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Speaker 1: Doctor Cam. Welcome back to the Bloody You Project.

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Speaker 2: How are you very well? Thank you Harps.

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Speaker 3: Now I'm off the back of some lovely time in

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Speaker 3: Tasmania supporting some schools down there with some personalized learning.

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Speaker 3: It's now back into full health professional mode.

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Speaker 2: It's very exciting.

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Speaker 1: I grew up in Tazzy Well. I did some of

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Speaker 1: my growing up in Tazzy In Well. I was going

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Speaker 1: to say Hobart technically across the river from Hobart, but

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Speaker 1: I love it down there. I actually had this chat

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Speaker 1: with TIFFs the other day whose she's over there at

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Speaker 1: the moment. If I had to live anywhere but where

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Speaker 1: I live, it would actually be Tazzy And I know

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Speaker 1: that's a weird choice for some but it's so beautiful.

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Speaker 3: Yeah, yeah, absolutely everybody knows everybody.

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Speaker 2: It's just everybody comes back.

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Speaker 3: It's talking to a lot of the people there. They

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Speaker 3: all went away in their twenties because they thought they

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Speaker 3: had to escape, and as soon as they thought about

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Speaker 3: having kids, they said, there's only one place I want

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Speaker 3: to bring them up.

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Speaker 2: It is so beautiful, great little now.

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Speaker 1: Yeah, it's like it's like a big, just country rural

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Speaker 1: with everything that you need, especially in twenty twenty five,

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Speaker 1: but it is twenty twenty five, but it kind of

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Speaker 1: feels like nine point eighty five over there, And I

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Speaker 1: mean that with love for me. It's like stepping back

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Speaker 1: in time in a good way.

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Speaker 3: Yeah, the shops have just got slightly bit slightly better

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Speaker 3: posts posters on their windows.

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Speaker 1: Yeah, yeah, they have what were you doing so person?

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Speaker 1: So people just pricked up. There is a few of them.

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Speaker 1: And when personalized learning, what is that?

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Speaker 2: It is? Well, we actually do precision learning.

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Speaker 3: So precision personalized learning is I know that children are

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Speaker 3: different and I'm going to try some different things. I'm

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Speaker 3: going to get feedback from those children, and based on that,

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Speaker 3: I'm going to use my intuition to make it a

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Speaker 3: little bit different for them.

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Speaker 2: Precision learning is where we actually.

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Speaker 3: Take quantified objective assessment of the child to understand what

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Speaker 3: are their Cicadian rhythms, what are their bio logically driven

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Speaker 3: learning styles, what are their biologically driven behavioral tendencies, what

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Speaker 3: are the things that we've got to think about for

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Speaker 3: their well being.

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Speaker 2: So we.

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Speaker 3: Do that profiling on the kids in a company with

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Speaker 3: the school obviously and the parents, and then we provide

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Speaker 3: the school AI tools that allows them to say, Hey,

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Speaker 3: I've got a child here with this particular profile that's

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Speaker 3: behaving this way, what's the underlying cause of that biologically,

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Speaker 3: and what are the things that I can do about

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Speaker 3: it biologically and psychologically to support them.

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Speaker 2: So it becomes.

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Speaker 3: A really, really wonderful way because often a lot of

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Speaker 3: educators will see a behavior and then use a strategy

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Speaker 3: to stop the behavior. And often the behavior is stemming

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Speaker 3: from a stress and the child is under some sort

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Speaker 3: of stress, and so their biology outs itself and then

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Speaker 3: that symptom gets And I'll give you an example. Kids

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Speaker 3: sitting still, needs to move, wants to move, moves, gets

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Speaker 3: told sit still, and they go, oh, now, I'm really

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Speaker 3: angry and frustrated just because I'm not allowed to do

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Speaker 3: what my body wants to do. But we are now

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Speaker 3: explaining to them, well, the factors that are making them

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Speaker 3: actually want to move are their adrenal system, their steroid sensitivity,

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Speaker 3: the way that the musculoskalidal system has developed for this

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Speaker 3: child in particular, they want to move, and if they don't,

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Speaker 3: they're going to turn, They're going to completely disengage and

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Speaker 3: get frustrated. So if you let them move, if you

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Speaker 3: let them snack actually have a huge benefit. We've got

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Speaker 3: some teachers out there that now have a really great

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Speaker 3: principle where'll the kid will actually call it on themselves

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Speaker 3: and say I think I need to go move for

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Speaker 3: five minutes. It's this proactive self awareness piece of go move.

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Speaker 3: They let them go out of the side the classes

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Speaker 3: in year five, shoot a few hoops, come back in

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Speaker 3: completely settled, and they're taking real ownership of their behavior

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Speaker 3: because they're understanding why is this child going into strands?

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Speaker 3: And there's this a lot of the time that I'm

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Speaker 3: talking to parents and educators. It's about.

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Speaker 2: Developing greater compassion for why.

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Speaker 3: A behavior is the way that it is. And the

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Speaker 3: funny thing is that adults do the exact same thing themselves.

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Speaker 3: Like we've all got our own stresses. We're just much

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Speaker 3: smarter at at a rationalizing blame and reasons as to

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Speaker 3: why we're stressed, as opposed to really understanding the reason.

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Speaker 3: So it's a big compassion job and that's what we're

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Speaker 3: doing out there, and you know it's with a year

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Speaker 3: into some research now we're about to do some observational

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Speaker 3: data for the first intake of people with Southern Cross

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Speaker 3: UNI so it's been a really beautiful extension from the

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Speaker 3: health professional work I've been doing for a long time.

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Speaker 1: That's amazing, that's bloody, that is so exciting, that is

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Speaker 1: so needed. Yeah, and teachers have it so hard because

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Speaker 1: you're working in, you know, something of an outdated system

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Speaker 1: in some ways in that you know, you've got thirty

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Speaker 1: kids being taught with one particular model or style or

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Speaker 1: protocol and thirty different you know, biologies and psychologies and

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Speaker 1: emotions and personalities and fucking attention spans and all of

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Speaker 1: that myriad of variables. And then it's like you've got

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Speaker 1: thirty kids who don't feel well, and we give them

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Speaker 1: all the same medication despite the fact that they're all

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Speaker 1: got different ailments. You know, it's not a great analogy,

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Speaker 1: but it's not terrible. But yeah, I think the thing

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Speaker 1: is people don't realize that. Correct me if I'm wrong.

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Speaker 1: But my kind of thinking is the behavior is not

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Speaker 1: the problem. The behavior is the symptom. We need to

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Speaker 1: figure out what's the underlying driver of that behavior that's

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Speaker 1: not perhaps appropriate or desirable or optimal in that setting.

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Speaker 1: So if we can figure out what is the underlying

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Speaker 1: driver or mechanism or whatever the fuck we want to

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Speaker 1: call it doctor cam that's not too science y, and

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Speaker 1: then deal with that. Then we're going to get kids that,

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Speaker 1: like you said, you go run round, spend some energy,

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Speaker 1: throw a few hoops, or eat a fucking you know apple,

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Speaker 1: or scream in scream into a pillow, and then come

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Speaker 1: back whatever it is.

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Speaker 3: Yeah, well that's exactly right. And the funny thing is

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Speaker 3: I normally start this whole conversation with the educators and

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Speaker 3: we go through all of many of the different environmental

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Speaker 3: factors that actually drive their own stress, and we go

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Speaker 3: through some funny little examples, like you can you can

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Speaker 3: exercise at a time that's not ideal for your body,

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Speaker 3: and that will raise your cortisol levels for the next

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Speaker 3: four hours if you do it at the wrong time.

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Speaker 3: But another person that they drop back down in fifteen minutes.

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Speaker 3: And I know that we've discussed that at some point

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Speaker 3: along our way on our journey together.

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Speaker 2: Whereas a person can have they can walk into a

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Speaker 2: room and it's twenty two degrees and I.

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Speaker 3: Always do this as an example when I'm speaking they

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Speaker 3: who hates air conditioning, and then I asked them, how

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Speaker 3: do you feel when you've got air conditioning that's up

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Speaker 3: too high or too cold, and they say, I feel angry,

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Speaker 3: and then I say, everyone just checked that for a second.

