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Speaker 1: I'll get a team. It's the 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? Did you

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Speaker 1: 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. I was fat. I mean

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

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Speaker 1: 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. I don't

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

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Speaker 1: at school. I was literally called jumbo, right. That was

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Speaker 1: my nation and right that parents and teachers and kids

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

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

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

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Speaker 1: at the same time that and I know we've kind

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Speaker 1: of taken a left turn before we even started, but

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

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Speaker 1: aware and sensitive and kind and empathetic. But also you know,

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Speaker 1: it's like I wasn't thick set, I wasn't big boned,

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Speaker 1: I wasn't full figured, I wasn't voluptuous, I wasn't fucking

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Speaker 1: any of that. I was morbidly obese. And people go,

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

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

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Speaker 1: like if I was six to two, people would go, fuck,

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Speaker 1: you're tall, but nobody's bothered by that. Or if I

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Speaker 1: had long, blonde, beautiful hair, people go, fuck, you've got

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Speaker 1: amazing hair, or like, but when you go, no, I

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

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

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

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

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

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

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

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

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

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Speaker 1: with myself because I was just eating everything that wasn't

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Speaker 1: nailed down, and I was literally twenty thirty forty kilos

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Speaker 1: 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 1: Well, I mean yes I did. Well, how do you know,

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Speaker 1: like you've only ever been you, you've only ever felt you.

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Speaker 1: But of course I had a social awareness and you know,

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Speaker 1: an individual awareness around the group and when you get

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Speaker 1: you know, but like I can say things like, ah,

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Speaker 1: I was picked last for every sporting team, Well, fuck

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Speaker 1: of course you were. You couldn't fucking run of course,

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Speaker 1: Like I'm not mad at anyone, and like there's no

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Speaker 1: part of this story where I'm a victim, like a

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Speaker 1: zero zero, because for me, anyway, I did certain things

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Speaker 1: and I created a certain reality, which was a morbidly

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Speaker 1: obese body, and with that come certain practical consequences. And

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Speaker 1: so I could go, oh, my genetics or my mum

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Speaker 1: or my dad or these nasty or you could go, yeah,

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Speaker 1: but you fucking eat twice the amount of food you

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Speaker 1: eat you need every day, and you can pretend you don't,

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Speaker 1: and you can feel sorry for yourself, or you can

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Speaker 1: own your behavior and change your behavior and create a

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Speaker 1: different reality. And I know you don't think like that

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Speaker 1: when you're fourteen, but for me, there's something in that

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Speaker 1: because I think when we extrapolate not about obesity, but

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Speaker 1: we extrapolate out from that kind of idea of you know,

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Speaker 1: being 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. I

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Speaker 1: get it. I completely get it. But I think what

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Speaker 1: I am like, I love people, and I'm I am

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Speaker 1: you know, well, I'm not always but I genuinely try

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Speaker 1: to be kind, empathetic and aware, but also also like

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Speaker 1: people have to help themselves.

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Speaker 2: Yeah, Like doctor.

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Speaker 1: Hannah is not the answer for anyone. 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. Well, I

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

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Speaker 2: to who you are today?

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Speaker 1: Yeah? Thank you, that's very nice to you. But like, truly,

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Speaker 1: this is what I feel. I feel like I'm not

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Speaker 1: special or spectacular or gifted. In fact, and I've said

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Speaker 1: this probably twenty times in fifteen hundred episodes. For me,

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Speaker 1: my kind of mediocrity was almost my magic pill because

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Speaker 1: I wasn't super gifted, and I didn't have great genetics,

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

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

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Speaker 1: and like it made me work hard because if I

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Speaker 1: wanted to do well, I could have just I couldn't

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Speaker 1: just naturally do well. Yeah, you know, like this podcast,

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Speaker 1: I did seven hundred episodes, seven hundred, six hundred before

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Speaker 1: it made one dollar wow, like most people won't do.

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Speaker 1: I'm not saying I am great, because I'm clearly if

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Speaker 1: I was great, it wouldn't have fucking taken six hundred.

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Speaker 1: What I'm saying is I will persevere like I will

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Speaker 1: when I'm clear about something. You know, I don't have

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Speaker 1: the best genetics, but I am maybe the most disciplined motherfucker,

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Speaker 1: you know, because I will do everything that I need

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Speaker 1: to do to optimize my genetics. 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. He was home from the war. He's a soldier.

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Speaker 1: He was home from Afghanistan on a couple of weeks

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Speaker 1: break no pun intended, broke his neck. Now he's a

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Speaker 1: quadriplegic right now, if anyone has a right to fucking

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Speaker 1: wing silk moan, he does. 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 get from him as gratitude and curiosity. Now,

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Speaker 1: if he can have great days, well then I don't

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Speaker 1: have any problems. You know. It's like, I know, there

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Speaker 1: are you know, lots of variables like genetic variables, sociological variables, environments. Yes,

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Speaker 1: we're not saying those things don't factor in, but we

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

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

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

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Speaker 1: genetic issues, and I've had some bad experiences and my

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Speaker 1: old man was a prick and that person did that

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Speaker 1: shit thing to me, and we empathize and we understand,

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

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Speaker 1: 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 1: It would? I mean, I have people like I did

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

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

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

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

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

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Speaker 1: your life, but carry on, right, And so she went

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Speaker 1: to workshop. I said something, doesn't matter what it was,

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Speaker 1: but there was a decision that she knew she needed

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

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

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Speaker 1: did the work, and now her life is infinitely better.

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Speaker 1: She's better, she's a bowl, she's grown. Her life situation

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Speaker 1: and her life experience are much better. And she was

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Speaker 1: kind of saying, if not for you, blah blah blah, right,

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Speaker 1: and I said, thank you, but that's not true because

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Speaker 1: there were probably three hundred other people there who heard

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Speaker 1: the same thing on the same day who didn't change

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Speaker 1: their life. Now, the fact that they're in the same

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Speaker 1: spot is not my fault. And the fact that you

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Speaker 1: are now this new fucking two point zero version of you.

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

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Speaker 1: the praise for that because, like you think about, we

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

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Speaker 1: hundred and fifty episodes of information, inspiration, education, conversation, a

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Speaker 1: bit of bullshit, a few laughs, right, and there are

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Speaker 1: people who are quite different. It's quite different because they

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Speaker 1: listen to the show, but then they go do the work. Yeah, right,

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Speaker 1: So you know, insight, information, awareness, recognition, you know, personal ownership,

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Speaker 1: all of those things. You and me can't make anyone

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Speaker 1: do that or be that. You and I are going

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Speaker 1: to have a chat today, and for some people it

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Speaker 1: might be fucking life changingly transformational, you know, and for

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Speaker 1: somebody else it could be the biggest crock of shit

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Speaker 1: they've ever heard and they've already tuned out. But that's

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Speaker 1: not about you or me. That's about how people interpret

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

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

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

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

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Speaker 1: they don't. They's a variable. There's a variable that's out

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Speaker 1: of your control, and that's 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 art.

