

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Speaker 2: thing to say? Like you are only a child? You're child?

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Speaker 1: I one hundred percent agree. But if that was me

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Speaker 1: saying it about another fourteen year old, of course that's inappropriate,

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Speaker 1: and it comes across as hateful, hurtful, and judgmental.

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Speaker 3: I get it. I completely get it.

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Speaker 1: But I think what I am like, I love people,

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Speaker 1: and I'm I am you know, well, I'm not always

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Speaker 1: but I genuinely try to be kind, empathetic and aware,

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Speaker 1: but also also like people have to help themselves. Yeah,

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Speaker 1: Like doctor Hannah is not the answer for anyone.

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Speaker 3: Neither is Craig Harper.

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Speaker 1: Like doctor Hannah is a resource and an educator, and

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Speaker 1: you can steer people and support people and maybe prescribe

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Speaker 1: for people, but ultimately the person who needs to kind

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Speaker 1: of make their own decisions, live their own life, change

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Speaker 1: their own behaviors with support. Yeah, but ultimately the quality

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Speaker 1: of an individual's life still comes down to the individual.

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Speaker 2: Yeah, yeah, that they say with therapy, one of the

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Speaker 2: key predictors of the success of therapy is the person's

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Speaker 2: belief that the therapy is going to be effective and

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Speaker 2: that they have self efficacy so that they can actually

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Speaker 2: make a difference and make a change in their own life. Like,

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Speaker 2: that's the key predictor is do you believe that you

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Speaker 2: can make a change. And the reason I guess I

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Speaker 2: was curious about that we're talking about, you know, hopefully

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Speaker 2: talking about the neurodiversity today and feeling different. And it's

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Speaker 2: so interesting when I hear adults talking about when they're

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Speaker 2: a child and feeling different as a child and how

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Speaker 2: that's impacted them as an adult. You know, because I

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Speaker 2: see you now and you're so I don't know, you're

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Speaker 2: very like your character Craze, Like you have personality of charisma,

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Speaker 2: You're larger than life, You've got the X factor, Like

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Speaker 2: I'm not just blowing smoke, but you know that difference

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Speaker 2: of feeling different. Being different, which I'm sure wouldn't have

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Speaker 2: been easy for you, contributed to so much of well,

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Speaker 2: I don't know, is that fair to say? Did it

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Speaker 2: contribute to who you are today?

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Speaker 3: Yeah? Thank you, that's very nice to you.

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Speaker 1: But like, truly, this is what I feel. I feel

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Speaker 1: like I'm not special or spectacular or gifted. In fact,

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Speaker 1: and I've said this probably twenty times in fifteen hundred episodes.

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Speaker 1: For me, my kind of mediocrity was almost my magic

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Speaker 1: pill because I wasn't super gifted, and I didn't have

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Speaker 1: great genetics, and I couldn't run fast and jump high,

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Speaker 1: and I can't fucking sing or dance, and I wasn't

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Speaker 1: a brilliant student, and like it made me work hard

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Speaker 1: because if I wanted to do well, I could have

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Speaker 1: just I couldn't just naturally do well. Yeah, you know,

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Speaker 1: like this podcast, I did seven hundred episodes, seven hundred,

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Speaker 1: six hundred before it made one dollar wow, like most

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Speaker 1: people won't do. I'm not saying I am great, because

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Speaker 1: I'm clearly if I was great, it wouldn't have fucking

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Speaker 1: taken six hundred. What I'm saying is I will persevere

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Speaker 1: like I will when I'm clear about something. You know,

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Speaker 1: I don't have the best genetics, but I am maybe

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Speaker 1: the most disciplined motherfucker, you know, because I will do

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Speaker 1: everything that I need to do to optimize my genetics.

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Speaker 3: Now that's just a choice.

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Speaker 1: I can't get great genetics, but I can get great discipline,

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Speaker 1: self awareness, self control, and I can create habits and

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Speaker 1: behaviors that support my genetic predisposition. Now all of that

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Speaker 1: is optional. You know, I can't wake up tomorrow and

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Speaker 1: have a one fifty IQ. But what I can do

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Speaker 1: is I can optimize my cognitive abilities and my intelligence

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Speaker 1: and intellect and creativity today. You know, all of these

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Speaker 1: things are optional because otherwise we just become a fucking

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Speaker 1: lifelong victim where we're like, ah, this happened to me that,

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Speaker 1: And look, of course all of those things are true.

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Speaker 1: I mean one of my friends that I've done some

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Speaker 1: work with lately, Joel. He's a quadriplegic. He fell over

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Speaker 1: a balcony.

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Speaker 3: He was home from the war.

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Speaker 1: He's a soldier. He was home from Afghanistan on a

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Speaker 1: couple of weeks break no pun intended, broke his neck.

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Speaker 1: Now he's a quadriplegic, right, Now, if anyone has a

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Speaker 1: right to fucking wing silk moan, he does.

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Speaker 3: He never winged silks or moans.

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Speaker 1: I'm not when I I've met him, not when I've

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Speaker 1: worked with him, not when we've hung out. Like his

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Speaker 1: overwhelming energy that I.

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Speaker 3: Get from him as gratitude and curiosity.

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Speaker 1: Now, if he can have great days, well then I

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Speaker 1: don't have any problems.

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Speaker 2: You know.

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Speaker 1: It's like, I know, there are you know, lots of

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Speaker 1: variables like genetic variables, sociological variables, environments. Yes, we're not

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Speaker 1: saying those things don't factor in, but we at some

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Speaker 1: stage we've got to go. I'm driving the bus. I'm

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Speaker 1: not a passenger. My life is the bus and I'm

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Speaker 1: fucking driving it. And yes, I've got limitations and genetic issues,

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Speaker 1: and I've had some bad experiences and my old man

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Speaker 1: was a prick and that person did that shit thing

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Speaker 1: to me, and we empathize and we understand, but we

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Speaker 1: can't undo any of that in the moment.

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Speaker 3: You know.

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Speaker 2: That's it. Yeah, It's like that turning point of when

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Speaker 2: a per and can have the inner resilience to rise

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Speaker 2: above or choose something different in their behavior, which is

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Speaker 2: kind of really difficult. To like, what is it that

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Speaker 2: makes that person click over or get to this turning point,

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Speaker 2: whether all of a sudden or maybe over this process

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Speaker 2: of an epiphany, decide I'm going to make a choice

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Speaker 2: for me, and I'm going to do something for me.

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Speaker 2: And I always find out I like to use the

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Speaker 2: saying of like, well, what's the difference between a seventeen

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Speaker 2: year old and three hundred and sixty four days and

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Speaker 2: an eighteen year old and one day, Like we go

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Speaker 2: from being a child to being an adult who then

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Speaker 2: has to make all these really responsible decisions and take

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Speaker 2: ownership of our behavior. And hopefully we've been fostering that

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Speaker 2: from when we're a young you know, a teenager, like

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Speaker 2: growing up older, we our parents have been helping us

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Speaker 2: to foster independence. But so many times it's such a

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Speaker 2: difficult little ven diagram of what you're talking about, where

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Speaker 2: it's difficulty with genetics, difficulty with trauma. Then you're own

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Speaker 2: autonomy to make a decision and whatever we want to

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Speaker 2: put in that then diagram of your background. The only

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Speaker 2: thing you truly have control over is that part of

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Speaker 2: the diagram of your behavior, your choice. What are you

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Speaker 2: going to do? What are you going to do to

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Speaker 2: make things different tomorrow. And it's a fascinate like what

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Speaker 2: is it that clicks you over to that point of

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Speaker 2: realizing if we could put it in a bottle, Craig,

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Speaker 2: if we will put it in a pill, wouldn't that

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Speaker 2: be amazing?

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Speaker 3: It would?

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Speaker 1: I mean, I have people like I did a workshop

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Speaker 1: last weekend, which was a private workshop, twenty people, and

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Speaker 1: one of the ladies who was in it came up

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Speaker 1: and told me a story about a workshop that she

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Speaker 1: was in. She started with, you changed my life four

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Speaker 1: years ago, and I went, I did not change your life,

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Speaker 1: but carry on, right.

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Speaker 3: And so she went to workshop.