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Speaker 3: We've got this person right here and they are genuinely

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Speaker 3: angry because of the temperature. And you walk in and

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Speaker 3: you're having an interaction with this person and they don't

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Speaker 3: respond the way that you think they will because they're

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Speaker 3: angry about the temperature. But when do we ever think, Ah,

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Speaker 3: it's got to be the temperature that's causing this person

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Speaker 3: to be a little.

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Speaker 2: Bit aggrad We never ever think that way.

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Speaker 3: Similarly, and there's some really fascinating stuff. We go through

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Speaker 3: a whole lot of things, whether it be the different

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Speaker 3: types of food that can cause the same thing, lack

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Speaker 3: of sleep, even a crowded environment versus a like an

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Speaker 3: isolated environment. But another really fascinating part of it is

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Speaker 3: you can spend time with people in the same space

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Speaker 3: and through the electromagnetic radiation that comes off your heart

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Speaker 3: and heart rate variability. This has been studied by heart

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Speaker 3: math for the last seventy years, you can actually change

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Speaker 3: your persons. If you're in a stressed state and you're

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Speaker 3: standing next to somebody who's neutral, they don't know it

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Speaker 3: but they walk away in a more stressed state. Their

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Speaker 3: heart rhythm actually mimics.

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Speaker 2: The more stressed person next to them.

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Speaker 3: And if you've got people on mass that are stressed,

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Speaker 3: it en mass stresses the other people as well. And

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Speaker 3: so we really talk about self accountability because and any

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Speaker 3: those things that can disrupt your heart rhythm can be

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Speaker 3: I caught this person at the wrong time of day.

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Speaker 3: They weren't ready for it because they didn't finished their

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Speaker 3: second coffee. I was ready for it because I'm feeling

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Speaker 3: great right now. We've not had a great conversation. All

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Speaker 3: of a sudden, they're stressed because I'm rushing them at

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Speaker 3: the time when they don't want to be rushed. They're

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Speaker 3: now in a foul mood. They go and talk to

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Speaker 3: somebody about that. And psychology is more infectious than bacteria.

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Speaker 3: It's amazing a bad mood and how it pushes out

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Speaker 3: into the system. And so a lot of the work

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Speaker 3: that we talk about is let's actually have some grace

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Speaker 3: for people.

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Speaker 2: And even if you go.

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Speaker 3: Through like when you have a bad interaction with somebody,

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Speaker 3: imagine if you were to say, oh, as you're walking away,

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Speaker 3: maybe it was their exercise this morning that made them

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Speaker 3: a bit stressed. Maybe it was the broccoli that they

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Speaker 3: had that was giving them a bit of mental fog.

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Speaker 3: Maybe it was the lack of sleep that they had

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Speaker 3: because their kid poked them in the eye at three am.

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Speaker 3: Maybe it was the temperature in the room. Maybe it

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Speaker 3: was just they were surrounded by a bunch of buggers

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Speaker 3: with a bad heart rate the day, the moment before

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Speaker 3: I walked in, and in that moment, you've gone through

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Speaker 3: five different compassionate understandings of why is this person stress?

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Speaker 3: Because at the end of the day, everyone just displays

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Speaker 3: the result of stress or the result of the stress

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Speaker 3: on their system. So it's a very powerful message and

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Speaker 3: it immediately creates a whole lot more grace when you're

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Speaker 3: dealing with people.

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Speaker 1: I apologize for not looking at you. I was listening

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Speaker 1: to you. I was trying to find I was trying

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Speaker 1: to find a But yeah, I did a little video

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Speaker 1: on Insta a week or two ago about a thing

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Speaker 1: called into personal neurobiology, Right, So the impact that you

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Speaker 1: have on others, which is what you're talking about. And

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Speaker 1: it's funny how literally being around just like let's say

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Speaker 1: I love you and you love me, we're mates, which

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Speaker 1: of course we are. But like, well, I like you,

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Speaker 1: and but we haven't spent much time together, but I

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Speaker 1: like you, and I would imagine for me being around

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Speaker 1: you because I'm interested in you. I think you're a

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Speaker 1: good dude. You've got good energy, you've got good intentions.

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Speaker 1: I like you, right, So I would think just being

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Speaker 1: in proximity of you, not necessarily even giving you a

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Speaker 1: hard or talking to you, but being near you would

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Speaker 1: do good things for me, so selfishly I want that.

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Speaker 2: Right.

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Speaker 1: Conversely, just being near somebody that I think is a

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Speaker 1: fox stick, right, it's rightly or wrongly, just like some

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Speaker 1: people think that of me, I'm sure. But it's like

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Speaker 1: when you're around people that you perceive to be toxic

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Speaker 1: or whatever, or not trustworthy or dangerous. You know that

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Speaker 1: has a psychological, emotional, and physiological consequence as well.

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Speaker 3: Right, yes, absolutely, And this is where we know that

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Speaker 3: you've got three people in a room, and unspoken, they

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Speaker 3: can be facing a different way. Unspoken, the fourth person

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Speaker 3: in the room will mirror the heart rhythms of those

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Speaker 3: other three people. If they're calm, they will mirror calmness.

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Speaker 3: If they're all stressed, that person comes in and their

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Speaker 3: heart rhythm will show stress and so and what we

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Speaker 3: know is that that heart rhythm that's related to resentment

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Speaker 3: and frustration and all of the negative emotions that we

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Speaker 3: carry around with us when we're not dealing with our stuff.

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Speaker 3: We know that that heart rhythm is also highly associated

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Speaker 3: with cardivascular disease, type two, diabetes, cancer, every chronic disease

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Speaker 3: that you can think of, there's a dysfunction that comes

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Speaker 3: along with those emotions. So I really make the point

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Speaker 3: that you can shorten a person's life by not taking

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Speaker 3: responsibility for the state that you turn up in. And

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Speaker 3: it's and I know that it seems like an extreme

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Speaker 3: thing to say, but hang out in a bad relationship

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Speaker 3: for three years, your health declines and your mental health

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Speaker 3: just goes to pot. You're not having a good life,

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Speaker 3: And it's definitely it's definitely creating an environment that shortens

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Speaker 3: it as well. So this and the really important part

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Speaker 3: of this is that so much of this stuff it's unconscious,

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Speaker 3: Like it's not in our normality to speak about the

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Speaker 3: air conditioning causing a bit of stress, the time of

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Speaker 3: day causing a bit of stress. I'm holding onto resentment

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Speaker 3: about this thing that happened from my childhood. You know,

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Speaker 3: it's just not part of our normal conversation. In fact,

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Speaker 3: it's a little bit sensitive and people all get a little.

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Speaker 2: Bit funny about it.

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Speaker 3: But these are truly the things that are influencing us

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Speaker 3: day to day's. And just always assuming that a person

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Speaker 3: is doing their best but they just don't know what's

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Speaker 3: causing their stress. Is a really nice attitude to bring

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Speaker 3: to it.

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Speaker 1: Yeah, I think it's a it's a different kind of

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Speaker 1: awareness I talk. I've spoken a fair bit about when

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Speaker 1: I was a kid. When I was you know, in

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Speaker 1: my early twenties, I figured out I didn't want a job.

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Speaker 1: I wanted to work, but I didn't want to buss.

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Speaker 1: I didn't want to be an employee. And I just

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Speaker 1: figured out what kind of work model in inverted commas

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Speaker 1: worked for me. And also even now, you know, I've

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Speaker 1: I've created an environment at home, like I'm in my

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Speaker 1: office now. I have a studio downstairs to record. I

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Speaker 1: record up in my office sometimes. But one thing that

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Speaker 1: nearly everybody says when they come to my office is

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Speaker 1: I fucking love your office. Because outside is just all

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Speaker 1: forty foot trees, inside a big comfy leather chairs, there's

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Speaker 1: just this big, mushy carpet, you put your toes into

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Speaker 1: the recording studios, cool my out. You know, it's just

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Speaker 1: like an environment. Even if I'm not thinking, I'm not

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Speaker 1: consciously interacting with it. Subconsciously, it had this great impact

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Speaker 1: on you know, everything from my nervous system to know

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Speaker 1: my brain biochemistry to everything where oh I'm healthier and

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Speaker 1: happier and more focused and more productive. Even if I'm

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Speaker 1: the same bloke doing the same task, but if I'm

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Speaker 1: in this environment, I work fifty percent better, you know.