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Speaker 1: Yeah, no, I one hundredsent agree. And I mean, I

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Speaker 1: think one of the things that's really common now is

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Speaker 1: that we think, oh, you know, like this is all bullshit.

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Speaker 1: Back in my day, nobody had OCD, nobody was on

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Speaker 1: the spectrum, nobody had ADHD. It's a lot of fucking well, no,

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Speaker 1: they had it, they just weren't.

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Speaker 2: Diagnosed or institutionalized.

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Speaker 1: Yeah, exactly. All right, So let's do a little neurodivergence

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Speaker 1: pop quiz. So what am I going to do? I'm

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

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

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

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

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Speaker 1: then you just tell us what it is. Because we're

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Speaker 1: going to do a little bit of a because I

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

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

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Speaker 1: that it can be confusing for us who are not you, right,

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Speaker 1: So let's just start with autism spectrum 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 asperges. 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,

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Speaker 2: and those people can carry on in life and you

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Speaker 2: know they have difficulty socially, they have sensory sensitivities, they

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Speaker 2: have rigid patterns of behavior, but you might not know

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Speaker 2: that that person has autism until you've spent a fair

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Speaker 2: amount of time with them. So I see a lot

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Speaker 2: of people with level one autism who have realized inside

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Speaker 2: themselves something, something feels different, something feels different in the

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Speaker 2: way that they're relating to people. They often will report

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Speaker 2: wearing a social mask, so that they put a mask

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Speaker 2: on to fit in with other people. They're very sensitive

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Speaker 2: to sounds around them and they want to know what's up, Like,

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Speaker 2: something feels different, I'm not quite sure what it is,

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Speaker 2: So that that's a lot of the people that I

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Speaker 2: see in the clinic are coming to see if they

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Speaker 2: have a level one autism.

427
00:24:35,640 --> 00:24:38,080
Speaker 1: All right, love it. Now, I'm going to tell you

428
00:24:38,119 --> 00:24:41,199
Speaker 1: some names. You tell me what these people have in common.

429
00:24:43,080 --> 00:24:49,320
Speaker 1: Albert Einstein, Leonardo da Vinci, Richard Brandt's Tom Cruise, Steven Spielberg,

430
00:24:49,480 --> 00:24:57,359
Speaker 1: Orlando Bloom, Jamie Oliver, the chef, Sure Picasso, John Lennon, Salma.

431
00:24:57,080 --> 00:25:05,080
Speaker 2: Hayek, incredibly talented. Yeah, incredible talent. Is that the common dominator.

432
00:25:05,280 --> 00:25:08,320
Speaker 1: That's one of them. The other one is they're all dyslexic.

433
00:25:09,119 --> 00:25:12,119
Speaker 2: Oh wow, right, so they all have a neurodiversity.

434
00:25:12,760 --> 00:25:16,240
Speaker 1: Yeah, So listen to this. In an attempt to learn

435
00:25:16,240 --> 00:25:19,280
Speaker 1: more about the minds of millionaires, a team of psychologists.

436
00:25:19,320 --> 00:25:22,120
Speaker 1: This was on Craig Harper's bloody instagram by the way,

437
00:25:23,080 --> 00:25:25,160
Speaker 1: the other day, in an attempt to learn more about

438
00:25:25,160 --> 00:25:28,040
Speaker 1: the minds of millionaires, a team of psychologists and business

439
00:25:28,040 --> 00:25:32,560
Speaker 1: experts spent today testing a group of entrepreneurial millionaires. They

440
00:25:32,640 --> 00:25:36,840
Speaker 1: were put through a series of tests. Forty of the

441
00:25:36,920 --> 00:25:42,320
Speaker 1: three hundred millionaires who participated in the comprehensive study had dyslexia.

442
00:25:43,359 --> 00:25:48,159
Speaker 2: Wow, how amazing. So not surprised.

443
00:25:49,440 --> 00:25:51,879
Speaker 1: Three hundred is one hundred and twenty I think if

444
00:25:51,920 --> 00:25:54,840
Speaker 1: my maths served me so, one hundred and twenty of

445
00:25:54,880 --> 00:25:58,000
Speaker 1: the three hundred millionaires that they did the research on

446
00:25:58,600 --> 00:26:02,040
Speaker 1: were dyslexic. Talk about that.

447
00:26:02,880 --> 00:26:06,159
Speaker 2: So, dyslexia is what we under falls under the umbrella

448
00:26:06,200 --> 00:26:09,639
Speaker 2: of a specific learning disorder. So a person who has dyslexia,

449
00:26:09,840 --> 00:26:11,880
Speaker 2: it's kind of it's kind of tricky because you might

450
00:26:11,920 --> 00:26:15,080
Speaker 2: not know that a person has dyslexia because it's a

451
00:26:15,160 --> 00:26:18,719
Speaker 2: difficulty with the phonemes connecting to the graphines. And what

452
00:26:18,760 --> 00:26:22,399
Speaker 2: I mean by that is you're you know the letter

453
00:26:22,440 --> 00:26:25,399
Speaker 2: A like you draw draw an A in your mind,

454
00:26:26,000 --> 00:26:29,560
Speaker 2: that symbol is called a graphine. And what sound does

455
00:26:29,600 --> 00:26:30,120
Speaker 2: an A make?

456
00:26:30,280 --> 00:26:36,040
Speaker 1: Craig uh Well, from if you're a bogan at or

457
00:26:36,160 --> 00:26:37,800
Speaker 1: a at.

458
00:26:37,640 --> 00:26:40,960
Speaker 2: Ah yep, so a makes a sound yeah very good.

459
00:26:42,280 --> 00:26:47,000
Speaker 1: Oh yeah, I guess so a house, a house a hat.

460
00:26:47,320 --> 00:26:47,480
Speaker 2: Oh.

461
00:26:47,600 --> 00:26:49,800
Speaker 1: But I was thinking about like if we say back

462
00:26:50,119 --> 00:26:52,920
Speaker 1: and I and we are at, Oh, yeah, that's true.

463
00:26:52,960 --> 00:26:55,400
Speaker 2: It makes an app or an up sound very good.

464
00:26:56,600 --> 00:26:59,920
Speaker 1: It makes an at sound if we say so true bad,

465
00:27:00,000 --> 00:27:02,680
Speaker 1: that makes an app sound very good.

466
00:27:02,720 --> 00:27:06,560
Speaker 2: Phonological awareness, Craig. That's what we call phonological awareness skills.