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Speaker 1: I said something, doesn't matter what it was, but there

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Speaker 1: was a decision that she knew she needed to make

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Speaker 1: at home. She addressed things, she acknowledged some stuff, she

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Speaker 1: made a life changing decision or two. She subsequently did

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Speaker 1: the work, and now her life is infinitely better. She's better,

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Speaker 1: she's a bowl, she's grown. Her life situation and her

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Speaker 1: life experience are much better. And she was kind of saying,

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Speaker 1: if not for you, blah blah blah, right, and I said,

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Speaker 1: thank you, but that's not true because there were probably

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Speaker 1: three hundred other people there who heard the same thing

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Speaker 1: on the same day who didn't change their life. Now,

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Speaker 1: the fact that they're in the same spot is not

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Speaker 1: my fault. And the fact that you are now this

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Speaker 1: new fucking two point zero version of you. Congrats by

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Speaker 1: the way. Also, I don't I don't deserve the praise

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Speaker 1: for that because, like you think about, we have fifteen

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Speaker 1: one hundred and fifty episodes in that's fifteen hundred and

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Speaker 1: fifty episodes of information, inspiration, education, conversation, a bit of bullshit,

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Speaker 1: a few laughs, right, and there are people who are

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Speaker 1: quite different. It's quite different because they listen to the show,

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Speaker 1: but then they go.

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Speaker 3: Do the work.

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Speaker 1: Yeah, right, So you know, insight, information, awareness, recognition, you know,

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Speaker 1: personal ownership, all of those things. You and me can't

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Speaker 1: make anyone do that or be that. You and I

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Speaker 1: are going to have a chat today, and for some

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Speaker 1: people it might be fucking life changingly transformational, you know,

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Speaker 1: and for somebody else it could be the biggest crock

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Speaker 1: of shit they've ever heard and they've already tuned out.

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Speaker 1: But that's not about you or me. That's about how

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Speaker 1: people interpret it and then what they do with it, yep,

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Speaker 1: which is well, and again, like you know, you've given

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Speaker 1: people advice and prescription and they've got amazing results. And

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Speaker 1: other people you've given just as much love, energy, care,

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Speaker 1: and they don't.

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Speaker 3: They's a variable.

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Speaker 1: There's a variable that's out of your control, and that's

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Speaker 1: their behavior.

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Speaker 2: Yeah, yeap. And what they choose to do is I

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Speaker 2: suppose the information that's given to them. And you know,

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Speaker 2: I find it really interesting when we talk about the

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Speaker 2: journey that we've been on, Like you talking before about

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Speaker 2: obesity in childhood and making decisions in adulthood. For me,

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Speaker 2: I had crippling anxiety as a child, and I had

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Speaker 2: to make some choices to go and see a psychologist,

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Speaker 2: and I did for many, many years. For like, in

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Speaker 2: my twenties, I saw three different psychologists. I took antidepressant

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Speaker 2: anti anxiety medication Craig like I was taking Ssrise for

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Speaker 2: a while because I was struggling with crippling, crippling anxiety,

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Speaker 2: which you know, everyone would say to me, Oh, you'll

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Speaker 2: be fine, you'll be fine, You'll be fine. And it's

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Speaker 2: interesting because a lot of my closest friends and family,

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Speaker 2: their advice would be things like, you don't need medication,

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Speaker 2: you're fine, you're fine, you can do it. Yourself and

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Speaker 2: talking about any inner resilience and me getting through it myself.

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Speaker 2: But actually, at the time, I really did need help,

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Speaker 2: like I really did need assistance. And when I finally

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Speaker 2: had the courage because there's a lot of stigma around

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Speaker 2: mental health. There's a lot of stigma around getting help

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Speaker 2: for depression, anxiety, ADHD, autism, there is so much stigma

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Speaker 2: around it still to actually finally go, I need to

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Speaker 2: talk to a doctor. I need to go and see

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Speaker 2: a psychologist. I need some help. And when I did

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Speaker 2: finally do that, which was actually the more courageous decision

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Speaker 2: then to just plow through it like everyone was recommending

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Speaker 2: I did it. It took more guts to go and

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Speaker 2: see the doctor, go and see the psychologist. When I

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Speaker 2: finally did do that, my life completely changed and I

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Speaker 2: was finally able to go, oh, my god, is this

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Speaker 2: how other people live every day? Like well, up into

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Speaker 2: my thirties, Craig, I had no idea how calm you

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Speaker 2: could be inside and that life wasn't a constant anxiety

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Speaker 2: race inside. I didn't realize that my internal state was

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Speaker 2: so anxious until someone showed me what a new baseline was,

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Speaker 2: and then I could work on those skills myself therapy

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Speaker 2: and apply those I don't need that medication anymore in

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Speaker 2: many years since I have. But that's because I made

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Speaker 2: a choice to go and get the right kind of help.

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Speaker 2: You know. It wasn't making excuses. I'm not saying that

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Speaker 2: I you know, I just was charming off the choices

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Speaker 2: or the behavior to something else and popping a pill

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Speaker 2: to make it all better. It was the choice and

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Speaker 2: the action and the effort to go and get that assistance,

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Speaker 2: go and get that therapy so that I could then

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Speaker 2: apply those skills without needing that, you know, that help

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Speaker 2: from the medicine.

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Speaker 1: Does that make sense one hundred percent? And by the way,

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Speaker 1: I know this sounds, you know, condescending. I definitely don't

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Speaker 1: mean it to like, well done. I'm super proud of

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Speaker 1: you because I've worked with lots of people and so

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Speaker 1: of you and it's it's real, and you know, it

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Speaker 1: is so crippling, is so disempowering, it is so paralyzing,

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Speaker 1: it is so life debilitating. And I think one of

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Speaker 1: the problems is that you know people that love you

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Speaker 1: and know you right, but they're not experiencing what you're experiencing.

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Speaker 1: So they're looking so they're they're judging and evaluating, not

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Speaker 1: in a bad way, what you're going through through their

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Speaker 1: lens or their window of understanding, right and so and

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Speaker 1: so It's like when someone says, to somebody who really

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Speaker 1: has significant food issues, for example, which are real, and

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Speaker 1: I had fucking massive food issues, when someone says, just

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Speaker 1: eat less and move more, like you most just tounched

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Speaker 1: me in the face, because if it was like and

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Speaker 1: I know that theoretically that is part of the answer.

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Speaker 1: You know, it's like telling someone like you can't often

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Speaker 1: how often how often the well meaning people say don't

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Speaker 1: worry to someone who's worried. It's like, and I've said

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Speaker 1: this before, it's like saying someone who's tall, don't be tall.

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Speaker 1: It's a fucking comment because if I could turn off

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Speaker 1: the worry, it would be turned off. So you saying

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Speaker 1: something stupid, all be it well intended, it's probably gonna

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Speaker 1: make it worse because now I realize how much you

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Speaker 1: don't understand what I'm feeling.

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Speaker 2: Yeah, and also it warps your brain a little bit.

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Speaker 2: You do get a little brainwashed, well not a little,

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Speaker 2: definitely get brainwashed by the society and culture that we

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Speaker 2: grow up in. Which is saying to us, mental health

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Speaker 2: is something that we should be able to flick on

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Speaker 2: and off like a light switch, and we should be

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Speaker 2: able to have a teaspoon of concrete and harden up

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Speaker 2: and keep calm and don't panic. And our motto of

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Speaker 2: Australia is She'll be right, no worries. That's what it

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Speaker 2: is to be Australian and it's ingrained from a young age.

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Speaker 2: You know, big boys don't cry, big girls don't cry.

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Speaker 2: We don't show those feelings. So you grow up kind

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Speaker 2: of being reinforced and reinforced and reinforced it's not okay

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Speaker 2: to have mental health issues. And the amount of people

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Speaker 2: who I'll see in the clinic who will be finally, finally,

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Speaker 2: you know, I'll see people in their twenty thirties, women

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Speaker 2: in their sixties, Craig finally coming forward to say I

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Speaker 2: think I have ADHD sitting in the clinic, you know,

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Speaker 2: breaking in front of me, because they've had a lifetime

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Speaker 2: of you know, this inerttention, this this restlessness, this inability

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Speaker 2: to do all this, this need to put one hundred

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Speaker 2: and fifty percent effort in when everyone else can put

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Speaker 2: one hundred percent effort and they have to put one

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Speaker 2: hundred and fifty in. They're exhausted, and of course they're anxious.

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Speaker 2: Of course they're stressed. Of course they feel down. But

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Speaker 2: that's all people see is the anxiety or the depression,

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Speaker 2: and tell them, you know, cheer up, cheer up. Why

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Speaker 2: don't you just try, you know, don't worry about it,

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Speaker 2: and never actually dealing with the root cause of what

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Speaker 2: was going on, which was, oh, actually, you know, maybe

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Speaker 2: your brain's a little bit neurodiverse, and that's why things

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Speaker 2: have been so difficult for you, and that's why you

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Speaker 2: haven't really felt like you've met your full potential yet.