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Speaker 1: And as the amount of times where I've said, somebody

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Speaker 1: tell me about your office and they're like, well, I

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Speaker 1: do you want to know? And I go, you know,

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Speaker 1: and basically they work in an environment that they don't

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Speaker 1: like being and it's not stimulating. They don't feel good.

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Speaker 1: There's no nature, there's no view, there's no and you know,

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Speaker 1: just trying to talk to them about the idea of well,

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Speaker 1: you're in that office, you know, thirty to forty hours

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Speaker 1: a week, what can we do that might might make

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Speaker 1: that a better place, not just aesthetically or whatever, but

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Speaker 1: from a literally from a biological point of view for you, like,

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Speaker 1: we're you know, and I think we don't think too

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Speaker 1: much about the consequences of not only the relationship we

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Speaker 1: have with other humans, but with our pets, and with

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Speaker 1: our environment, and with our workplace and with you know,

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Speaker 1: in fucking nature, with everything, with.

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Speaker 2: Ourselves, you know, like the amount.

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Speaker 3: And I was just speaking to a friend just before

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Speaker 3: this call, and it was a good way to thinking, like,

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Speaker 3: you know, I'm like the amount of real estate that

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Speaker 3: I'm giving to certain people by thinking about them so much,

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Speaker 3: you know, but they're actually causing me.

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Speaker 2: Stress to think about them because they're stuck in my head.

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Speaker 3: And this person's been in my life for a year,

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Speaker 3: and it's and we often talk about this little quote

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Speaker 3: when we're discussing having hard conversations with teams and things

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Speaker 3: like that. And resentment is like drinking poison, thinking the

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Speaker 3: other person is going to die.

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Speaker 2: It's just like what you're holding is affecting you.

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Speaker 3: It's and to your point, you know, there's a number

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Speaker 3: there's particular people. Obviously it's important for you, and it's

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Speaker 3: definitely important for me. There's particular people that the first

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Speaker 3: bit of homework I'll give them is to, hey, have

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Speaker 3: you got any cluttered rooms at home that.

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Speaker 2: You want to clear up.

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Speaker 3: Just go and clear that up this weekend, and they

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Speaker 3: come back with a breath of fresh air. It just

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Speaker 3: the background stress that can occur. And I know that

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Speaker 3: I've mentioned it once already, but if you've had a

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Speaker 3: bad relationship and then all of a sudden, that relationship stops,

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Speaker 3: the background stress that you've been holding on to, the

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Speaker 3: void that that leaves is remarkable. But we just think

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Speaker 3: we can push on and carry on, but it infiltrates

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Speaker 3: every interaction we have, every bit of energy we have,

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Speaker 3: and it's good to assume that people have got their

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Speaker 3: own stuff going on when you haven't had the perfect

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Speaker 3: interaction with them one hundred percent.

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Speaker 1: You know what that reminds me of two Cam is,

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Speaker 1: you know the things that you know you need to do,

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Speaker 1: they're on the to do list, but you keep pushing

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Speaker 1: them further and further down because you kind of you

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Speaker 1: know you need to, but you don't want to because

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Speaker 1: you're scared, or it's going to be uncomfortable or hard

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Speaker 1: or inconvenient or uncertain, or there's you feel there's some

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Speaker 1: you know, but whatever, and then you do it and

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Speaker 1: you're like, ah, fuck, why didn't I do that like

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Speaker 1: a year ago? And by the way, how awesome do

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Speaker 1: I feel now? Where there's low level anxiety constantly because

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Speaker 1: there's a conversation we're not having, or a thing we're

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Speaker 1: not doing, or a behavior we're not embracing, or a

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Speaker 1: habit we're not owning up to. You know, It's like

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Speaker 1: when you go, all right, okay, so I'm going to

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Speaker 1: do It's not going to be fun, quick, easy, or painless,

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Speaker 1: but that are and then you do it, you're like, shit,

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Speaker 1: why didn't I start a year ago?

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Speaker 2: Yes, exactly.

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Speaker 3: The the it's it's just amazing what we cope with.

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Speaker 3: It's amazing what we cope with and were just and

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Speaker 3: the fascinating thing about it as well, And this is

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Speaker 3: a big message that we're driving all of the time,

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Speaker 3: is the importance of mindfulness, the importance of just stopping

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Speaker 3: and checking in with yourself.

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Speaker 2: And sometimes the symptom of.

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Speaker 3: That is you get really tired because if you're if

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Speaker 3: you're cartersold drops and you're neure adrenaline drops and you

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Speaker 3: don't mean drops because you have a mindful moment which

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Speaker 3: doesn't involve hyper focus, that actually involves the opposite in

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Speaker 3: many ways. If that happens, you then get to register

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Speaker 3: how your body's actually feeling.

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Speaker 2: But before that you were fine because you were riding.

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Speaker 3: Essentially, the stress hormones that mask your sense of self.

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Speaker 3: And this is this is both a biological thing and

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Speaker 3: a psychological thing. You know, when you're running and you've

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Speaker 3: got a bit of a niggle and then next day

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Speaker 3: it's blown out into this full on tear or whatever

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Speaker 3: it might be, it's stress hormones mask what's going on.

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Speaker 3: And then once you rest and recover, that's when you

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Speaker 3: really understand where your body's at and the you know,

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Speaker 3: this is where you can go from I feel fine

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Speaker 3: to sick and lying in bed the next for the

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Speaker 3: next week, when you were you know, absolutely sprinting towards

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Speaker 3: a deadline as well.

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Speaker 2: And it's it's that.

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Speaker 3: When you're constantly on the go, a little bit underslept,

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Speaker 3: a little bit more caffeinated, a little bit more on

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Speaker 3: edge with a relationship, a little bit more urgent with work,

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Speaker 3: a little bit more worried about people are thinking about,

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Speaker 3: all of that just suspends you away from yourself in

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Speaker 3: a disconnected.

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Speaker 2: Space, and that then doesn't allow you to.

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Speaker 3: Say, oh, I'm in a stressed state and I can

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Speaker 3: identify that you just think I've got to keep going.

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Speaker 2: And it's and this is so powerful.

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Speaker 3: Just to bring people into a moment of breath, just

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Speaker 3: to just for five minutes so they can check themselves

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Speaker 3: out for a second.

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Speaker 2: You know.

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Speaker 3: It's yeah, it's a routine that we don't teach.

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Speaker 1: We started, I started we at the You Project, started

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Speaker 1: a new mentor and group this week on Monday, and

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Speaker 1: it's it's ten weeks and week one is called Life

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Speaker 1: Design one oh one. You'd love week one right because

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Speaker 1: it's it's in your wheelhouse, right. And I was just

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Speaker 1: talking to people about I give this example, mate, where

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Speaker 1: I say, all right, let's let's let's say this. I'm

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Speaker 1: going to give you an acre of land looking at

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Speaker 1: the ocean, and I'm going to give you two million

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Speaker 1: bucks or three million bucks to build what whatever you want.

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Speaker 1: You know, you've got all the council permits. Everything's good.

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Speaker 1: You've got the land, you've got three million bucks. You're

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Speaker 1: going to build a house looking at the ocean. You know,

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Speaker 1: when are you going to start building? Like you've got

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Speaker 1: it today. And they're like, what do you mean, I'll

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Speaker 1: go well when you are starting and like, oh, well,

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Speaker 1: I've got a you know, I've got it. I've got architects,

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Speaker 1: and I've got designers and landscape gardeners and furniture to

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Speaker 1: you know, and then we go through this whole thing

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Speaker 1: where well, you would probably plan and structure and timeline

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Speaker 1: and chews and you know, like manage all of these

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Speaker 1: variables to create create this house that you want to

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Speaker 1: live in so it's perfect and it's optimal for you,

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Speaker 1: and it's right now, we're talking about a house. So

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Speaker 1: we spend all this time on a thing that could

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Speaker 1: literally burn to the ground, but we spend five minutes,

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Speaker 1: if we're lucky, designing our life right, because we're it's

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Speaker 1: like we're on this unconscious auto pilot and now I'm fifty.