467
00:27:06,960 --> 00:27:09,679
Speaker 2: So some types of tyslexia, in the main type of

468
00:27:09,720 --> 00:27:13,960
Speaker 2: dyslexia is this inability to connect the phone the uh,

469
00:27:14,080 --> 00:27:17,600
Speaker 2: with the graphmee, the A symbol, and so people with

470
00:27:18,200 --> 00:27:23,800
Speaker 2: dyslexia will often have to rote learn and memorize those symbols.

471
00:27:24,040 --> 00:27:25,600
Speaker 2: So it's sort of like if you were to try

472
00:27:25,600 --> 00:27:28,359
Speaker 2: to learn Arabic, for example. You know how when you

473
00:27:28,400 --> 00:27:31,359
Speaker 2: see the symbols of a language that you're not familiar with,

474
00:27:32,040 --> 00:27:35,080
Speaker 2: Eventually they start to look like little patterns and you're like, oh,

475
00:27:35,119 --> 00:27:38,160
Speaker 2: that's giggly one that means this, and you're not really

476
00:27:38,480 --> 00:27:41,600
Speaker 2: recognizing the letter, but you start to recognize the pattern

477
00:27:41,720 --> 00:27:43,840
Speaker 2: of the shape of the symbol, and you can kind

478
00:27:43,880 --> 00:27:47,680
Speaker 2: of wrote learn and eventually memorize what those symbols are

479
00:27:47,760 --> 00:27:50,639
Speaker 2: to sort of kind of start to learn the language.

480
00:27:51,040 --> 00:27:53,399
Speaker 2: But it doesn't really come naturally when you're learning a

481
00:27:53,400 --> 00:27:58,480
Speaker 2: second language, does it. For people with dyslexia, that's what

482
00:27:58,520 --> 00:28:01,680
Speaker 2: they're doing from a very young age. They're wrote learning

483
00:28:02,200 --> 00:28:04,720
Speaker 2: what is an A well sound as an A, make

484
00:28:04,760 --> 00:28:06,800
Speaker 2: what sounds as a B make, and they can forget.

485
00:28:06,880 --> 00:28:09,000
Speaker 2: It doesn't come naturally to them. Takes a very long

486
00:28:09,040 --> 00:28:12,840
Speaker 2: time for them. So reading can be really difficult. Spelling

487
00:28:12,920 --> 00:28:15,639
Speaker 2: can be really difficult, but they can often mask it

488
00:28:15,720 --> 00:28:18,920
Speaker 2: really well by having very good verbal skills, so they're

489
00:28:18,920 --> 00:28:22,239
Speaker 2: often good talkers. They're often very articulate. They can be

490
00:28:22,640 --> 00:28:26,560
Speaker 2: very charismatic, very bright, very very intelligent. But it's like

491
00:28:27,200 --> 00:28:29,480
Speaker 2: if you've ever met someone who can't tell they're left

492
00:28:29,520 --> 00:28:32,560
Speaker 2: from their right. You know, it's just this part of

493
00:28:32,600 --> 00:28:36,000
Speaker 2: their brain that you know, it's not connecting, it's not firing. Yes,

494
00:28:36,080 --> 00:28:38,160
Speaker 2: I can think about what hand do I write with.

495
00:28:38,240 --> 00:28:40,200
Speaker 2: I can do my left, you know, doesn't make the

496
00:28:40,320 --> 00:28:43,160
Speaker 2: L shape with my hand. I can wrote learn left

497
00:28:43,200 --> 00:28:45,840
Speaker 2: from right, but it doesn't naturally come to me which

498
00:28:45,880 --> 00:28:49,120
Speaker 2: way is left from right. So it's just this this

499
00:28:49,280 --> 00:28:51,920
Speaker 2: kind of little missing bit that won't allow them to

500
00:28:51,960 --> 00:28:54,840
Speaker 2: do it as quickly as people who are not dyslexic.

501
00:28:55,600 --> 00:28:58,040
Speaker 1: My friends who are dyslexic, all of them I have,

502
00:28:58,200 --> 00:29:01,080
Speaker 1: maybe probably I have more than ten, but ones that

503
00:29:01,160 --> 00:29:04,800
Speaker 1: I know of them I have. Yeah, one of my

504
00:29:04,880 --> 00:29:11,880
Speaker 1: training partners, Christian, he's really dyslexic, and he's very creative,

505
00:29:12,040 --> 00:29:17,000
Speaker 1: very funny, very good at solving problems. You wouldn't call him.

506
00:29:17,040 --> 00:29:19,520
Speaker 1: I mean, he's certainly not done, but I think he's

507
00:29:19,640 --> 00:29:23,720
Speaker 1: highly intelligent, but not in an academic sense, even though

508
00:29:23,760 --> 00:29:26,760
Speaker 1: he could still get stuff done. But it's funny how

509
00:29:26,800 --> 00:29:31,000
Speaker 1: many dyslexic people who can't just read things the way

510
00:29:31,000 --> 00:29:32,840
Speaker 1: that you and I can read, or look at maps

511
00:29:32,960 --> 00:29:36,000
Speaker 1: or look at street signs or just you know, look

512
00:29:36,040 --> 00:29:38,840
Speaker 1: at the back of a pack of whatever and read

513
00:29:38,880 --> 00:29:42,760
Speaker 1: the nutritional info. But they're so great because they have

514
00:29:42,840 --> 00:29:46,280
Speaker 1: to spend their life to an extent, surviving, improvising, and adapting.

515
00:29:47,000 --> 00:29:50,920
Speaker 1: They're really good at intuitively and instinctively figuring shit out,

516
00:29:51,320 --> 00:29:54,920
Speaker 1: which we don't have to so much because we guess,

517
00:29:55,480 --> 00:29:59,160
Speaker 1: we get told how to do everything and how everything works.

518
00:29:59,200 --> 00:30:05,480
Speaker 1: But in their world, and again, because not everyone experiences dyslexia,

519
00:30:05,560 --> 00:30:08,440
Speaker 1: in the exact same way. All right, let's move on.

520
00:30:09,960 --> 00:30:12,520
Speaker 1: I'm going to ask you a hard one. It's not

521
00:30:12,600 --> 00:30:15,080
Speaker 1: really hard. Dyspraxia.

522
00:30:16,000 --> 00:30:19,760
Speaker 2: Oh wow, that is a tricky one. So there's three

523
00:30:19,880 --> 00:30:26,520
Speaker 2: different types of specific learning disorder. There's dyslexia, discalculia, and oh, dysgraphia.