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Speaker 2: So just that that active, being courageous and reaching out

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Speaker 2: to get a little bit of assistance can in some

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Speaker 2: ways be quite life changing because you don't know what

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Speaker 2: you don't know, especially in a culture where we are

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Speaker 2: brainwashed into thinking, you know, maybe maybe I just need

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Speaker 2: a hard nut.

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Speaker 3: Yeah, no, I one hundredsent agree.

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Speaker 1: And I mean, I think one of the things that's

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Speaker 1: really common now is that we think, oh, you know,

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Speaker 1: like this is all bullshit. Back in my day, nobody

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Speaker 1: had OCD, nobody was on the spectrum, nobody had ADHD.

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Speaker 1: It's a lot of fucking well, no, they had it,

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Speaker 1: they just weren't.

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Speaker 2: Diagnosed or institutionalized.

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Speaker 3: Yeah, exactly.

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Speaker 1: All right, So let's do a little neurodivergence pop quiz.

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Speaker 3: So what am I going to do?

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Speaker 1: I'm gonna I'm going to give you a name of

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Speaker 1: something that kind of falls in that neurodivergence space I

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Speaker 1: think I am. Anyway, if I say something that is

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Speaker 1: in in that space, you educate me and correct me,

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Speaker 1: and then you just tell us what it is. Because

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Speaker 1: we're going to do a little bit of a because

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Speaker 1: I think that there are so many things that kind

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Speaker 1: of fall in that neuro atypical or neurodivergent kind of

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Speaker 1: area that it can be confusing for us who are

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Speaker 1: not you, right, So let's just start with autism spectrum

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Speaker 1: disorder ASD.

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Speaker 2: Just what is that neurodivergence? Yes, that is a neurodivergence.

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Speaker 2: So autism spectrum disorder is a different wiring of the brain.

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Speaker 2: So what we think it is? People? A lot of

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Speaker 2: people have heard the word autism before. And if you're thinking,

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Speaker 2: if you automatically go to this idea of rain Man

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Speaker 2: or the awful media depictions of what is autism, just

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Speaker 2: take that out of your head and throw it away,

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Speaker 2: because that is not necessarily what autism is at all.

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Speaker 2: Autism is a a different wiring of a person's brain.

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Speaker 2: So there are three levels of autism Craig. There's level one, two,

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Speaker 2: and three, and a person can also have verbal or

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Speaker 2: non verbal autism. So a really high functioning person, they'd

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Speaker 2: have level one, and somebody who perhaps couldn't speak and

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Speaker 2: was nonverbal and was very severe, that person would have

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Speaker 2: level three. So we used to have a term called aspergers.

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Speaker 2: You know that word aspergers. Yeah, yeah, yeah, we used

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Speaker 2: to have that term in our diagnostic statistic statistical manual.

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Speaker 2: That was the previous one. They got rid of that

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Speaker 2: term aspergers and they've replaced it with these levels one, two,

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Speaker 2: and three. So level one is like the highest level

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Speaker 2: of autism where you're very high functioning. A person might

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Speaker 2: not realize that you have autism if they met you,

433
00:23:46,480 --> 00:23:49,240
Speaker 2: and those people can carry on in life and you

434
00:23:49,280 --> 00:23:53,200
Speaker 2: know they have difficulty socially, they have sensory sensitivities, they

435
00:23:53,200 --> 00:23:56,399
Speaker 2: have rigid patterns of behavior, but you might not know

436
00:23:56,720 --> 00:23:59,640
Speaker 2: that that person has autism until you've spent a fair

437
00:23:59,640 --> 00:24:02,399
Speaker 2: amount of time with them. So I see a lot

438
00:24:02,440 --> 00:24:07,000
Speaker 2: of people with level one autism who have realized inside

439
00:24:07,000 --> 00:24:11,399
Speaker 2: themselves something, something feels different, something feels different in the

440
00:24:11,440 --> 00:24:15,560
Speaker 2: way that they're relating to people. They often will report

441
00:24:15,600 --> 00:24:18,240
Speaker 2: wearing a social mask, so that they put a mask

442
00:24:18,320 --> 00:24:21,760
Speaker 2: on to fit in with other people. They're very sensitive

443
00:24:21,800 --> 00:24:26,320
Speaker 2: to sounds around them and they want to know what's up, Like,

444
00:24:26,400 --> 00:24:28,520
Speaker 2: something feels different, I'm not quite sure what it is,

445
00:24:28,560 --> 00:24:30,480
Speaker 2: So that that's a lot of the people that I

446
00:24:30,520 --> 00:24:32,840
Speaker 2: see in the clinic are coming to see if they

447
00:24:32,880 --> 00:24:34,560
Speaker 2: have a level one autism.

448
00:24:35,640 --> 00:24:36,719
Speaker 3: All right, love it.

449
00:24:36,880 --> 00:24:39,320
Speaker 1: Now, I'm going to tell you some names. You tell

450
00:24:39,359 --> 00:24:45,040
Speaker 1: me what these people have in common. Albert Einstein, Leonardo

451
00:24:45,119 --> 00:24:50,680
Speaker 1: da Vinci, Richard Brandt's Tom Cruise, Steven Spielberg, Orlando Bloom,

452
00:24:51,560 --> 00:24:57,359
Speaker 1: Jamie Oliver, the chef, Sure Picasso, John Lennon, Salma.

453
00:24:57,080 --> 00:25:05,080
Speaker 2: Hayek, incredibly talented. Yeah, incredible talent. Is that the common dominator.

454
00:25:05,280 --> 00:25:06,080
Speaker 3: That's one of them.

455
00:25:06,160 --> 00:25:08,320
Speaker 1: The other one is they're all dyslexic.

456
00:25:09,119 --> 00:25:12,119
Speaker 2: Oh wow, right, so they all have a neurodiversity.

457
00:25:12,760 --> 00:25:16,240
Speaker 1: Yeah, So listen to this. In an attempt to learn

458
00:25:16,240 --> 00:25:19,280
Speaker 1: more about the minds of millionaires, a team of psychologists.

459
00:25:19,320 --> 00:25:22,120
Speaker 1: This was on Craig Harper's bloody instagram by the way,

460
00:25:23,080 --> 00:25:25,160
Speaker 1: the other day, in an attempt to learn more about

461
00:25:25,160 --> 00:25:28,040
Speaker 1: the minds of millionaires, a team of psychologists and business

462
00:25:28,040 --> 00:25:32,560
Speaker 1: experts spent today testing a group of entrepreneurial millionaires. They

463
00:25:32,640 --> 00:25:36,840
Speaker 1: were put through a series of tests. Forty of the

464
00:25:36,920 --> 00:25:42,320
Speaker 1: three hundred millionaires who participated in the comprehensive study had dyslexia.

465
00:25:43,359 --> 00:25:48,159
Speaker 2: Wow, how amazing. So not surprised.

466
00:25:49,440 --> 00:25:51,879
Speaker 1: Three hundred is one hundred and twenty I think if

467
00:25:51,920 --> 00:25:54,840
Speaker 1: my maths served me, so, one hundred and twenty of

468
00:25:54,880 --> 00:25:58,000
Speaker 1: the three hundred millionaires that they did the research on

469
00:25:58,600 --> 00:25:59,439
Speaker 1: were dyslexic.

470
00:26:01,280 --> 00:26:02,040
Speaker 3: Talk about that.

471
00:26:02,880 --> 00:26:06,159
Speaker 2: So, dyslexia is what we under falls under the umbrella

472
00:26:06,200 --> 00:26:09,639
Speaker 2: of a specific learning disorder. So a person who has dyslexia,

473
00:26:09,840 --> 00:26:11,880
Speaker 2: it's kind of it's kind of tricky because you might

474
00:26:11,920 --> 00:26:15,080
Speaker 2: not know that a person has dyslexia because it's a

475
00:26:15,160 --> 00:26:18,719
Speaker 2: difficulty with the phonemes connecting to the graphines. And what

476
00:26:18,760 --> 00:26:22,680
Speaker 2: I mean by that is you're you know the letter A,

477
00:26:23,200 --> 00:26:25,399
Speaker 2: like you draw draw an A, and in your mind

478
00:26:26,000 --> 00:26:29,560
Speaker 2: that symbol is called a graphine. And what sound does

479
00:26:29,600 --> 00:26:30,120
Speaker 2: an A make?