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Speaker 1: Oh fuck, this wasn't my plan. Oh could I see

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Speaker 1: the plan? What can I see the plan? There's no

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Speaker 1: fucking plan, right, because most of us don't really have

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Speaker 1: a plan. We just have an idea of how things

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Speaker 1: might work out, or how we hope they'll work out.

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Speaker 1: But in terms of a plan and a structure and

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Speaker 1: a process and accountability, and you know that the way

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Speaker 1: that we would manage the building of a house, we

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Speaker 1: don't really do apply the same ideas or processes to

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Speaker 1: building our optimal life. And so we were just talking

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Speaker 1: about very much about stepping out of the autopilotness of

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Speaker 1: your three out of ten existence into this conscious creation

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Speaker 1: rather than this unintentional kind of journey. And people like

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Speaker 1: I've never even thought about it. I go, that doesn't

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Speaker 1: make you bad, it's just normal. And how many people

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Speaker 1: if you go, do you want to be healthier? Yes?

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Speaker 1: Would you like to make more dough yes? Would you

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Speaker 1: like to be less stressed, yes, would you like a

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Speaker 1: better job, yes? Would you like you know? All these

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Speaker 1: and then you go, cool, what are you doing about

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Speaker 1: all of those things? What you know?

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Speaker 2: What I'm saying?

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Speaker 1: Yeah, well, yet, of course you're not going to fucking

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Speaker 1: accidentally win. You're not going to accidentally win, you know.

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Speaker 1: So this openness, I think, and I think also it's

436
00:22:13,280 --> 00:22:17,360
Speaker 1: important to point out that it ain't about self loathing.

437
00:22:17,400 --> 00:22:20,280
Speaker 1: It's about self awareness and honesty. And you've got to

438
00:22:20,280 --> 00:22:22,520
Speaker 1: be brave, right, You've got to be brave to acknowledge

439
00:22:22,560 --> 00:22:23,720
Speaker 1: the shit that's not working.

440
00:22:24,440 --> 00:22:28,120
Speaker 3: Yes, absolutely absolutely, And it's that's one of the things

441
00:22:28,119 --> 00:22:30,639
Speaker 3: that I'm often doing. And I get about a point

442
00:22:30,720 --> 00:22:32,959
Speaker 3: five percent strike rate on this question, and that is

443
00:22:33,040 --> 00:22:36,840
Speaker 3: who's planning what time they're going to bed tonight, right,

444
00:22:36,880 --> 00:22:40,679
Speaker 3: And it's in this context of well, you've planned every

445
00:22:40,760 --> 00:22:43,600
Speaker 3: bit of stress in your life, but you haven't planned

446
00:22:43,640 --> 00:22:44,840
Speaker 3: any kind of recovery.

447
00:22:45,040 --> 00:22:47,159
Speaker 2: And it's the recovery that enables you to grow and

448
00:22:47,200 --> 00:22:48,359
Speaker 2: be stronger and various.

449
00:22:48,080 --> 00:22:51,360
Speaker 3: Things like it's a very very baby version of that something.

450
00:22:51,200 --> 00:22:52,680
Speaker 2: That you're doing that's far more powerful.

451
00:22:52,680 --> 00:22:56,760
Speaker 3: But it's it's we don't prioritize for the outcomes that

452
00:22:56,800 --> 00:22:58,920
Speaker 3: we want. We just as you said, we hope.

453
00:22:59,359 --> 00:23:02,240
Speaker 2: So it's yes, that's great, it's cool.

454
00:23:02,240 --> 00:23:03,879
Speaker 1: I want to come I want to come back to

455
00:23:04,080 --> 00:23:06,720
Speaker 1: the start of the conversation where you were talking about,

456
00:23:07,240 --> 00:23:10,280
Speaker 1: you know, working with the kids in tazzi At. Do

457
00:23:10,320 --> 00:23:11,760
Speaker 1: you want to give a shout out to the school

458
00:23:11,840 --> 00:23:13,040
Speaker 1: or do we not allow to do that?

459
00:23:14,000 --> 00:23:14,200
Speaker 2: No?

460
00:23:14,200 --> 00:23:16,479
Speaker 3: No, We've got we've got some incredible schools that we

461
00:23:16,480 --> 00:23:18,879
Speaker 3: were working with down there. The first we're in a

462
00:23:18,880 --> 00:23:22,720
Speaker 3: research partnership with the hutch And School down there. Oh yeah, yeah,

463
00:23:22,760 --> 00:23:24,400
Speaker 3: which is that's fancy.

464
00:23:24,680 --> 00:23:26,159
Speaker 1: I know that's a fancy school.

465
00:23:26,400 --> 00:23:28,800
Speaker 3: It is a fancy school. They have just got the

466
00:23:28,840 --> 00:23:32,560
Speaker 3: most incredible staff. They've taken this information on really well.

467
00:23:33,440 --> 00:23:35,840
Speaker 3: They you know, we were working them for a couple

468
00:23:35,840 --> 00:23:39,280
Speaker 3: two years two and a half years now and have

469
00:23:39,400 --> 00:23:40,760
Speaker 3: done a whole lot of work with them and now

470
00:23:40,880 --> 00:23:43,040
Speaker 3: it's really starting to land for the parents, which is great.

471
00:23:44,520 --> 00:23:45,760
Speaker 2: I did some work with St.

472
00:23:45,640 --> 00:23:49,200
Speaker 3: Virgils as well, doing some work with Fun School down

473
00:23:49,240 --> 00:23:52,239
Speaker 3: there too, working with some a couple of schools up

474
00:23:52,240 --> 00:23:55,680
Speaker 3: here too. But the it's been it's been amazing working

475
00:23:55,680 --> 00:23:58,439
Speaker 3: with those schools down there, and there was a particular

476
00:23:59,280 --> 00:24:04,000
Speaker 3: there's some really really fascinating tools that are becoming available

477
00:24:04,000 --> 00:24:08,119
Speaker 3: now because one of the hardest things for educators is right, great,

478
00:24:08,200 --> 00:24:11,840
Speaker 3: you've given me a precision learning profile for twenty five kids.

479
00:24:13,400 --> 00:24:15,959
Speaker 2: What now you know how am I supposed to do this?

480
00:24:16,040 --> 00:24:19,240
Speaker 3: And this is where the things that we've been working

481
00:24:19,320 --> 00:24:22,480
Speaker 3: on you can essentially plug in. I want to do

482
00:24:22,560 --> 00:24:25,600
Speaker 3: this lesson and I've got all of these children in

483
00:24:25,600 --> 00:24:30,000
Speaker 3: the class. Can you differentiate the instruction? Can you provide

484
00:24:30,040 --> 00:24:34,639
Speaker 3: an assessment that leans into each child's strengths. So what

485
00:24:34,680 --> 00:24:37,680
Speaker 3: you have for like we're going to study the weather

486
00:24:37,720 --> 00:24:40,320
Speaker 3: patterns of Perth or whatever it might be for a

487
00:24:40,400 --> 00:24:41,200
Speaker 3: year four project.

488
00:24:41,400 --> 00:24:42,520
Speaker 2: Some kids are out.

489
00:24:42,359 --> 00:24:46,400
Speaker 3: There in the wind measuring wind and doing something experiential.

490
00:24:46,560 --> 00:24:50,080
Speaker 3: Other kids are analyzing stuff online and writing a report.