524
00:30:26,560 --> 00:30:30,040
Speaker 2: Oh that's not even dyspraxia. Well, dyspraxia is a type

525
00:30:30,080 --> 00:30:35,080
Speaker 2: of disconnection between seeing and picking things up and using

526
00:30:35,240 --> 00:30:38,840
Speaker 2: those things. So this inability to use objects the way

527
00:30:38,960 --> 00:30:41,640
Speaker 2: our brain intends for them to use. There's a great

528
00:30:41,680 --> 00:30:43,880
Speaker 2: book by all of A. Sas called The Man who

529
00:30:43,920 --> 00:30:49,640
Speaker 2: Mistook His Wife for a Hat. It's another book, and

530
00:30:49,680 --> 00:30:52,840
Speaker 2: one of it's about all of Sacks is this amazing neurologist,

531
00:30:52,960 --> 00:30:56,040
Speaker 2: and some of the stories are from his experience treating

532
00:30:56,280 --> 00:31:00,720
Speaker 2: very unusual neurological conditions. And a gentleman who had a

533
00:31:00,760 --> 00:31:05,440
Speaker 2: type of dyspraxia couldn't recognize objects. So he's reaching for something.

534
00:31:05,440 --> 00:31:07,880
Speaker 2: He's trying to reach for his hat, but he couldn't

535
00:31:07,920 --> 00:31:11,240
Speaker 2: recognize that what he was reaching for was his wife

536
00:31:11,280 --> 00:31:14,720
Speaker 2: and it wasn't actually his hat. It was trying to

537
00:31:14,880 --> 00:31:18,040
Speaker 2: pick his wife to foot on his hat. But it

538
00:31:18,080 --> 00:31:21,960
Speaker 2: was actually completely wrong because his brain couldn't connect what

539
00:31:22,000 --> 00:31:24,800
Speaker 2: it was looking at with the meaning of what it was,

540
00:31:25,200 --> 00:31:29,360
Speaker 2: which is a very a more rare type of neurological

541
00:31:29,360 --> 00:31:33,240
Speaker 2: condition that's less of a neurodiversity and more usually associated

542
00:31:33,240 --> 00:31:36,640
Speaker 2: with like a brain injury or some kind of acquired

543
00:31:37,440 --> 00:31:41,600
Speaker 2: insult to the brain. So injury or an infection to

544
00:31:41,680 --> 00:31:42,040
Speaker 2: the brain.

545
00:31:43,200 --> 00:31:47,000
Speaker 1: Perfect, good work. Okay, you're three from story at the moment.

546
00:31:48,400 --> 00:31:50,880
Speaker 1: All right. Tourette's syndrome.

547
00:31:51,880 --> 00:31:55,720
Speaker 2: Oh my gosh, that's really true. Okay, so torette. That's

548
00:31:55,760 --> 00:31:57,920
Speaker 2: not my specialty area, but I have heard a lot

549
00:31:57,960 --> 00:32:01,239
Speaker 2: about Tourette's. Sometimes it does overlap ADHD, which is more

550
00:32:01,280 --> 00:32:04,680
Speaker 2: of my specialty. So my understanding with Tourettes is this

551
00:32:05,920 --> 00:32:11,080
Speaker 2: compulsion COMPULSI like an obsessive compulsion to stay something or

552
00:32:11,200 --> 00:32:14,680
Speaker 2: do something. And the reason it can't go from OCD

553
00:32:14,800 --> 00:32:17,800
Speaker 2: into too rets, I believe is because of the nature

554
00:32:17,840 --> 00:32:20,200
Speaker 2: of the content of what the person's doing or saying.

555
00:32:20,520 --> 00:32:23,280
Speaker 2: So it's like part of their brain is saying, don't swear,

556
00:32:23,360 --> 00:32:25,760
Speaker 2: don't swear, don't swear, don't swear, and it turns into

557
00:32:25,800 --> 00:32:28,920
Speaker 2: a bit of a compulsion until that sort of erupts

558
00:32:28,960 --> 00:32:32,480
Speaker 2: out of this person in an uncontrollable fashion, which results

559
00:32:32,520 --> 00:32:36,400
Speaker 2: in inappropriate behavior or expulsions coming out of them. So

560
00:32:36,680 --> 00:32:40,720
Speaker 2: often it's associated with swearing, saying phrases that might be

561
00:32:40,800 --> 00:32:44,080
Speaker 2: really inappropriate. Whatever that person's thinking off the top of

562
00:32:44,120 --> 00:32:48,280
Speaker 2: their head, and they can't help but that thing come

563
00:32:48,320 --> 00:32:50,400
Speaker 2: out of their mouth, which can obviously cause them a

564
00:32:50,440 --> 00:32:52,920
Speaker 2: lot of social difficulty even issues.

565
00:32:53,680 --> 00:32:57,280
Speaker 1: There's one of my best friends. His name is Bobby Capuccio.

566
00:32:57,360 --> 00:33:00,120
Speaker 1: Bobby lives in the States and he's been on a

567
00:33:00,160 --> 00:33:05,000
Speaker 1: show probably twenty times. He's one of the best stage speakers,

568
00:33:05,040 --> 00:33:08,280
Speaker 1: like I know, like talking to a corporate audience, talking

569
00:33:08,440 --> 00:33:13,520
Speaker 1: as an educator, as like an inspirational speaker. He's fucking amazing.

570
00:33:13,960 --> 00:33:18,480
Speaker 1: But he has turets and so he's very quirky and

571
00:33:18,520 --> 00:33:20,880
Speaker 1: he I mean, he's spoken about this, so I'm not

572
00:33:20,920 --> 00:33:23,480
Speaker 1: throwing him under the bus, but he has these little

573
00:33:23,520 --> 00:33:26,880
Speaker 1: ticks and screws up his face and twitches his mouth

574
00:33:26,920 --> 00:33:32,360
Speaker 1: and strokes his shoulders and but once he starts talking,

575
00:33:32,640 --> 00:33:35,840
Speaker 1: all that goes away, Like when he's on stage, it

576
00:33:35,920 --> 00:33:40,520
Speaker 1: goes away. Wow, it's super interesting. There was also a

577
00:33:40,640 --> 00:33:44,560
Speaker 1: dude on whatever it's called The voice or one of

578
00:33:44,560 --> 00:33:49,680
Speaker 1: those shows maybe six to eight years ago. Now, a

579
00:33:49,720 --> 00:33:52,680
Speaker 1: guy who had a beautiful voice. He also had turetts

580
00:33:53,160 --> 00:34:00,320
Speaker 1: and he was this young dude and he Delta Good Room.

581
00:34:00,440 --> 00:34:03,960
Speaker 1: Delta chose him to be on her team, and she

582
00:34:04,120 --> 00:34:06,680
Speaker 1: came up and gave him a hog and said, you know,

583
00:34:06,800 --> 00:34:09,319
Speaker 1: and he's just standing there and he goes like in

584
00:34:09,360 --> 00:34:11,760
Speaker 1: the middle of this thing, and this was it was beautiful.