480
00:26:30,280 --> 00:26:36,040
Speaker 1: Craig uh Well from if you're a bogan at or

481
00:26:36,160 --> 00:26:38,560
Speaker 1: a at ah yep.

482
00:26:38,359 --> 00:26:40,960
Speaker 2: So a makes a sound yeah very good.

483
00:26:42,280 --> 00:26:47,000
Speaker 3: Oh yeah, I guess so a house, a house a hat.

484
00:26:47,320 --> 00:26:47,480
Speaker 2: Oh.

485
00:26:47,600 --> 00:26:49,800
Speaker 1: But I was thinking about like if we say back

486
00:26:50,119 --> 00:26:52,920
Speaker 1: and I and we are at, Oh, yeah, that's true.

487
00:26:52,960 --> 00:26:55,400
Speaker 2: It makes an app or an up sound very good.

488
00:26:56,600 --> 00:26:59,920
Speaker 1: It makes an at sound if we say so true bad,

489
00:27:00,000 --> 00:27:02,640
Speaker 1: that makes an app sound very good.

490
00:27:02,720 --> 00:27:06,560
Speaker 2: Phonological awareness, Craig. That's what we call phonological awareness skills.

491
00:27:06,960 --> 00:27:09,679
Speaker 2: So some types of twoslexia, in the main type of

492
00:27:09,720 --> 00:27:13,960
Speaker 2: dyslexia is this inability to connect the phone the uh,

493
00:27:14,080 --> 00:27:17,600
Speaker 2: with the graphmee, the A symbol, and so people with

494
00:27:18,200 --> 00:27:23,800
Speaker 2: dyslexia will often have to rote learn and memorize those symbols.

495
00:27:24,040 --> 00:27:25,600
Speaker 2: So it's sort of like if you were to try

496
00:27:25,600 --> 00:27:28,359
Speaker 2: to learn Arabic, for example. You know how when you

497
00:27:28,400 --> 00:27:31,359
Speaker 2: see the symbols of a language that you're not familiar with,

498
00:27:32,040 --> 00:27:35,080
Speaker 2: Eventually they start to look like little patterns and you're like, oh,

499
00:27:35,119 --> 00:27:38,160
Speaker 2: that's giggly one that means this, and you're not really

500
00:27:38,480 --> 00:27:41,600
Speaker 2: recognizing the letter, but you start to recognize the pattern

501
00:27:41,720 --> 00:27:43,840
Speaker 2: of the shape of the symbol, and you can kind

502
00:27:43,880 --> 00:27:47,680
Speaker 2: of wrote learn and eventually memorize what those symbols are

503
00:27:47,760 --> 00:27:50,639
Speaker 2: to sort of kind of start to learn the language.

504
00:27:51,040 --> 00:27:53,399
Speaker 2: But it doesn't really come naturally when you're learning a

505
00:27:53,400 --> 00:27:58,480
Speaker 2: second language, does it. For people with dyslexia, that's what

506
00:27:58,520 --> 00:28:01,680
Speaker 2: they're doing from a very young age. They're wrote learning

507
00:28:02,200 --> 00:28:04,720
Speaker 2: what is an A well sound as an A, make

508
00:28:04,760 --> 00:28:06,800
Speaker 2: what sounds as a B make, and they can forget.

509
00:28:06,880 --> 00:28:09,000
Speaker 2: It doesn't come naturally to them. Takes a very long

510
00:28:09,040 --> 00:28:12,840
Speaker 2: time for them. So reading can be really difficult. Spelling

511
00:28:12,920 --> 00:28:15,639
Speaker 2: can be really difficult, but they can often mask it

512
00:28:15,720 --> 00:28:18,920
Speaker 2: really well by having very good verbal skills, so they're

513
00:28:18,920 --> 00:28:22,239
Speaker 2: often good talkers. They're often very articulate. They can be

514
00:28:22,640 --> 00:28:26,560
Speaker 2: very charismatic, very bright, very very intelligent. But it's like

515
00:28:27,200 --> 00:28:29,480
Speaker 2: if you've ever met someone who can't tell they're left

516
00:28:29,520 --> 00:28:32,560
Speaker 2: from their right. You know, it's just this part of

517
00:28:32,600 --> 00:28:36,000
Speaker 2: their brain that you know, it's not connecting, it's not firing. Yes,

518
00:28:36,080 --> 00:28:38,160
Speaker 2: I can think about what hand do I write with.

519
00:28:38,240 --> 00:28:40,200
Speaker 2: I can do my left, you know, doesn't make the

520
00:28:40,320 --> 00:28:43,160
Speaker 2: L shape with my hand. I can wrote learn left

521
00:28:43,200 --> 00:28:45,840
Speaker 2: from right, but it doesn't naturally come to me which

522
00:28:45,880 --> 00:28:49,120
Speaker 2: way is left from right. So it's just this this

523
00:28:49,280 --> 00:28:51,920
Speaker 2: kind of little missing bit that won't allow them to

524
00:28:51,960 --> 00:28:54,840
Speaker 2: do it as quickly as people who are not dyslexic.

525
00:28:55,600 --> 00:28:58,040
Speaker 1: My friends who are dyslexic, all of them I have,

526
00:28:58,200 --> 00:29:01,080
Speaker 1: maybe probably I have more than ten, but ones that

527
00:29:01,160 --> 00:29:04,800
Speaker 1: I know of them I have. Yeah, one of my

528
00:29:04,880 --> 00:29:11,880
Speaker 1: training partners, Christian, he's really dyslexic, and he's very creative,

529
00:29:12,040 --> 00:29:14,520
Speaker 1: very funny, very good at solving problems.

530
00:29:16,000 --> 00:29:17,000
Speaker 3: You wouldn't call him.

531
00:29:17,040 --> 00:29:19,520
Speaker 1: I mean, he's certainly not done, but I think he's

532
00:29:19,640 --> 00:29:23,720
Speaker 1: highly intelligent, but not in an academic sense, even though

533
00:29:23,760 --> 00:29:26,720
Speaker 1: he could still get stuff done. But it's funny how

534
00:29:26,800 --> 00:29:31,000
Speaker 1: many dyslexic people who can't just read things the way

535
00:29:31,000 --> 00:29:32,840
Speaker 1: that you and I can read, or look at maps

536
00:29:32,960 --> 00:29:36,000
Speaker 1: or look at street signs or just you know, look

537
00:29:36,040 --> 00:29:38,840
Speaker 1: at the back of a pack of whatever and read

538
00:29:38,880 --> 00:29:42,760
Speaker 1: the nutritional info. But they're so great because they have

539
00:29:42,840 --> 00:29:46,280
Speaker 1: to spend their life to an extent, surviving, improvising, and adapting.

540
00:29:47,000 --> 00:29:50,920
Speaker 1: They're really good at intuitively and instinctively figuring shit out,

541
00:29:51,320 --> 00:29:54,920
Speaker 1: which we don't have to so much because we guess,

542
00:29:55,480 --> 00:29:59,160
Speaker 1: we get told how to do everything and how everything works.

543
00:29:59,200 --> 00:30:05,480
Speaker 1: But in their world, and again, because not everyone experiences dyslexia,

544
00:30:05,560 --> 00:30:06,920
Speaker 1: in the exact same way.

545
00:30:07,400 --> 00:30:10,800
Speaker 3: All right, let's move on. I'm going to ask you

546
00:30:10,840 --> 00:30:11,920
Speaker 3: a hard one.

547
00:30:12,160 --> 00:30:13,120
Speaker 1: It's not really hard.

548
00:30:14,160 --> 00:30:15,080
Speaker 3: Dyspraxia.

549
00:30:16,000 --> 00:30:19,760
Speaker 2: Oh wow, that is a tricky one. So there's three

550
00:30:19,880 --> 00:30:26,520
Speaker 2: different types of specific learning disorder. There's dyslexia, discalculia, and oh, dysgraphia.