491
00:24:50,400 --> 00:24:53,280
Speaker 3: Another one comes up and gives a little talk. Another

492
00:24:53,359 --> 00:24:56,760
Speaker 3: person gets a small group together and leads that because

493
00:24:56,880 --> 00:24:58,119
Speaker 3: at the end of the day, you just want them

494
00:24:58,160 --> 00:25:00,920
Speaker 3: to know about the weather patterns. How you they're actually

495
00:25:01,200 --> 00:25:05,880
Speaker 3: ticking the criteria off is less important, but the fact

496
00:25:05,920 --> 00:25:07,480
Speaker 3: that they can do it is very important from a

497
00:25:07,480 --> 00:25:11,000
Speaker 3: curriculum standpoint. And the whole idea is that if we

498
00:25:11,119 --> 00:25:13,760
Speaker 3: know that you're really great at this, then let's get

499
00:25:13,840 --> 00:25:15,360
Speaker 3: you to do that. And what we know if someone

500
00:25:15,440 --> 00:25:18,919
Speaker 3: sits in their natural strengths, it lowers their stress, it

501
00:25:19,000 --> 00:25:22,280
Speaker 3: increases their productivity. It actually increases their sense of self

502
00:25:22,320 --> 00:25:25,439
Speaker 3: and their sense of contribution and makes them engage socially more. So,

503
00:25:25,480 --> 00:25:29,320
Speaker 3: you can have the most introverted person instead of being

504
00:25:29,359 --> 00:25:32,040
Speaker 3: told to go out into the wind, because often true

505
00:25:32,160 --> 00:25:35,680
Speaker 3: introverts are very sensitive to the wind as well, which

506
00:25:35,760 --> 00:25:39,720
Speaker 3: is interesting. Cold temperature and being out in the wind

507
00:25:39,760 --> 00:25:43,360
Speaker 3: and doing experiments would stressen out. If you let them

508
00:25:43,359 --> 00:25:45,720
Speaker 3: have their nice quiet corner and do their work, they're

509
00:25:45,800 --> 00:25:48,040
Speaker 3: much more likely than to have the energy to come

510
00:25:48,040 --> 00:25:52,919
Speaker 3: and interact. But it's just you know, the tendency is

511
00:25:52,920 --> 00:25:56,840
Speaker 3: to say, oh, look, my experience is this, so you

512
00:25:56,840 --> 00:25:58,359
Speaker 3: should be good at this too, and oh you're a

513
00:25:58,359 --> 00:26:00,680
Speaker 3: little bit quite great, get into toast masters and will

514
00:26:00,720 --> 00:26:03,520
Speaker 3: make you louder. Oh you're a little bit loud. Great,

515
00:26:03,600 --> 00:26:07,400
Speaker 3: Let's get you into something quiet like detention or something

516
00:26:07,720 --> 00:26:08,520
Speaker 3: where you consist.

517
00:26:09,000 --> 00:26:09,119
Speaker 1: Yea.

518
00:26:10,320 --> 00:26:13,760
Speaker 3: And a really fascinating example will come up at a

519
00:26:13,800 --> 00:26:17,320
Speaker 3: different school altogether. And we were going through the process

520
00:26:17,359 --> 00:26:23,720
Speaker 3: with father and son and the son just wasn't interested

521
00:26:23,880 --> 00:26:27,639
Speaker 3: at all, and he was in our model. He was

522
00:26:27,680 --> 00:26:32,200
Speaker 3: a crusader. Crusader's are strategic rule breakers. They're very intelligent,

523
00:26:32,600 --> 00:26:34,359
Speaker 3: and they know where the boundary is, they know what

524
00:26:34,359 --> 00:26:36,800
Speaker 3: they can get away with, and they'll just push, particularly

525
00:26:36,800 --> 00:26:39,199
Speaker 3: if they don't feel like they're in control. And so

526
00:26:40,000 --> 00:26:43,359
Speaker 3: this is exactly what this child was doing, swearing at me,

527
00:26:45,040 --> 00:26:48,080
Speaker 3: but like being really I mean, his dad was not

528
00:26:48,160 --> 00:26:51,840
Speaker 3: loving it. It was so fascinating. We pulled the AI

529
00:26:52,000 --> 00:26:55,080
Speaker 3: up and said, look, we've got a crusader here that's

530
00:26:55,320 --> 00:26:57,960
Speaker 3: expressing a whole lot of defiance. What could be causing this?

531
00:26:58,560 --> 00:27:01,520
Speaker 3: And the AI said, look, this type of person. They're

532
00:27:01,560 --> 00:27:04,680
Speaker 3: looking for control, they're looking for autonomy, they're looking to

533
00:27:05,200 --> 00:27:08,520
Speaker 3: feel like their thoughts are important. They like a sense

534
00:27:08,520 --> 00:27:11,080
Speaker 3: of structure, they need context, they need outcome.

535
00:27:11,760 --> 00:27:13,960
Speaker 2: So the best way to support them would be X,

536
00:27:14,080 --> 00:27:14,399
Speaker 2: Y and Z.

537
00:27:14,520 --> 00:27:17,480
Speaker 3: Like the intelligence that we now have, and what that

538
00:27:17,520 --> 00:27:19,880
Speaker 3: does is it honors the child. Like what we now

539
00:27:19,920 --> 00:27:23,560
Speaker 3: know is that child is lacking autonomy, lacking independence. And

540
00:27:23,720 --> 00:27:25,960
Speaker 3: of course the language isn't great, but what are we

541
00:27:25,960 --> 00:27:28,320
Speaker 3: seeing here. We're seeing a child in stress, That's what

542
00:27:28,359 --> 00:27:32,480
Speaker 3: we're seeing. So let's deal with the stress rather than

543
00:27:33,240 --> 00:27:37,080
Speaker 3: let's just bash the symptom on its head. And this

544
00:27:37,119 --> 00:27:39,399
Speaker 3: is where precision learning is going to.

545
00:27:39,400 --> 00:27:40,280
Speaker 2: Where it's where.

546
00:27:40,160 --> 00:27:43,000
Speaker 3: It's where it's available right now, essentially, where we can

547
00:27:43,359 --> 00:27:47,080
Speaker 3: have these very very powerful insights into the biological driver

548
00:27:47,200 --> 00:27:50,359
Speaker 3: of behavior, which the reason why I'm interested it is

549
00:27:50,400 --> 00:27:55,879
Speaker 3: that creates this incredible compassion. You get a wonderful sense

550
00:27:55,880 --> 00:27:59,720
Speaker 3: of I understand you, and it's amazing. Even my son

551
00:27:59,760 --> 00:28:03,560
Speaker 3: in a today, he's very fiery, and he was very

552
00:28:03,720 --> 00:28:07,080
Speaker 3: very fiery in the car today, even just knowing that

553
00:28:07,119 --> 00:28:09,399
Speaker 3: he just needs to vent it out, he needs to

554
00:28:10,040 --> 00:28:12,399
Speaker 3: play some physical games where we're hitting each other for

555
00:28:12,440 --> 00:28:15,119
Speaker 3: a second and then he starts laughing, just knowing that

556
00:28:15,119 --> 00:28:17,320
Speaker 3: I've got to hold that space, let him get it

557
00:28:17,320 --> 00:28:21,080
Speaker 3: off off off his chest, and then he normalizes rather

558
00:28:21,119 --> 00:28:22,800
Speaker 3: than saying, mate, you can't talk like that. You've got

559
00:28:22,800 --> 00:28:24,439
Speaker 3: to fix yourself up. You've got to do this. Why

560
00:28:24,480 --> 00:28:26,919
Speaker 3: aren't you doing that? Like having the whole conversation? And

561
00:28:26,960 --> 00:28:28,520
Speaker 3: when I do do that, you just see his energy

562
00:28:28,640 --> 00:28:31,080
Speaker 3: sink and it goes the wrong way. So it's just

563
00:28:31,840 --> 00:28:35,000
Speaker 3: how can we understand more about what's driven that stress?

564
00:28:35,040 --> 00:28:37,760
Speaker 2: Just if we were talking about the start, it's it's

565
00:28:38,000 --> 00:28:39,600
Speaker 2: it's a very very exciting space.

566
00:28:41,240 --> 00:28:45,880
Speaker 1: Do you Is it all biologically driven in terms of

567
00:28:45,920 --> 00:28:50,480
Speaker 1: the behavior and the learning stuff, because you, yeah, you

568
00:28:50,480 --> 00:28:53,600
Speaker 1: don't really talk much about the psychology or the emotional stuff,

569
00:28:53,640 --> 00:28:58,160
Speaker 1: but does the biological stuff pretty much determine the psychology

570
00:28:58,160 --> 00:28:58,600
Speaker 1: and emotion.

571
00:28:59,360 --> 00:29:00,040
Speaker 2: What's the right.