585
00:34:11,800 --> 00:34:14,640
Speaker 1: So I'm not throwing him under the bus because they

586
00:34:14,719 --> 00:34:17,439
Speaker 1: spoke about his turets and Delta gives him a hug

587
00:34:17,520 --> 00:34:19,840
Speaker 1: and he's just standing there and he goes, Delta's hot,

588
00:34:19,880 --> 00:34:24,320
Speaker 1: Delta's hot, Oh my god, like on National Telly.

589
00:34:25,080 --> 00:34:26,000
Speaker 2: Yeah.

590
00:34:26,120 --> 00:34:29,520
Speaker 1: But everyone kind of got it, so it was all okay,

591
00:34:29,840 --> 00:34:33,120
Speaker 1: and she was a sweetheart and he's like but it

592
00:34:33,200 --> 00:34:35,880
Speaker 1: was like, I think it was actually good because people

593
00:34:35,880 --> 00:34:39,360
Speaker 1: are like, you know, we get it, and it made

594
00:34:39,360 --> 00:34:42,560
Speaker 1: it I don't know, like it made it real, you know.

595
00:34:44,400 --> 00:34:46,680
Speaker 2: Yeah, and people just.

596
00:34:46,680 --> 00:34:49,399
Speaker 1: Loved him anyway, and it was you know, he could

597
00:34:49,400 --> 00:34:52,120
Speaker 1: have said worst things. That's not about not the worst

598
00:34:52,560 --> 00:34:55,719
Speaker 1: said about you. I was thinking that, yeah, it could

599
00:34:55,760 --> 00:34:59,560
Speaker 1: have been worse. All right, let's talk about your area

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

601
00:35:07,400 --> 00:35:11,480
Speaker 2: Yes, it's a mouthful, isn't it. ADHD for short that

602
00:35:11,600 --> 00:35:14,319
Speaker 2: this is one of my I love autism. I love

603
00:35:14,400 --> 00:35:17,319
Speaker 2: ADHD especially in women. I'm like a big fan of

604
00:35:17,440 --> 00:35:19,960
Speaker 2: the lost girls, which is a term that we use

605
00:35:20,120 --> 00:35:23,640
Speaker 2: to describe the women who weren't diagnosed or haven't been diagnosed.

606
00:35:23,640 --> 00:35:27,360
Speaker 2: Because our diagnostic statistical manuals with all the criteria is

607
00:35:27,400 --> 00:35:30,799
Speaker 2: based on little boys and men. So women's version of

608
00:35:30,880 --> 00:35:34,160
Speaker 2: autism and ADHD isn't as well known as men's are.

609
00:35:34,280 --> 00:35:37,719
Speaker 2: And we're realizing that the way a woman, yeah, the

610
00:35:37,800 --> 00:35:39,680
Speaker 2: way a woman presents is very different to how a

611
00:35:39,719 --> 00:35:45,799
Speaker 2: man presents. So ADHD has three types. So there's predominantly

612
00:35:45,800 --> 00:35:50,279
Speaker 2: inattentive ADHD, which means you have trouble paying attention. You

613
00:35:50,360 --> 00:35:53,640
Speaker 2: might be quite disorganized. You might, you know, constantly be

614
00:35:53,680 --> 00:35:55,600
Speaker 2: that person who does a million different tasks at the

615
00:35:55,640 --> 00:35:59,040
Speaker 2: same time it gets nothing done. That person who really

616
00:35:59,080 --> 00:36:02,960
Speaker 2: struggles to kind of focus in their attention, but at

617
00:36:02,960 --> 00:36:05,600
Speaker 2: the same time have this amazing ability to do hyper

618
00:36:05,600 --> 00:36:09,200
Speaker 2: focus when under pressure. So right before the assignments due,

619
00:36:09,280 --> 00:36:11,560
Speaker 2: they pull the all nighter. They work you know, the

620
00:36:11,600 --> 00:36:14,600
Speaker 2: twelve hours or the twenty hours to get the report done,

621
00:36:14,680 --> 00:36:17,600
Speaker 2: and then they somehow managed to get a distinction and

622
00:36:17,640 --> 00:36:21,280
Speaker 2: do amazing at university even though it was a blur

623
00:36:21,480 --> 00:36:26,319
Speaker 2: of last minute procrastination. So that's predominantly inattentive. The second

624
00:36:26,360 --> 00:36:30,040
Speaker 2: one is predominantly hyperactive impulsive. Now this is the one

625
00:36:30,040 --> 00:36:33,080
Speaker 2: that typically little boys would present as, which is if

626
00:36:33,120 --> 00:36:36,239
Speaker 2: you think about like swinging off the chandelier, Craig, like

627
00:36:36,440 --> 00:36:39,720
Speaker 2: jumping off the furniture, that classic picture of a child

628
00:36:39,719 --> 00:36:44,280
Speaker 2: who is hyperactive. That's why boys got picked up because

629
00:36:44,400 --> 00:36:46,839
Speaker 2: they were very obvious. If you have a little girl

630
00:36:46,880 --> 00:36:49,680
Speaker 2: who's daydreaming and staring at a window, you're going to

631
00:36:49,800 --> 00:36:51,960
Speaker 2: notice the boy who's jumping up and down off the

632
00:36:52,320 --> 00:36:56,040
Speaker 2: desks over the little girl staring out the window. So

633
00:36:56,120 --> 00:36:59,760
Speaker 2: boys get detected quite early on, but women tend to

634
00:36:59,800 --> 00:37:03,320
Speaker 2: get missed until much later in life and usually self present.

635
00:37:04,120 --> 00:37:07,160
Speaker 2: The third type of ADHD is a combination of the two,

636
00:37:07,440 --> 00:37:12,080
Speaker 2: So you can get ADHD inattentive but also hyperactive impulsive.

637
00:37:12,200 --> 00:37:15,759
Speaker 2: So that's people who experience both of those conditions together.

638
00:37:16,960 --> 00:37:23,880
Speaker 2: So yeah, that's in a nutshell ADHD, which is awfully Also,

639
00:37:24,040 --> 00:37:28,120
Speaker 2: I should say, all of those conditions dyslexia, autism, ADHD.