551
00:30:26,560 --> 00:30:30,040
Speaker 2: Oh that's not even dyspraxia. Well, dyspraxia is a type

552
00:30:30,080 --> 00:30:35,080
Speaker 2: of disconnection between seeing and picking things up and using

553
00:30:35,240 --> 00:30:38,840
Speaker 2: those things. So this inability to use objects the way

554
00:30:38,960 --> 00:30:41,640
Speaker 2: our brain intends for them to use. There's a great

555
00:30:41,680 --> 00:30:43,880
Speaker 2: book by all of A. Sas called The Man who

556
00:30:43,920 --> 00:30:49,640
Speaker 2: Mistook His Wife for a Hat. It's another book, and

557
00:30:49,680 --> 00:30:52,840
Speaker 2: one of it's about all of Sacks is this amazing neurologist,

558
00:30:52,960 --> 00:30:56,040
Speaker 2: and some of the stories are from his experience treating

559
00:30:56,280 --> 00:31:00,720
Speaker 2: very unusual neurological conditions. And a gentleman who had a

560
00:31:00,760 --> 00:31:05,440
Speaker 2: type of dyspraxia couldn't recognize objects. So he's reaching for something.

561
00:31:05,440 --> 00:31:07,880
Speaker 2: He's trying to reach for his hat, but he couldn't

562
00:31:07,920 --> 00:31:11,240
Speaker 2: recognize that what he was reaching for was his wife

563
00:31:11,280 --> 00:31:14,720
Speaker 2: and it wasn't actually his hat. It was trying to

564
00:31:14,880 --> 00:31:18,040
Speaker 2: pick his wife to foot on his hat. But it

565
00:31:18,080 --> 00:31:21,960
Speaker 2: was actually completely wrong because his brain couldn't connect what

566
00:31:22,000 --> 00:31:24,800
Speaker 2: it was looking at with the meaning of what it was,

567
00:31:25,200 --> 00:31:29,360
Speaker 2: which is a very a more rare type of neurological

568
00:31:29,360 --> 00:31:33,240
Speaker 2: condition that's less of a neurodiversity and more usually associated

569
00:31:33,240 --> 00:31:36,640
Speaker 2: with like a brain injury or some kind of acquired

570
00:31:37,440 --> 00:31:41,600
Speaker 2: insult to the brain. So injury or an infection to

571
00:31:41,680 --> 00:31:42,040
Speaker 2: the brain.

572
00:31:43,200 --> 00:31:47,000
Speaker 3: Perfect, good work. Okay, you're three from story at the moment.

573
00:31:48,400 --> 00:31:50,880
Speaker 3: All right. Tourette's syndrome.

574
00:31:51,880 --> 00:31:55,720
Speaker 2: Oh my gosh, that's really true. Okay, so torette. That's

575
00:31:55,760 --> 00:31:57,920
Speaker 2: not my specialty area, but I have heard a lot

576
00:31:57,960 --> 00:32:01,239
Speaker 2: about Tourette's. Sometimes it does overlap ADHD, which is more

577
00:32:01,280 --> 00:32:04,680
Speaker 2: of my specialty. So my understanding with Turets is this

578
00:32:05,920 --> 00:32:11,080
Speaker 2: compulsion COMPULSI like an obsessive compulsion to stay something or

579
00:32:11,200 --> 00:32:14,680
Speaker 2: do something. And the reason it can't go from OCD

580
00:32:14,800 --> 00:32:17,800
Speaker 2: into too rets, I believe is because of the nature

581
00:32:17,840 --> 00:32:20,200
Speaker 2: of the content of what the person's doing or saying.

582
00:32:20,520 --> 00:32:23,280
Speaker 2: So it's like part of their brain is saying, don't swear,

583
00:32:23,360 --> 00:32:25,760
Speaker 2: don't swear, don't swear, don't swear, and it turns into

584
00:32:25,800 --> 00:32:28,400
Speaker 2: a bit of a compulsion until that it sort of

585
00:32:28,520 --> 00:32:32,040
Speaker 2: erupts out of this person in an uncontrollable fashion, which

586
00:32:32,080 --> 00:32:36,240
Speaker 2: results in inappropriate behavior or expulsions coming out of them.

587
00:32:36,320 --> 00:32:40,600
Speaker 2: So often it's associated with swearing, saying phrases that might

588
00:32:40,640 --> 00:32:44,000
Speaker 2: be really inappropriate. Whatever that person's thinking off the top

589
00:32:44,040 --> 00:32:48,040
Speaker 2: of their head, and they can't help but that thing

590
00:32:48,120 --> 00:32:50,320
Speaker 2: come out of their mouth, which can obviously cause them

591
00:32:50,320 --> 00:32:52,920
Speaker 2: a lot of social difficulty even issues.

592
00:32:53,680 --> 00:32:57,280
Speaker 1: There's one of my best friends. His name is Bobby Capuccio.

593
00:32:57,360 --> 00:33:00,120
Speaker 1: Bobby lives in the States and he's been on a

594
00:33:00,160 --> 00:33:05,000
Speaker 1: show probably twenty times. He's one of the best stage speakers,

595
00:33:05,040 --> 00:33:08,280
Speaker 1: like I know, like talking to a corporate audience, talking

596
00:33:08,440 --> 00:33:13,520
Speaker 1: as an educator, as like an inspirational speaker. He's fucking amazing.

597
00:33:13,960 --> 00:33:18,560
Speaker 1: But he has turets, so he's very quirky and he

598
00:33:19,200 --> 00:33:21,200
Speaker 1: I mean, he's spoken about this, so I'm not throwing

599
00:33:21,240 --> 00:33:24,040
Speaker 1: him under the bus, but he has these little ticks

600
00:33:24,080 --> 00:33:27,040
Speaker 1: and screws up his face and twitches his mouth and

601
00:33:27,480 --> 00:33:32,800
Speaker 1: strokes his shoulders and but once he starts talking, all

602
00:33:32,840 --> 00:33:37,320
Speaker 1: that goes away, Like when he's on stage, it goes away. Wow,

603
00:33:38,000 --> 00:33:42,920
Speaker 1: it's super interesting. There was also a dude on whatever

604
00:33:42,960 --> 00:33:46,600
Speaker 1: it's called The Voice or one of those shows maybe

605
00:33:48,080 --> 00:33:50,320
Speaker 1: six to eight years ago. Now, a guy who had

606
00:33:50,360 --> 00:33:53,560
Speaker 1: a beautiful voice. He also had turetts and he was

607
00:33:53,600 --> 00:34:01,280
Speaker 1: this young dude and he Delta Good Room. Delta chose

608
00:34:01,360 --> 00:34:04,560
Speaker 1: him to be on her team, and she came up

609
00:34:04,600 --> 00:34:06,920
Speaker 1: and gave him a hog and said, you know, and

610
00:34:06,960 --> 00:34:09,440
Speaker 1: he's just standing there and he goes like in the

611
00:34:09,480 --> 00:34:11,760
Speaker 1: middle of this thing, and this was it was beautiful.

612
00:34:11,800 --> 00:34:14,640
Speaker 1: So I'm not throwing him under the bus because they

613
00:34:14,719 --> 00:34:17,439
Speaker 1: spoke about his turets and Delta gives him a hug

614
00:34:17,520 --> 00:34:19,840
Speaker 1: and he's just standing there and he goes, Delta's hot,

615
00:34:19,880 --> 00:34:20,600
Speaker 1: Delta's hot.

616
00:34:20,760 --> 00:34:24,320
Speaker 3: Oh my god, like on National Telly.

617
00:34:25,080 --> 00:34:28,759
Speaker 4: Yeah, but everyone kind of got it, so it was

618
00:34:28,800 --> 00:34:32,520
Speaker 4: all okay, and she was a sweetheart and he's like

619
00:34:32,840 --> 00:34:35,200
Speaker 4: but it was like, I think it was actually good

620
00:34:35,239 --> 00:34:36,200
Speaker 4: because people are.

621
00:34:36,080 --> 00:34:39,520
Speaker 1: Like, you know, we get it, and it made it

622
00:34:39,640 --> 00:34:42,560
Speaker 1: I don't know, like it made it real, you know.

623
00:34:44,400 --> 00:34:46,680
Speaker 2: Yeah, and people just.

624
00:34:46,680 --> 00:34:49,399
Speaker 1: Loved him anyway, and it was you know, he could

625
00:34:49,400 --> 00:34:52,120
Speaker 1: have said worst things. That's not about not the worst

626
00:34:52,560 --> 00:34:55,719
Speaker 1: said about you. I was thinking that, yeah, it could

627
00:34:55,760 --> 00:34:59,560
Speaker 1: have been worse. All right, let's talk about your area

628
00:34:59,600 --> 00:35:06,799
Speaker 1: of experts. Teas among many IDHD attention deficit hyperactivity disorder.