572
00:29:01,480 --> 00:29:02,960
Speaker 3: It's the way to think about it.

573
00:29:02,960 --> 00:29:07,000
Speaker 2: It's not nature versus nurture. It is nature through nurture.

574
00:29:07,320 --> 00:29:10,560
Speaker 3: And what I mean by that is you put two people,

575
00:29:10,760 --> 00:29:14,160
Speaker 3: one hates air conditioning, one loves air conditioning in a room.

576
00:29:14,960 --> 00:29:18,280
Speaker 3: The environment the nurture. The nurture is the environment that's

577
00:29:18,320 --> 00:29:21,560
Speaker 3: the environment around us, or could be a person. Whatever

578
00:29:23,200 --> 00:29:27,360
Speaker 3: the environment says to one person's genes. I'm really cold,

579
00:29:27,600 --> 00:29:29,880
Speaker 3: and that person's gene says, I hate the cold.

580
00:29:30,640 --> 00:29:31,920
Speaker 2: I'm now aggravated.

581
00:29:32,240 --> 00:29:35,440
Speaker 3: Whereas another person the cold comes at their body and says,

582
00:29:35,480 --> 00:29:37,720
Speaker 3: I'm really cold. The cold says I'm cold, and the

583
00:29:37,760 --> 00:29:40,800
Speaker 3: body says, thank God, because I was overheating. I feel

584
00:29:40,840 --> 00:29:43,840
Speaker 3: really calm. And so what happens is you get the

585
00:29:44,000 --> 00:29:47,240
Speaker 3: nature of this person shining through as a result of

586
00:29:47,280 --> 00:29:52,840
Speaker 3: the environment. So when we're talking about the psychology, let's

587
00:29:52,880 --> 00:29:55,760
Speaker 3: say that we have a child that's been abused.

588
00:29:56,840 --> 00:29:58,520
Speaker 2: Their biology will deal.

589
00:29:58,280 --> 00:30:00,760
Speaker 3: With that in a way that's unique to their biology.

590
00:30:00,800 --> 00:30:04,320
Speaker 3: So let's say that you've got a like a drenalized

591
00:30:04,480 --> 00:30:10,240
Speaker 3: testosterone driven body and they are given a trauma. What

592
00:30:10,280 --> 00:30:16,200
Speaker 3: we see is heightened heightened aggressivity or the other thing

593
00:30:16,240 --> 00:30:19,160
Speaker 3: we could see meekness, and we know that there's a

594
00:30:19,200 --> 00:30:22,800
Speaker 3: pathology there because they should be outward with their energy,

595
00:30:22,800 --> 00:30:26,120
Speaker 3: for example. So whereas another individual goes through that same trauma,

596
00:30:26,760 --> 00:30:30,520
Speaker 3: and normally they're very reserved and they're more participators rather

597
00:30:30,520 --> 00:30:33,040
Speaker 3: than initiators, and they don't have the same energy to

598
00:30:33,080 --> 00:30:35,120
Speaker 3: be up and out. They're more conservative. They think about

599
00:30:35,200 --> 00:30:38,040
Speaker 3: things for three or four weeks before they respond to things,

600
00:30:38,400 --> 00:30:40,160
Speaker 3: and so what that's going to do to that individual.

601
00:30:40,200 --> 00:30:42,920
Speaker 3: It's just going to shut them down even further, or

602
00:30:43,360 --> 00:30:46,040
Speaker 3: it may make them explode really regularly. But if we

603
00:30:46,120 --> 00:30:51,040
Speaker 3: understand the biology as a psychotherapist, psychologist, whatever it may be, you.

604
00:30:51,000 --> 00:30:53,760
Speaker 2: Can say, well, I know what's normal for your biology,

605
00:30:54,480 --> 00:30:55,000
Speaker 2: so what.

606
00:30:55,040 --> 00:30:59,080
Speaker 3: Part of your childhood or your life circumstance has altered

607
00:30:59,120 --> 00:31:03,960
Speaker 3: your normal response And it allows for much more directed questioning.

608
00:31:03,960 --> 00:31:06,160
Speaker 3: If we know that we've got a really fiery person

609
00:31:06,520 --> 00:31:09,560
Speaker 3: and they are really meek and non competitive and not

610
00:31:09,640 --> 00:31:12,400
Speaker 3: showing any signs of that. And I've dealt with many

611
00:31:12,400 --> 00:31:14,760
Speaker 3: of these people and I've just said, hey, you should

612
00:31:14,760 --> 00:31:17,880
Speaker 3: be a little bit firier, like angry, and by the

613
00:31:17,960 --> 00:31:20,760
Speaker 3: end of the session they're crying. I've never been allowed

614
00:31:20,760 --> 00:31:23,000
Speaker 3: to be that way. I've always been told I'm too much.

615
00:31:23,200 --> 00:31:25,640
Speaker 3: I've always been told that I'm too aggressive. And you

616
00:31:25,640 --> 00:31:28,560
Speaker 3: can give them permission to then start expressing themselves as well.

617
00:31:28,720 --> 00:31:33,200
Speaker 3: Whereas the other person, where they've become more reserved to

618
00:31:33,240 --> 00:31:34,160
Speaker 3: a point where they're.

619
00:31:34,400 --> 00:31:37,240
Speaker 2: Paralysis analysis or analysis by parass whatever it may.

620
00:31:37,160 --> 00:31:39,760
Speaker 3: Be, you can actually say it's normal for you to

621
00:31:39,800 --> 00:31:42,720
Speaker 3: consider things, but we actually need to get you out

622
00:31:42,720 --> 00:31:45,520
Speaker 3: of that analysis paralysis and into some quick wins, into

623
00:31:45,560 --> 00:31:50,720
Speaker 3: some action. And so same a different person, same trauma

624
00:31:51,240 --> 00:31:55,000
Speaker 3: expresses differently through the biology. So biology is not everything.

625
00:31:55,040 --> 00:31:59,000
Speaker 3: Biology is the filter and you apply the stress and

626
00:31:59,040 --> 00:32:02,360
Speaker 3: then the output is filtered through the biology. And this

627
00:32:02,400 --> 00:32:04,200
Speaker 3: is why if you know what that lens is, what

628
00:32:04,640 --> 00:32:07,520
Speaker 3: the filter is, then you know how to navigate those

629
00:32:07,560 --> 00:32:10,160
Speaker 3: other environmental areas as well. Does that make that make sense?

630
00:32:10,160 --> 00:32:11,240
Speaker 3: That's a yeah, yeah, yeah.

631
00:32:11,280 --> 00:32:14,400
Speaker 1: What about what about here's my curve ball. You've got

632
00:32:14,440 --> 00:32:18,200
Speaker 1: thirty people in a business meeting. They're in a big boardroom,

633
00:32:18,280 --> 00:32:21,240
Speaker 1: big table. Half of them hate air conditioning, half of

634
00:32:21,280 --> 00:32:23,040
Speaker 1: them love it, and the airs just pumping.

635
00:32:23,640 --> 00:32:24,600
Speaker 2: Yeah. Perfect.

636
00:32:24,920 --> 00:32:28,880
Speaker 3: So the one of the fastest ways of reducing stress

637
00:32:29,480 --> 00:32:33,040
Speaker 3: is through awareness. So what happens to the cold people

638
00:32:33,080 --> 00:32:36,280
Speaker 3: in that room is if they're unaware that air conditioning

639
00:32:36,320 --> 00:32:38,720
Speaker 3: bothers them, they'll just be pissed off.

640
00:32:38,600 --> 00:32:39,520
Speaker 2: And they won't know why.

641
00:32:40,800 --> 00:32:43,720
Speaker 3: And whereas if you say, who hates air conditioning in

642
00:32:43,760 --> 00:32:45,440
Speaker 3: this room, particularly if it's blasting you in the face,

643
00:32:45,440 --> 00:32:48,440
Speaker 3: which it can be sometimes as a presenter, who hates

644
00:32:48,480 --> 00:32:50,360
Speaker 3: air conditioning in the room, And you'll see these little

645
00:32:50,400 --> 00:32:53,320
Speaker 3: hands go up and you go, just know that it

646
00:32:53,440 --> 00:32:54,440
Speaker 3: is totally.