640
00:37:28,600 --> 00:37:31,879
Speaker 2: That type of neurodiversity means your brain is different, yeah,

641
00:37:32,760 --> 00:37:35,960
Speaker 2: to be one in one hundred a different brain. It

642
00:37:36,080 --> 00:37:39,479
Speaker 2: means you think differently. And I think this is why

643
00:37:39,560 --> 00:37:43,879
Speaker 2: it's associated with giftedness, very higher IQ. People who are

644
00:37:44,040 --> 00:37:47,960
Speaker 2: you know, entrepreneurs, people who are you know, amazing creators

645
00:37:48,040 --> 00:37:50,560
Speaker 2: or inventors, because they know how to think outside of

646
00:37:50,600 --> 00:37:54,640
Speaker 2: the box, they know how to they think differently. There's

647
00:37:54,640 --> 00:37:57,239
Speaker 2: something different about the way that they think. They're not

648
00:37:57,360 --> 00:38:01,719
Speaker 2: like the typical the neurotypical population, and they're usually the

649
00:38:01,719 --> 00:38:06,480
Speaker 2: ones who come up with really innovative ideas or you know,

650
00:38:06,880 --> 00:38:10,560
Speaker 2: answers that somebody hasn't seen before because they approach it

651
00:38:10,600 --> 00:38:14,640
Speaker 2: from a different angle. So today is all about sort

652
00:38:14,640 --> 00:38:18,080
Speaker 2: of advertising that you can get a diagnosis. There are

653
00:38:18,160 --> 00:38:22,879
Speaker 2: ways of getting diagnoses. There are people out there who

654
00:38:22,960 --> 00:38:26,399
Speaker 2: are willing. We talked earlier about making choices to help

655
00:38:26,440 --> 00:38:29,560
Speaker 2: yourself and to take the steps to help yourself, and

656
00:38:29,640 --> 00:38:32,200
Speaker 2: I think over the last four years I've in my clinic,

657
00:38:32,239 --> 00:38:36,960
Speaker 2: I've really seen a lot of people after COVID come

658
00:38:37,080 --> 00:38:40,200
Speaker 2: forward and take some steps to really take it to ownership.

659
00:38:40,200 --> 00:38:43,000
Speaker 2: In their life and change their life for the better

660
00:38:43,400 --> 00:38:48,600
Speaker 2: by getting some help, actually getting some help. And part

661
00:38:48,640 --> 00:38:51,600
Speaker 2: of that sometimes is getting into the diagnostic process and

662
00:38:51,600 --> 00:38:55,360
Speaker 2: figuring out what's going on for me. Maybe my brain's

663
00:38:55,360 --> 00:38:56,239
Speaker 2: a little neurodiverse.

664
00:38:58,360 --> 00:39:00,200
Speaker 1: Well, we're going to talk about something that you were

665
00:39:00,239 --> 00:39:02,640
Speaker 1: doing before we wind up, But two things I want

666
00:39:02,680 --> 00:39:04,520
Speaker 1: to talk to you about before we get to that.

667
00:39:04,760 --> 00:39:11,520
Speaker 1: So one is so typically, not always, but typically boys

668
00:39:11,640 --> 00:39:15,399
Speaker 1: kind of for one of the more neurologically accurate term,

669
00:39:15,600 --> 00:39:20,480
Speaker 1: boys mature later than girls, and the brain develops at

670
00:39:20,520 --> 00:39:26,960
Speaker 1: a different rate in boys versus girls typically, so you know,

671
00:39:27,120 --> 00:39:29,640
Speaker 1: and sometimes like I remember when we were at school

672
00:39:29,680 --> 00:39:33,240
Speaker 1: and we were seventeen, the boys, we were fucking idiots,

673
00:39:33,880 --> 00:39:36,400
Speaker 1: and it was like the girls were four years older

674
00:39:36,440 --> 00:39:42,799
Speaker 1: than us. There was so much more responsible, studious mature,

675
00:39:43,880 --> 00:39:47,239
Speaker 1: Like we're all climbing all over each other, wrestling and

676
00:39:47,280 --> 00:39:52,880
Speaker 1: being dickheads and catching footies and you know, And it

677
00:39:52,960 --> 00:39:54,920
Speaker 1: was funny because when I was in year twelve, I

678
00:39:54,960 --> 00:39:57,520
Speaker 1: had a girlfriend called Karina who wanted to be a doctor.

679
00:39:58,239 --> 00:40:01,400
Speaker 1: I was a fucking idiot, and she was just I

680
00:40:01,440 --> 00:40:03,680
Speaker 1: don't know what she saw in me. I think she

681
00:40:03,880 --> 00:40:07,080
Speaker 1: maybe it was like she just felt compassion or something.

682
00:40:07,520 --> 00:40:10,480
Speaker 1: But like when I look back at how I was

683
00:40:10,560 --> 00:40:13,720
Speaker 1: and how she was in terms of our attitude about

684
00:40:13,760 --> 00:40:17,360
Speaker 1: things and our application and the way that she studied

685
00:40:17,480 --> 00:40:21,520
Speaker 1: versus the way that I didn't study. Yeah, there's a

686
00:40:21,520 --> 00:40:24,960
Speaker 1: at that stage of development, there typically is quite a

687
00:40:25,000 --> 00:40:28,640
Speaker 1: gap right in the development of refronts or cortexs am, I.

688
00:40:28,640 --> 00:40:32,719
Speaker 2: Right, Yeah, So it's part of the reason why if

689
00:40:32,719 --> 00:40:36,400
Speaker 2: you've noticed with young boys and girls with driving and

690
00:40:36,440 --> 00:40:40,040
Speaker 2: getting their alplates and the cost of insurance of girls

691
00:40:40,040 --> 00:40:44,080
Speaker 2: and boys. So if you're a male driver identify as male,

692
00:40:44,280 --> 00:40:47,239
Speaker 2: you have a higher insurance premium well up into your

693
00:40:47,239 --> 00:40:52,400
Speaker 2: mid twenties because the risks associated with you and with

694
00:40:52,680 --> 00:40:55,640
Speaker 2: a male driver and having an accident are far greater.

695
00:40:56,520 --> 00:40:59,680
Speaker 2: There are a much more statistically high likelihood of a

696
00:40:59,719 --> 00:41:02,680
Speaker 2: young male driver being in a very significant car accident

697
00:41:02,760 --> 00:41:06,120
Speaker 2: than there is to a female driver because of the

698
00:41:06,120 --> 00:41:10,759
Speaker 2: propensity for young male brains to take greater risks, to

699
00:41:10,800 --> 00:41:14,320
Speaker 2: engage in more risk taking behavior and more sensation seeking behavior.

700
00:41:14,840 --> 00:41:17,960
Speaker 2: I risk your driving on the road, speeding on the road,

701
00:41:18,160 --> 00:41:22,840
Speaker 2: and driving under the influence, Like so making a dysregulated choice,

702
00:41:22,920 --> 00:41:24,359
Speaker 2: I'm going to get behind and we all laugh open

703
00:41:24,440 --> 00:41:27,759
Speaker 2: having some drinks. So yes, it is a very real thing.