629
00:35:07,400 --> 00:35:11,480
Speaker 2: Yes, it's a mouthful, isn't it. ADHD for short that

630
00:35:11,600 --> 00:35:14,319
Speaker 2: this is one of my I love autism. I love

631
00:35:14,400 --> 00:35:17,319
Speaker 2: ADHD especially in women. I'm like a big fan of

632
00:35:17,440 --> 00:35:19,960
Speaker 2: the lost girls, which is a term that we use

633
00:35:20,120 --> 00:35:23,640
Speaker 2: to describe the women who weren't diagnosed or haven't been diagnosed.

634
00:35:23,640 --> 00:35:27,360
Speaker 2: Because our diagnostic statistical manuals with all the criteria is

635
00:35:27,400 --> 00:35:30,799
Speaker 2: based on little boys and men. So women's version of

636
00:35:30,880 --> 00:35:34,160
Speaker 2: autism and ADHD isn't as well known as men's are.

637
00:35:34,280 --> 00:35:37,719
Speaker 2: And we're realizing that the way a woman, yeah, the

638
00:35:37,800 --> 00:35:39,680
Speaker 2: way a woman presents is very different to how a

639
00:35:39,719 --> 00:35:45,799
Speaker 2: man presents. So ADHD has three types. So there's predominantly

640
00:35:45,800 --> 00:35:50,279
Speaker 2: inattentive ADHD, which means you have trouble paying attention. You

641
00:35:50,360 --> 00:35:53,640
Speaker 2: might be quite disorganized. You might, you know, constantly be

642
00:35:53,680 --> 00:35:55,600
Speaker 2: that person who does a million different tasks at the

643
00:35:55,640 --> 00:35:59,040
Speaker 2: same time it gets nothing done. That person who really

644
00:35:59,080 --> 00:36:02,960
Speaker 2: struggles to kind of focus in their attention, but at

645
00:36:02,960 --> 00:36:05,600
Speaker 2: the same time have this amazing ability to do hyper

646
00:36:05,600 --> 00:36:09,200
Speaker 2: focus when under pressure. So right before the assignments due,

647
00:36:09,280 --> 00:36:11,560
Speaker 2: they pull the all nighter. They work, you know, the

648
00:36:11,600 --> 00:36:14,600
Speaker 2: twelve hours or the twenty hours to get the report done,

649
00:36:14,680 --> 00:36:17,600
Speaker 2: and then they somehow managed to get a distinction and

650
00:36:17,640 --> 00:36:21,280
Speaker 2: do amazing at university even though it was a blur

651
00:36:21,480 --> 00:36:26,319
Speaker 2: of last minute procrastination. So that's predominantly inattentive. The second

652
00:36:26,360 --> 00:36:30,040
Speaker 2: one is predominantly hyperactive impulsive. Now this is the one

653
00:36:30,040 --> 00:36:33,080
Speaker 2: that typically little boys would present as, which is if

654
00:36:33,120 --> 00:36:36,239
Speaker 2: you think about like swinging off the chandelier, Craig, like

655
00:36:36,440 --> 00:36:39,720
Speaker 2: jumping off the furniture, that classic picture of a child

656
00:36:39,719 --> 00:36:44,280
Speaker 2: who is hyperactive. That's why boys got picked up because

657
00:36:44,400 --> 00:36:46,839
Speaker 2: they were very obvious. If you have a little girl

658
00:36:46,880 --> 00:36:49,680
Speaker 2: who's daydreaming and staring at a window, you're going to

659
00:36:49,800 --> 00:36:51,960
Speaker 2: notice the boy who's jumping up and down off the

660
00:36:52,320 --> 00:36:56,040
Speaker 2: desks over the little girl staring out the window. So

661
00:36:56,120 --> 00:36:59,760
Speaker 2: boys get detected quite early on, but women tend to

662
00:36:59,800 --> 00:37:03,320
Speaker 2: get missed until much later in life and usually self present.

663
00:37:04,120 --> 00:37:07,160
Speaker 2: The third type of ADHD is a combination of the two,

664
00:37:07,440 --> 00:37:12,080
Speaker 2: So you can get ADHD inattentive but also hyperactive impulsive.

665
00:37:12,200 --> 00:37:15,759
Speaker 2: So that's people who experience both of those conditions together.

666
00:37:16,960 --> 00:37:23,880
Speaker 2: So yeah, that's in a nutshell ADHD, which is awfully also,

667
00:37:24,040 --> 00:37:28,120
Speaker 2: I should say all of those conditions, dyslexia, autism, ADHD.

668
00:37:28,600 --> 00:37:31,879
Speaker 2: That type of neurodiversity means your brain is different, yeah,

669
00:37:32,760 --> 00:37:35,960
Speaker 2: to be one in one hundred a different brain. It

670
00:37:36,080 --> 00:37:39,479
Speaker 2: means you think differently. And I think this is why

671
00:37:39,560 --> 00:37:43,879
Speaker 2: it's associated with giftedness, very higher IQ. People who are

672
00:37:44,040 --> 00:37:47,960
Speaker 2: you know, entrepreneurs, people who are you know, amazing creators

673
00:37:48,040 --> 00:37:50,560
Speaker 2: or inventors, because they know how to think outside of

674
00:37:50,600 --> 00:37:54,640
Speaker 2: the box, they know how to they think differently. There's

675
00:37:54,640 --> 00:37:57,239
Speaker 2: something different about the way that they think. They're not

676
00:37:57,360 --> 00:38:01,719
Speaker 2: like the typical, the neurotypical population, and they're usually the

677
00:38:01,719 --> 00:38:06,480
Speaker 2: ones who come up with really innovative ideas or you know,

678
00:38:06,880 --> 00:38:10,560
Speaker 2: answers that somebody hasn't seen before because they approach it

679
00:38:10,600 --> 00:38:14,640
Speaker 2: from a different angle. So today is all about sort

680
00:38:14,640 --> 00:38:18,080
Speaker 2: of advertising that you can get a diagnosis. There are

681
00:38:18,160 --> 00:38:22,879
Speaker 2: ways of getting diagnoses. There are people out there who

682
00:38:22,960 --> 00:38:26,399
Speaker 2: are willing. We talked earlier about making choices to help

683
00:38:26,440 --> 00:38:29,560
Speaker 2: yourself and to take the steps to help yourself, and

684
00:38:29,640 --> 00:38:32,200
Speaker 2: I think over the last four years i've in my clinic,

685
00:38:32,239 --> 00:38:36,960
Speaker 2: I've really seen a lot of people after COVID come

686
00:38:37,080 --> 00:38:39,680
Speaker 2: forward and take some steps to really take it to

687
00:38:39,760 --> 00:38:42,680
Speaker 2: ownership in their life and change their life for the

688
00:38:42,719 --> 00:38:48,319
Speaker 2: better by getting some help, actually getting some help. And

689
00:38:48,400 --> 00:38:51,480
Speaker 2: part of that sometimes is getting into the diagnostic process

690
00:38:51,520 --> 00:38:55,000
Speaker 2: and figuring out what's going on for me. Maybe my

691
00:38:55,040 --> 00:38:56,239
Speaker 2: brain's a little neurodiverse.

692
00:38:58,360 --> 00:39:00,200
Speaker 1: Well, we're going to talk about something that you were

693
00:39:00,239 --> 00:39:02,640
Speaker 1: doing before we wind up, But two things I want

694
00:39:02,680 --> 00:39:04,520
Speaker 1: to talk to you about before we get to that.

695
00:39:04,760 --> 00:39:05,399
Speaker 3: So one is.

696
00:39:07,239 --> 00:39:12,080
Speaker 1: So typically, not always, but typically boys kind of for

697
00:39:12,160 --> 00:39:17,319
Speaker 1: one of the more neurologically accurate term, boys mature later

698
00:39:17,440 --> 00:39:21,279
Speaker 1: than girls, and the brain develops at a different rate

699
00:39:21,360 --> 00:39:27,960
Speaker 1: in boys versus girls typically, so you know, and sometimes

700
00:39:28,000 --> 00:39:29,920
Speaker 1: like I remember when we were at school and we

701
00:39:29,920 --> 00:39:34,160
Speaker 1: were seventeen, the boys, we were fucking idiots, and it

702
00:39:34,239 --> 00:39:36,839
Speaker 1: was like the girls were four years older than us.

703
00:39:37,760 --> 00:39:44,719
Speaker 1: There was so much more responsible, studious mature, Like we're

704
00:39:44,760 --> 00:39:48,080
Speaker 1: all climbing all over each other, wrestling and being dickheads

705
00:39:48,120 --> 00:39:53,400
Speaker 1: and catching footies and you know, And it was funny

706
00:39:53,400 --> 00:39:55,160
Speaker 1: because when I was in year twelve, I had a

707
00:39:55,200 --> 00:39:58,319
Speaker 1: girlfriend called Karina who wanted to be a doctor. I

708
00:39:58,520 --> 00:40:01,640
Speaker 1: was a fucking idiot, and she was just I don't

709
00:40:01,640 --> 00:40:02,680
Speaker 1: know what she saw in me.