647
00:32:54,080 --> 00:32:57,280
Speaker 2: Fine to be aggravated by air conditioning. Have you felt

648
00:32:57,280 --> 00:32:57,760
Speaker 2: that before?

649
00:32:58,200 --> 00:33:01,040
Speaker 3: And it's when you allow someone to be aware of

650
00:33:01,080 --> 00:33:04,920
Speaker 3: their biology, it allows them them to transcend their response

651
00:33:04,960 --> 00:33:07,440
Speaker 3: to that environmental queue. And the same thing goes for

652
00:33:09,200 --> 00:33:12,280
Speaker 3: let's say that, oh, I know that I'm aggravated if

653
00:33:12,320 --> 00:33:15,600
Speaker 3: I don't get food regularly. If you're unaware of that,

654
00:33:15,640 --> 00:33:18,680
Speaker 3: which most children are, they're just angry because they haven't

655
00:33:18,720 --> 00:33:21,920
Speaker 3: had food. But if you say, oh, it's because you're hungry,

656
00:33:22,120 --> 00:33:23,480
Speaker 3: that's why you're angry.

657
00:33:23,560 --> 00:33:25,520
Speaker 2: That awareness allows them to say.

658
00:33:25,320 --> 00:33:28,200
Speaker 3: Oh, I'm not angry, I'm just angry. Okay, I'll get

659
00:33:28,240 --> 00:33:32,200
Speaker 3: that now. And by having greater self awareness, that's where

660
00:33:32,200 --> 00:33:34,320
Speaker 3: you actually have a greater tolerance.

661
00:33:34,320 --> 00:33:38,400
Speaker 2: That's where resilience comes in, and you know the yeah,

662
00:33:38,440 --> 00:33:39,480
Speaker 2: I mean that's probably.

663
00:33:39,240 --> 00:33:40,840
Speaker 3: The easiest way to understand it is if if you

664
00:33:40,880 --> 00:33:43,040
Speaker 3: can call it out, if you can make it known,

665
00:33:43,160 --> 00:33:44,640
Speaker 3: and if you can say, hey, if you're really cold

666
00:33:44,680 --> 00:33:47,600
Speaker 3: and you're really annoyed, go grab a cardigan right now.

667
00:33:48,160 --> 00:33:48,960
Speaker 2: It's probably one of the.

668
00:33:48,960 --> 00:33:51,320
Speaker 3: Best pieces of advice you can give because why else

669
00:33:51,360 --> 00:33:53,480
Speaker 3: would you say, Because there still is a physical.

670
00:33:53,080 --> 00:33:55,840
Speaker 2: Strain, but it's lessened if you're aware of what that

671
00:33:55,920 --> 00:33:56,479
Speaker 2: strain is.

672
00:33:57,480 --> 00:33:59,360
Speaker 1: You had me until you said the word cardigan.

673
00:33:59,400 --> 00:34:04,120
Speaker 3: But with that, it's normally it's normally females that are

674
00:34:04,120 --> 00:34:06,000
Speaker 3: putting their hand up so that they love a CARDI

675
00:34:06,200 --> 00:34:08,040
Speaker 3: yeah they.

676
00:34:09,760 --> 00:34:12,279
Speaker 1: No, no, I love it, And I just think this

677
00:34:12,520 --> 00:34:16,520
Speaker 1: is you know, it is so important that we that

678
00:34:16,640 --> 00:34:21,080
Speaker 1: we understand that everybody's different, everybody you know, responds differently

679
00:34:21,160 --> 00:34:23,960
Speaker 1: to the same and different stimuli, and that that we

680
00:34:24,520 --> 00:34:27,640
Speaker 1: like trying to understand ourselves, our own behavior, our own

681
00:34:27,800 --> 00:34:31,600
Speaker 1: response is our own you know that metacognitive Why do

682
00:34:31,680 --> 00:34:34,000
Speaker 1: I think like this? Why am I trying to impress

683
00:34:34,080 --> 00:34:36,840
Speaker 1: doctor cam? Now? Why do I feel intimidated? What is

684
00:34:36,880 --> 00:34:40,319
Speaker 1: this about? Why am I you know whatever? Just that

685
00:34:40,440 --> 00:34:46,040
Speaker 1: level of psychological, cognitive, emotional, and even body awareness by

686
00:34:46,239 --> 00:34:51,160
Speaker 1: biological awareness, just to just go, ah, I that that

687
00:34:51,280 --> 00:34:53,480
Speaker 1: is great, Like just what you said, Oh yeah, air

688
00:34:53,480 --> 00:34:57,319
Speaker 1: conditioning pisses me off, or I'm the opposite. I've got

689
00:34:57,320 --> 00:34:59,839
Speaker 1: an air conditioner about one meter above my head that's

690
00:35:00,480 --> 00:35:03,200
Speaker 1: blowing cold air on me. Now I'm happy as a

691
00:35:03,200 --> 00:35:06,279
Speaker 1: pig in shit. It's like my yeah, I can't if

692
00:35:06,280 --> 00:35:09,600
Speaker 1: I'm really hot, It's one of the things. It's funny

693
00:35:09,600 --> 00:35:13,719
Speaker 1: you mentioned this because me being hot, I'm that I

694
00:35:13,719 --> 00:35:16,840
Speaker 1: would say the quality of my conversation, communication and focus

695
00:35:16,920 --> 00:35:20,360
Speaker 1: goes down. I don't know twenty percent. So if I'm doing,

696
00:35:20,719 --> 00:35:23,920
Speaker 1: you know, like we started recording at two o'clock, I

697
00:35:23,960 --> 00:35:25,920
Speaker 1: come in. I literally put on the air at one

698
00:35:26,080 --> 00:35:29,040
Speaker 1: fifty five. So I'll sit in a space. That's cool

699
00:35:30,120 --> 00:35:32,680
Speaker 1: because I'm better. I just know that my body and

700
00:35:32,719 --> 00:35:36,680
Speaker 1: my brain and my attention and my focus communication, and

701
00:35:37,400 --> 00:35:40,560
Speaker 1: hopefully the end result for the listeners is better if

702
00:35:40,560 --> 00:35:43,640
Speaker 1: the bloke who hosts the show is not thinking about

703
00:35:43,760 --> 00:35:45,960
Speaker 1: how sweaty his ass is and how hot he is

704
00:35:46,440 --> 00:35:47,960
Speaker 1: and how ruppy is.

705
00:35:48,800 --> 00:35:52,960
Speaker 3: Yes, absolutely, one hundred percent, one hundred percent, And it's

706
00:35:53,040 --> 00:35:56,640
Speaker 3: so hard to understand sometimes another person's perspective on that.

707
00:35:56,680 --> 00:35:59,040
Speaker 2: You know, you just think, oh, I'm cold, I'm hot.

708
00:35:59,080 --> 00:35:59,960
Speaker 2: This is awful.

709
00:36:00,120 --> 00:36:03,080
Speaker 3: Other people like perfect example, talking to my mum and dad.

710
00:36:03,840 --> 00:36:08,320
Speaker 3: Dad like you loves the AC, like just just melts

711
00:36:08,520 --> 00:36:13,160
Speaker 3: slowly in summer, and Mum is a very delicate little

712
00:36:13,160 --> 00:36:16,600
Speaker 3: flower and she Dad goes, oh, we've got the AC

713
00:36:16,760 --> 00:36:19,320
Speaker 3: on full blast, but we're melting a slow death.

714
00:36:19,360 --> 00:36:21,600
Speaker 2: And Mum goes I'm fine, like she chirps up from

715
00:36:21,600 --> 00:36:22,839
Speaker 2: the back. You know, I'm fine, And.

716
00:36:22,719 --> 00:36:26,680
Speaker 3: It's just understand those differences are so real and probably

717
00:36:26,680 --> 00:36:29,120
Speaker 3: one of the ways that I bring all of this

718
00:36:29,239 --> 00:36:33,760
Speaker 3: together in my mind as well is that your mind,

719
00:36:34,440 --> 00:36:36,640
Speaker 3: your mind and how you're perceiving these things is just

720
00:36:36,960 --> 00:36:40,040
Speaker 3: a work bench of lots of different stuff that's coming

721
00:36:40,080 --> 00:36:42,280
Speaker 3: into influence how you feel about that moment.