704
00:41:28,440 --> 00:41:30,440
Speaker 2: That's not to say that men aren't as smart as

705
00:41:30,440 --> 00:41:33,600
Speaker 2: women or that anyone's better than the other. It's just

706
00:41:33,600 --> 00:41:36,440
Speaker 2: to say, yes, you're right, brains developed differently, and we

707
00:41:36,560 --> 00:41:40,520
Speaker 2: know people with autism are different between male and female.

708
00:41:40,680 --> 00:41:43,800
Speaker 2: You know, males tend to be more clear and obvious

709
00:41:43,960 --> 00:41:48,440
Speaker 2: social difficulties, females tend to socially masked. In ADHD, males

710
00:41:48,480 --> 00:41:52,880
Speaker 2: tend to have that more hyperactive presentation and inattentive presentation,

711
00:41:52,920 --> 00:41:55,759
Speaker 2: whereas females might tend to have more of just an

712
00:41:55,800 --> 00:42:00,000
Speaker 2: intentive presentation or restless presentation. We know that their brain

713
00:42:00,440 --> 00:42:03,360
Speaker 2: are different and it makes and that's because your frontal

714
00:42:03,360 --> 00:42:06,239
Speaker 2: lobes are different, which is what's affected in autism and

715
00:42:06,280 --> 00:42:09,720
Speaker 2: eighty HD your frontal lobes. So yeah, there are clear

716
00:42:09,800 --> 00:42:12,000
Speaker 2: signs to tell us that there are a bit different

717
00:42:12,040 --> 00:42:13,160
Speaker 2: between males and females.

718
00:42:13,640 --> 00:42:17,240
Speaker 1: And there's one other very significant contributing factor that doesn't

719
00:42:17,280 --> 00:42:19,839
Speaker 1: get spoken about that much. Between when you talk an

720
00:42:19,840 --> 00:42:23,560
Speaker 1: eighteen nineen year old girls versus boys and risky behavior

721
00:42:23,719 --> 00:42:30,600
Speaker 1: and dumb decision making. Is testosterone, right, you know, like sex?

722
00:42:30,680 --> 00:42:35,279
Speaker 1: Then no, no, no testosterone. I mean you put like

723
00:42:35,400 --> 00:42:38,720
Speaker 1: it's almost like there's an inverse correlation, like you fill

724
00:42:38,880 --> 00:42:43,359
Speaker 1: a sixteen seventeen, eighteen year old boy with testosterone. And

725
00:42:43,480 --> 00:42:47,240
Speaker 1: I don't mean this to be fucking controversial, but it doesn't.

726
00:42:47,840 --> 00:42:50,880
Speaker 1: It doesn't make bad behavior. Okay, of course, bad behavior

727
00:42:50,920 --> 00:42:54,960
Speaker 1: is bad behavior, no doubt. Stupid choices are stupid choices,

728
00:42:55,080 --> 00:42:59,399
Speaker 1: no doubt. But unless you're a sixteen seventeen year old

729
00:42:59,400 --> 00:43:06,799
Speaker 1: boy and experienced like the overwhelm of testosterone, like it's

730
00:43:06,840 --> 00:43:11,920
Speaker 1: a biological fact, now, that doesn't make bad behavior. Okay,

731
00:43:12,160 --> 00:43:16,520
Speaker 1: I'm underlining that. But it's like when you know somebody's

732
00:43:16,560 --> 00:43:21,440
Speaker 1: got a a biochemical issue in the brain, we we

733
00:43:21,520 --> 00:43:24,080
Speaker 1: factor that in and we go, well, no wonder you're anxious,

734
00:43:24,160 --> 00:43:27,680
Speaker 1: no one, because all this shit's happening right. Also, when

735
00:43:27,719 --> 00:43:31,400
Speaker 1: you've got testosterone flooding through your body, fucking there's an

736
00:43:31,400 --> 00:43:35,200
Speaker 1: inverse correlation between that and IQ for a period of time.

737
00:43:36,080 --> 00:43:38,680
Speaker 1: Like I don't know people once, but it's like the

738
00:43:38,800 --> 00:43:42,880
Speaker 1: propensity for young guys full of testosterone to do dumb

739
00:43:42,880 --> 00:43:45,879
Speaker 1: shit just look out, you know.

740
00:43:45,880 --> 00:43:48,439
Speaker 2: And then you add alcohol to that and you've got

741
00:43:48,560 --> 00:43:50,880
Speaker 2: you know, a whole whole Pandora's box.

742
00:43:51,440 --> 00:43:55,440
Speaker 1: A hundo as the kids say, Hannah, and think about

743
00:43:55,560 --> 00:43:59,799
Speaker 1: the like in Victoria anyway, how stupid is it that,

744
00:44:00,040 --> 00:44:02,799
Speaker 1: when we're at the peak of our stupidity, our pre

745
00:44:03,040 --> 00:44:06,880
Speaker 1: frontal cortex is lagging four years behind yours, testosterone is

746
00:44:06,920 --> 00:44:10,359
Speaker 1: dripping off our fucking elbows, and on the same day

747
00:44:10,400 --> 00:44:12,960
Speaker 1: we go, all right, well, now you can drive, and

748
00:44:13,040 --> 00:44:16,120
Speaker 1: now you can drink legally and you can't go. You

749
00:44:16,200 --> 00:44:19,800
Speaker 1: can't do them together, of course, but you can legally drive,

750
00:44:20,440 --> 00:44:23,640
Speaker 1: and you can legally drink, and you can legally vote.

751
00:44:23,960 --> 00:44:26,760
Speaker 1: And even though yesterday you're a kid, today you're an adult.

752
00:44:26,960 --> 00:44:29,239
Speaker 1: Off you go, try not to fuck up. Well, good

753
00:44:29,320 --> 00:44:32,440
Speaker 1: luck with that. That's why I think kids should be

754
00:44:32,440 --> 00:44:35,759
Speaker 1: able to drive from sixteen or seventeen, at least a

755
00:44:35,880 --> 00:44:38,239
Speaker 1: year or so. And I know it's seventeen in New

756
00:44:38,280 --> 00:44:41,400
Speaker 1: South Wales, but in Victoria, I think in Tazzi it

757
00:44:41,480 --> 00:44:44,920
Speaker 1: might be. In South Stralia, I think it's sixteen. And

758
00:44:44,960 --> 00:44:47,319
Speaker 1: I think it's a great idea because you give them

759
00:44:47,960 --> 00:44:51,800
Speaker 1: one or two years of driving experience and skill before

760
00:44:51,840 --> 00:44:55,760
Speaker 1: they're allowed to before they're allowed to legally drink booze,

761
00:44:55,760 --> 00:44:59,080
Speaker 1: you know, all right, Well, that's all amazing information. You're

762
00:44:59,120 --> 00:45:01,719
Speaker 1: amazing and I know we're just by the way. None

763
00:45:01,760 --> 00:45:04,560
Speaker 1: of this was prescriptive anyone. We're just opening the door.