710
00:40:02,920 --> 00:40:03,799
Speaker 3: I think she.

711
00:40:03,880 --> 00:40:07,080
Speaker 1: Maybe it was like she just felt compassion or something.

712
00:40:07,520 --> 00:40:10,480
Speaker 1: But like when I look back at how I was

713
00:40:10,560 --> 00:40:13,720
Speaker 1: and how she was in terms of our attitude about

714
00:40:13,760 --> 00:40:17,360
Speaker 1: things and our application and the way that she studied

715
00:40:17,480 --> 00:40:21,520
Speaker 1: versus the way that I didn't study. Yeah, there's a

716
00:40:21,520 --> 00:40:24,960
Speaker 1: at that stage of development, there typically is quite a

717
00:40:25,000 --> 00:40:28,640
Speaker 1: gap right in the development of refronts or cortexs am I.

718
00:40:28,640 --> 00:40:32,719
Speaker 2: Right, Yeah, So it's part of the reason why if

719
00:40:32,719 --> 00:40:36,400
Speaker 2: you've noticed with young boys and girls with driving and

720
00:40:36,440 --> 00:40:40,040
Speaker 2: getting their alplates and the cost of insurance of girls

721
00:40:40,040 --> 00:40:44,080
Speaker 2: and boys. So if you're a male driver identify as male,

722
00:40:44,280 --> 00:40:47,239
Speaker 2: you have a higher insurance premium well up into your

723
00:40:47,239 --> 00:40:52,400
Speaker 2: mid twenties because the risks associated with you and with

724
00:40:52,680 --> 00:40:55,640
Speaker 2: a male driver and having an accident are far greater.

725
00:40:56,520 --> 00:40:59,680
Speaker 2: There are a much more statistically high likelihood of a

726
00:40:59,719 --> 00:41:02,680
Speaker 2: young male driver being in a very significant car accident

727
00:41:02,760 --> 00:41:06,120
Speaker 2: than there is to a female driver because of the

728
00:41:06,120 --> 00:41:10,759
Speaker 2: propensity for young male brains to take greater risks, to

729
00:41:10,800 --> 00:41:14,320
Speaker 2: engage in more risk taking behavior and more sensation seeking behavior.

730
00:41:14,840 --> 00:41:17,960
Speaker 2: I risk your driving on the road, speeding on the road,

731
00:41:18,160 --> 00:41:22,840
Speaker 2: and driving under the influence, Like so making a dysregulated choice.

732
00:41:22,920 --> 00:41:24,359
Speaker 2: I'm going to get behind and we all laugh open,

733
00:41:24,440 --> 00:41:27,759
Speaker 2: having some drinks. So yes, it is a very real thing.

734
00:41:28,440 --> 00:41:30,440
Speaker 2: That's not to say that men aren't as smart as

735
00:41:30,440 --> 00:41:33,600
Speaker 2: women or that anyone's better than the other. It's just

736
00:41:33,600 --> 00:41:36,440
Speaker 2: to say, yes, you're right, brains developed differently, and we

737
00:41:36,560 --> 00:41:40,520
Speaker 2: know people with autism are different between male and female.

738
00:41:40,680 --> 00:41:43,800
Speaker 2: You know, males tend to be more clear and obvious

739
00:41:43,960 --> 00:41:48,440
Speaker 2: social difficulties, females tend to socially masked. In ADHD, males

740
00:41:48,480 --> 00:41:52,880
Speaker 2: tend to have that more hyperactive presentation and inattentive presentation,

741
00:41:52,920 --> 00:41:55,759
Speaker 2: whereas females might tend to have more of just an

742
00:41:55,800 --> 00:42:00,000
Speaker 2: intentive presentation or restless presentation. We know that their brain

743
00:42:00,440 --> 00:42:03,360
Speaker 2: are different and it makes and that's because your frontal

744
00:42:03,360 --> 00:42:06,239
Speaker 2: lobes are different, which is what's affected in autism and

745
00:42:06,280 --> 00:42:09,720
Speaker 2: eighty HD your frontal lobes. So yeah, there are clear

746
00:42:09,800 --> 00:42:12,000
Speaker 2: signs to tell us that there are a bit different

747
00:42:12,040 --> 00:42:13,160
Speaker 2: between males and females.

748
00:42:13,640 --> 00:42:17,240
Speaker 1: And there's one other very significant contributing factor that doesn't

749
00:42:17,280 --> 00:42:19,839
Speaker 1: get spoken about that much. Between when you talk an

750
00:42:19,840 --> 00:42:23,560
Speaker 1: eighteen nineen year old girls versus boys and risky behavior

751
00:42:23,719 --> 00:42:25,600
Speaker 1: and dumb decision making.

752
00:42:26,160 --> 00:42:29,080
Speaker 3: Is testosterone right, you know?

753
00:42:29,520 --> 00:42:30,600
Speaker 2: Like sex?

754
00:42:30,680 --> 00:42:35,279
Speaker 1: Then no, no, no testosterone. I mean you put like

755
00:42:35,400 --> 00:42:38,720
Speaker 1: it's almost like there's an inverse correlation, like you fill

756
00:42:38,880 --> 00:42:43,359
Speaker 1: a sixteen seventeen, eighteen year old boy with testosterone. And

757
00:42:43,480 --> 00:42:47,240
Speaker 1: I don't mean this to be fucking controversial, but it doesn't.

758
00:42:47,840 --> 00:42:49,320
Speaker 3: It doesn't make bad behavior.

759
00:42:49,400 --> 00:42:52,560
Speaker 1: Okay, of course, bad behavior is bad behavior, no doubt.

760
00:42:53,040 --> 00:42:55,400
Speaker 1: Stupid choices are stupid choices.

761
00:42:55,080 --> 00:42:56,000
Speaker 3: No doubt.

762
00:42:56,320 --> 00:42:59,719
Speaker 1: But unless you're a sixteen seventeen year old boy and

763
00:43:00,120 --> 00:43:09,919
Speaker 1: experienced like the overwhelm of testosterone, like it's a biological fact, now,

764
00:43:09,960 --> 00:43:14,200
Speaker 1: that doesn't make bad behavior. Okay, I'm underlining that. But

765
00:43:14,600 --> 00:43:19,640
Speaker 1: it's like when you know somebody's got a a biochemical

766
00:43:19,680 --> 00:43:22,319
Speaker 1: issue in the brain, we we factor that in and

767
00:43:22,360 --> 00:43:24,719
Speaker 1: we go, well, no wonder you're anxious, no one, because

768
00:43:24,719 --> 00:43:28,759
Speaker 1: all this shit's happening right. Also, when you've got testosterone

769
00:43:28,800 --> 00:43:32,880
Speaker 1: flooding through your body, fucking there's an inverse correlation between

770
00:43:33,000 --> 00:43:36,400
Speaker 1: that and IQ for a period of time. Like I

771
00:43:36,880 --> 00:43:39,520
Speaker 1: don't know people once, but it's like the propensity for

772
00:43:39,680 --> 00:43:43,880
Speaker 1: young guys full of testosterone to do dumb shit just

773
00:43:43,920 --> 00:43:45,879
Speaker 1: look out, you know.

774
00:43:45,880 --> 00:43:48,439
Speaker 2: And then you add alcohol to that and you've got,

775
00:43:48,560 --> 00:43:50,880
Speaker 2: you know, a whole whole Pandora's box.

776
00:43:51,440 --> 00:43:55,440
Speaker 1: A hundo as the kids say, Hannah, and think about

777
00:43:55,560 --> 00:43:59,799
Speaker 1: the like in Victoria anyway, how stupid is it that,

778
00:44:00,040 --> 00:44:02,799
Speaker 1: when we're at the peak of our stupidity, our pre

779
00:44:03,040 --> 00:44:06,880
Speaker 1: frontal cortex is lagging four years behind yours, testosterone is

780
00:44:06,920 --> 00:44:10,359
Speaker 1: dripping off our fucking elbows, and on the same day

781
00:44:10,400 --> 00:44:12,960
Speaker 1: we go, all right, well, now you can drive, and

782
00:44:13,040 --> 00:44:16,120
Speaker 1: now you can drink legally and you can't go. You

783
00:44:16,200 --> 00:44:19,800
Speaker 1: can't do them together, of course, but you can legally drive,

784
00:44:20,440 --> 00:44:23,640
Speaker 1: and you can legally drink, and you can legally vote.

785
00:44:23,960 --> 00:44:26,760
Speaker 1: And even though yesterday you're a kid, today you're an adult.

786
00:44:26,960 --> 00:44:29,239
Speaker 3: Off you go, try not to fuck up. Well, good

787
00:44:29,320 --> 00:44:30,840
Speaker 3: luck with that.

788
00:44:30,840 --> 00:44:33,120
Speaker 1: That's why I think kids should be able to drive

789
00:44:33,160 --> 00:44:36,480
Speaker 1: from sixteen or seventeen, at least a year or so.

790
00:44:36,719 --> 00:44:39,520
Speaker 1: And I know it's seventeen in New South Wales, but

791
00:44:39,640 --> 00:44:42,480
Speaker 1: in Victoria, I think in Tazzi it might be. In

792
00:44:42,520 --> 00:44:44,080
Speaker 1: South Stralia, I think it's sixteen.

793
00:44:44,800 --> 00:44:45,600
Speaker 3: And I think it's a.

794
00:44:45,520 --> 00:44:48,839
Speaker 1: Great idea because you give them one or two years

795
00:44:48,880 --> 00:44:53,440
Speaker 1: of driving experience and skill before they're allowed to before

796
00:44:53,440 --> 00:44:57,160
Speaker 1: they're allowed to legally drink booze, you know, all right, Well,

797
00:44:57,160 --> 00:45:00,479
Speaker 1: that's all amazing information. You're amazing and I know we're

798
00:45:00,560 --> 00:45:03,280
Speaker 1: just by the way. None of this was prescriptive anyone.

799
00:45:03,320 --> 00:45:05,960
Speaker 1: We're just opening the door. We could probably do a

800
00:45:05,960 --> 00:45:09,759
Speaker 1: ten hour podcast on neurodiversity. But I think it's good

801
00:45:09,800 --> 00:45:12,080
Speaker 1: that we educate ourselves. We get a little bit informed.

802
00:45:14,160 --> 00:45:17,280
Speaker 1: Every time I talk to Hannah, I learn now speaking

803
00:45:17,360 --> 00:45:22,839
Speaker 1: of learning and maybe even being assessed in some way.

804
00:45:22,960 --> 00:45:28,359
Speaker 1: I know that you're doing a workshop soon and tell

805
00:45:28,440 --> 00:45:29,440
Speaker 1: us all about what is that?

806
00:45:29,560 --> 00:45:30,200
Speaker 3: What is going on?

807
00:45:30,400 --> 00:45:33,080
Speaker 2: Yeah, yeah, thank you. So we're going to I'm doing

808
00:45:33,120 --> 00:45:36,359
Speaker 2: a webinar on the twenty fourth of June, so that's

809
00:45:36,520 --> 00:45:40,400
Speaker 2: Monday coming up. If anybody's interested, if anything that's resonated

810
00:45:40,520 --> 00:45:45,279
Speaker 2: for you about ADHD autism, like in yourself, in a

811
00:45:45,320 --> 00:45:48,359
Speaker 2: family member, perhaps a friend, and you want to learn

812
00:45:48,400 --> 00:45:51,279
Speaker 2: more about this process of getting a diagnosis. It is

813
00:45:51,400 --> 00:45:54,400
Speaker 2: really expensive to get diagnoses, Craig. It can be one

814
00:45:54,400 --> 00:45:56,799
Speaker 2: thousand dollars two thousand dollars, depending on if you see

815
00:45:56,800 --> 00:45:59,600
Speaker 2: a neuropsych or a psychiatrist. A lot of peop there's

816
00:45:59,600 --> 00:46:02,919
Speaker 2: a lot of infusion about how do I get a diagnosis?

817
00:46:03,280 --> 00:46:07,080
Speaker 2: So I'm doing a little webinar for people to learn information.

818
00:46:07,160 --> 00:46:09,480
Speaker 2: We're doing an hour on ADHD and how do I

819
00:46:09,520 --> 00:46:11,880
Speaker 2: get a diagnosis? Where do I go to get a diagnosis?

820
00:46:11,880 --> 00:46:14,120
Speaker 2: What does it mean? So that'll be at seven o'clock

821
00:46:14,160 --> 00:46:17,480
Speaker 2: on the twenty fourth of June, that's the Monday, And

822
00:46:17,520 --> 00:46:21,359
Speaker 2: I'm also going to do an autism autism webinar at

823
00:46:21,360 --> 00:46:24,440
Speaker 2: eight o'clock straight afterwards on the same day, the twenty

824
00:46:24,440 --> 00:46:27,040
Speaker 2: fourth of June, where we talk about what is autism?

825
00:46:27,280 --> 00:46:29,000
Speaker 2: You know, what are the signs I need to look

826
00:46:29,040 --> 00:46:30,880
Speaker 2: out for and how would I go about getting a

827
00:46:30,920 --> 00:46:34,359
Speaker 2: diagnosis of that. So just running through the process of

828
00:46:34,520 --> 00:46:39,560
Speaker 2: understanding neuropsyche assessments in autism and ADHD. So if you're interested, guys,

829
00:46:39,640 --> 00:46:41,880
Speaker 2: come along check it out. We've kept the cost down

830
00:46:41,920 --> 00:46:43,960
Speaker 2: as much as we possibly can. It's like forty bucks.

831
00:46:44,200 --> 00:46:47,680
Speaker 2: Come and join us, Come for the evening and we'll yeah,

832
00:46:47,719 --> 00:46:50,480
Speaker 2: I'll just be deep diving for the whole hour on

833
00:46:50,520 --> 00:46:53,320
Speaker 2: ADHD and the whole hour on autism.

834
00:46:53,880 --> 00:46:56,160
Speaker 3: And where to paper book? How to paper book?

835
00:46:56,760 --> 00:46:59,160
Speaker 2: Yeah, so you can go to invent Britz. So it's

836
00:46:59,440 --> 00:47:04,360
Speaker 2: an online webinar understanding ADHD, Autism and neuropsychological assessments with

837
00:47:04,560 --> 00:47:07,680
Speaker 2: doctor Hannah Coral, that's me, so K O R R

838
00:47:07,800 --> 00:47:10,680
Speaker 2: E L Coral. Check it out. Check you can find

839
00:47:10,719 --> 00:47:13,440
Speaker 2: me on event brit and maybe I can put the

840
00:47:13,480 --> 00:47:15,880
Speaker 2: links down in your show notes. Perhaps Greg make it

841
00:47:15,920 --> 00:47:16,640
Speaker 2: easy for everyone.

842
00:47:17,440 --> 00:47:18,480
Speaker 3: That'd be awesome.

843
00:47:19,320 --> 00:47:21,359
Speaker 1: And I think everyone it might be called event Bright

844
00:47:21,520 --> 00:47:25,680
Speaker 1: and doctor Hannah event I think doctor Hannah might be

845
00:47:25,719 --> 00:47:26,279
Speaker 1: dislike sick.

846
00:47:26,320 --> 00:47:27,160
Speaker 3: Well you heard it here.

847
00:47:27,800 --> 00:47:30,799
Speaker 2: My mom is just like six, so probably.

848
00:47:31,239 --> 00:47:33,839
Speaker 3: So it's actually called event Bright, so you can go.

849
00:47:34,000 --> 00:47:37,239
Speaker 1: Nonetheless, that's webinar.

850
00:47:37,760 --> 00:47:39,480
Speaker 2: It's my first time, Craig.

851
00:47:39,960 --> 00:47:43,120
Speaker 1: It's well, it is, it is. It is a weird name.

852
00:47:43,160 --> 00:47:47,680
Speaker 1: But we'll have a great time. You'll have a great time,

853
00:47:47,920 --> 00:47:51,440
Speaker 1: and we appreciate you. Thank you so much for coming

854
00:47:51,440 --> 00:47:51,880
Speaker 1: on again.

855
00:47:52,680 --> 00:47:53,400
Speaker 2: Thanks for having me.

856
00:47:54,400 --> 00:47:57,319
Speaker 3: Thanks, Thanks like you're a gun. All right, we'll talk

857
00:47:57,360 --> 00:47:57,640
Speaker 3: off it.

858
00:47:57,880 --> 00:47:59,400
Speaker 2: Thanks, Hannah, do you Craig