764
00:45:05,040 --> 00:45:08,520
Speaker 1: We could probably do a ten hour podcast on neurodiversity.

765
00:45:08,600 --> 00:45:10,960
Speaker 1: But I think it's good that we educate ourselves. We

766
00:45:11,000 --> 00:45:15,560
Speaker 1: get a little bit informed. Every time I talk to Hannah,

767
00:45:15,600 --> 00:45:19,080
Speaker 1: I learn now speaking of learning and maybe even being

768
00:45:21,640 --> 00:45:24,319
Speaker 1: assessed in some way. I know that you're doing a

769
00:45:24,320 --> 00:45:29,440
Speaker 1: workshop soon and tell us all about what is that?

770
00:45:29,560 --> 00:45:30,200
Speaker 1: What is going on?

771
00:45:30,400 --> 00:45:33,080
Speaker 2: Yeah, yeah, thank you. So we're going to I'm doing

772
00:45:33,120 --> 00:45:36,359
Speaker 2: a webinar on the twenty fourth of June, so that's

773
00:45:36,520 --> 00:45:40,400
Speaker 2: Monday coming up. If anybody's interested, if anything that's resonated

774
00:45:40,520 --> 00:45:45,279
Speaker 2: for you about ADHD autism, like in yourself, in a

775
00:45:45,320 --> 00:45:48,359
Speaker 2: family member, perhaps a friend, and you want to learn

776
00:45:48,400 --> 00:45:51,279
Speaker 2: more about this process of getting a diagnosis. It is

777
00:45:51,400 --> 00:45:54,400
Speaker 2: really expensive to get diagnoses, Craig. It can be one

778
00:45:54,400 --> 00:45:56,799
Speaker 2: thousand dollars two thousand dollars, depending on if you see

779
00:45:56,800 --> 00:45:59,600
Speaker 2: a neuropsych or a psychiatrist. A lot of peop there's

780
00:45:59,600 --> 00:46:02,919
Speaker 2: a lot of infusion about how do I get a diagnosis?

781
00:46:03,280 --> 00:46:07,080
Speaker 2: So I'm doing a little webinar for people to learn information.

782
00:46:07,160 --> 00:46:09,480
Speaker 2: We're doing an hour on ADHD and how do I

783
00:46:09,520 --> 00:46:11,880
Speaker 2: get a diagnosis? Where do I go to get a diagnosis?

784
00:46:11,880 --> 00:46:14,120
Speaker 2: What does it mean? So that'll be at seven o'clock

785
00:46:14,160 --> 00:46:17,480
Speaker 2: on the twenty fourth of June, that's the Monday, And

786
00:46:17,520 --> 00:46:21,359
Speaker 2: I'm also going to do an autism autism webinar at

787
00:46:21,360 --> 00:46:24,440
Speaker 2: eight o'clock straight afterwards on the same day, the twenty

788
00:46:24,440 --> 00:46:27,040
Speaker 2: fourth of June, where we talk about what is autism?

789
00:46:27,280 --> 00:46:29,000
Speaker 2: You know, what are the signs I need to look

790
00:46:29,040 --> 00:46:30,880
Speaker 2: out for and how would I go about getting a

791
00:46:30,920 --> 00:46:34,359
Speaker 2: diagnosis of that. So just running through the process of

792
00:46:34,520 --> 00:46:39,560
Speaker 2: understanding neuropsyche assessments in autism and ADHD. So if you're interested, guys,

793
00:46:39,640 --> 00:46:41,880
Speaker 2: come along check it out. We've kept the cost down

794
00:46:41,920 --> 00:46:43,960
Speaker 2: as much as we possibly can. It's like forty bucks.

795
00:46:44,200 --> 00:46:47,680
Speaker 2: Come and join us, Come for the evening and we'll yeah,

796
00:46:47,719 --> 00:46:50,480
Speaker 2: I'll just be deep diving for the whole hour on

797
00:46:50,520 --> 00:46:53,320
Speaker 2: ADHD and the whole hour on autism.

798
00:46:53,880 --> 00:46:56,160
Speaker 1: And where to paper book? How to paper book?

799
00:46:56,760 --> 00:46:59,160
Speaker 2: Yeah, so you can go to invent Britz. So it's

800
00:46:59,440 --> 00:47:04,360
Speaker 2: an online webinar understanding ADHD, Autism and neuropsychological assessments with

801
00:47:04,560 --> 00:47:07,680
Speaker 2: doctor Hannah Coral, that's me, so K O R R

802
00:47:07,800 --> 00:47:10,680
Speaker 2: E L Coral. Check it out. Check you can find

803
00:47:10,719 --> 00:47:13,440
Speaker 2: me on event brit and maybe I can put the

804
00:47:13,480 --> 00:47:15,880
Speaker 2: links down in your show notes. Perhaps Greg make it

805
00:47:15,920 --> 00:47:16,640
Speaker 2: easy for everyone.

806
00:47:17,440 --> 00:47:20,560
Speaker 1: That'd be awesome. And I think everyone it might be

807
00:47:20,600 --> 00:47:25,000
Speaker 1: called event Bright and doctor Hannah event I think doctor

808
00:47:25,040 --> 00:47:27,160
Speaker 1: Hannah might be dislike sick. Well you heard it here.

809
00:47:27,800 --> 00:47:30,799
Speaker 2: My mom is just like six, so probably.

810
00:47:31,239 --> 00:47:34,760
Speaker 1: So it's actually called event Bright, so you can go. Nonetheless,

811
00:47:35,480 --> 00:47:37,239
Speaker 1: that's webinar.

812
00:47:37,760 --> 00:47:39,480
Speaker 2: It's my first time, Craig.

813
00:47:39,960 --> 00:47:43,120
Speaker 1: It's well, it is, it is. It is a weird name.

814
00:47:43,160 --> 00:47:47,680
Speaker 1: But we'll have a great time. You'll have a great time,

815
00:47:47,920 --> 00:47:51,440
Speaker 1: and we appreciate you. Thank you so much for coming

816
00:47:51,440 --> 00:47:51,880
Speaker 1: on again.

817
00:47:52,680 --> 00:47:53,400
Speaker 2: Thanks for having me.

818
00:47:54,400 --> 00:47:57,319
Speaker 1: Thanks, Thanks like you're a gun. All right, we'll talk

819
00:47:57,360 --> 00:47:57,640
Speaker 1: off it.

820
00:47:57,880 --> 00:47:59,400
Speaker 2: Thanks, Hannah, do you Craig