722
00:36:42,800 --> 00:36:43,480
Speaker 2: And Michael A.

723
00:36:43,600 --> 00:36:45,719
Speaker 3: Singer came up with this great quote saying, you are

724
00:36:45,800 --> 00:36:48,160
Speaker 3: not the thoughts in your head, You're the person listening

725
00:36:48,239 --> 00:36:48,960
Speaker 3: to your thoughts.

726
00:36:49,680 --> 00:36:51,640
Speaker 2: And cold.

727
00:36:51,880 --> 00:36:55,800
Speaker 3: Being given a signal of I'm cold is just another thought.

728
00:36:56,080 --> 00:36:58,840
Speaker 3: Being given a signal of I'm hungry is another thought.

729
00:36:58,960 --> 00:37:02,720
Speaker 3: Being given a signal of I haven't had enough sleep

730
00:37:02,800 --> 00:37:06,280
Speaker 3: or I'm tired my body is tired, is just another

731
00:37:06,400 --> 00:37:11,279
Speaker 3: It's another thing to acknowledge on the workbench and to

732
00:37:11,960 --> 00:37:16,040
Speaker 3: your question before separating yourself from all of that data

733
00:37:16,080 --> 00:37:18,080
Speaker 3: that you're collecting to say, oh, look, my body is

734
00:37:18,120 --> 00:37:20,759
Speaker 3: actually my body is responding to that cold in an

735
00:37:20,760 --> 00:37:24,440
Speaker 3: interesting way. That's interesting, what's actually happening. My brain is

736
00:37:24,480 --> 00:37:27,919
Speaker 3: responding to Craig in a really interesting way. I'm trying

737
00:37:27,920 --> 00:37:30,120
Speaker 3: to impress him and make sure I sound intelligent, all

738
00:37:30,120 --> 00:37:32,279
Speaker 3: of those types of things. That's really I'm going to

739
00:37:32,280 --> 00:37:34,520
Speaker 3: hold that out there. I'm trying to impress Craig. And

740
00:37:34,520 --> 00:37:37,400
Speaker 3: then this other thing is like I've got whatever. And

741
00:37:37,400 --> 00:37:40,000
Speaker 3: so it's amazing that when you are able to just

742
00:37:40,000 --> 00:37:43,920
Speaker 3: see all of these inbound thoughts as things that are

743
00:37:43,920 --> 00:37:46,839
Speaker 3: separate to you and things that you can interact with individually,

744
00:37:46,880 --> 00:37:52,200
Speaker 3: it's obviously just an exercise in mindfulness. It's amazing what

745
00:37:52,239 --> 00:37:54,120
Speaker 3: you can tolerate, what you can get through, and how

746
00:37:54,200 --> 00:37:55,359
Speaker 3: much clearer you are as well.

747
00:37:56,000 --> 00:37:57,719
Speaker 1: Did you ever read The Power of Now back in

748
00:37:57,760 --> 00:37:58,000
Speaker 1: the day?

749
00:37:58,120 --> 00:38:02,920
Speaker 3: Can Yeah, it's partly inspired by that. There's an Eka

750
00:38:02,920 --> 00:38:06,040
Speaker 3: Toll and yeah, that's it's a perfect book for understanding that.

751
00:38:06,160 --> 00:38:06,680
Speaker 2: Absolutely.

752
00:38:07,000 --> 00:38:10,239
Speaker 1: Yeah, And he like, I forget exactly. I don't know

753
00:38:10,280 --> 00:38:12,279
Speaker 1: if it was like I read the book twenty years ago,

754
00:38:12,360 --> 00:38:14,400
Speaker 1: so and I've read a lot since then, but what

755
00:38:14,560 --> 00:38:18,440
Speaker 1: twenty five years ago? He basically says, you know, like,

756
00:38:18,480 --> 00:38:20,680
Speaker 1: I'm not my thoughts, I'm not my feelings. I'm not this,

757
00:38:20,800 --> 00:38:22,839
Speaker 1: I'm not that, you know, I'm not a body, I'm

758
00:38:22,840 --> 00:38:25,480
Speaker 1: not a job, I'm not a height. And then he

759
00:38:25,520 --> 00:38:29,319
Speaker 1: said I'm the awareness of everything I'm not. You know,

760
00:38:29,520 --> 00:38:32,680
Speaker 1: I'm like, I'm the awareness of everything I'm not. I'm like,

761
00:38:33,440 --> 00:38:38,360
Speaker 1: I'm like, that's brilliant, But what does that mean? That

762
00:38:38,520 --> 00:38:41,000
Speaker 1: was I've told this story before, but I read that

763
00:38:41,040 --> 00:38:42,960
Speaker 1: book or I started reading that book. I don't know

764
00:38:43,000 --> 00:38:45,080
Speaker 1: when I was pretty young, like when it first came out,

765
00:38:45,120 --> 00:38:47,960
Speaker 1: which would i'd say be thirty years ago, maybe even

766
00:38:48,000 --> 00:38:51,040
Speaker 1: a bit more, probably yeah, mid nineties. Maybe I thought

767
00:38:51,040 --> 00:38:55,600
Speaker 1: it was just fucking mumbo jumbo. And then maybe I

768
00:38:55,640 --> 00:38:58,759
Speaker 1: don't know, six or seven years ago I picked it up.

769
00:38:58,800 --> 00:39:00,600
Speaker 1: I went, oh, how long is this in around? This

770
00:39:00,719 --> 00:39:07,120
Speaker 1: is brilliant. That's right, it's like the same I'm different,

771
00:39:07,880 --> 00:39:10,279
Speaker 1: it's the same, it's the same information, the same.

772
00:39:10,560 --> 00:39:12,440
Speaker 3: How do these people, out of these people not get this?

773
00:39:12,600 --> 00:39:13,320
Speaker 2: It's so clear?

774
00:39:14,080 --> 00:39:17,960
Speaker 3: The I had another We actually did a meditation ext

775
00:39:17,960 --> 00:39:20,040
Speaker 3: I was on the weekend in a similar way to

776
00:39:20,080 --> 00:39:24,320
Speaker 3: that point, and that was listening for the silence between

777
00:39:24,480 --> 00:39:27,960
Speaker 3: the sounds that you can hear. Wow, and it's it's

778
00:39:28,000 --> 00:39:30,680
Speaker 3: the same thing. It's the of what you're not, it's

779
00:39:30,719 --> 00:39:35,160
Speaker 3: the it's the everything that you can't perceive, and it's

780
00:39:35,200 --> 00:39:39,640
Speaker 3: the that looking for that space brings you into that

781
00:39:39,640 --> 00:39:43,560
Speaker 3: that that that sense of wherever you are at that

782
00:39:43,680 --> 00:39:47,440
Speaker 3: higher level. It's it's a you can you meditate on

783
00:39:47,480 --> 00:39:50,040
Speaker 3: that for hours and just just try and get there

784
00:39:50,120 --> 00:39:50,719
Speaker 3: deeper on it.

785
00:39:51,120 --> 00:39:53,200
Speaker 1: Love it And if if any of our listeners want

786
00:39:53,239 --> 00:39:56,240
Speaker 1: to do an interesting little exercise, going to chat GPT

787
00:39:56,400 --> 00:39:59,920
Speaker 1: and ask this question, is there evidence that the mind

788
00:39:59,840 --> 00:40:05,320
Speaker 1: is exists? And see what it comes up with? Mate,

789
00:40:05,400 --> 00:40:08,440
Speaker 1: You're awesome. Tell people how that can find you, follow you,

790
00:40:08,480 --> 00:40:11,600
Speaker 1: connect with you and learn more about all you do.

791
00:40:12,360 --> 00:40:13,040
Speaker 2: Yeah, thank you.

792
00:40:13,200 --> 00:40:16,080
Speaker 3: There's a I work for the Shay Group. We're a

793
00:40:16,120 --> 00:40:18,120
Speaker 3: bigger conglorerate. We do a whole lot of things with

794
00:40:18,280 --> 00:40:24,439
Speaker 3: health professionals, schools, corporate workplaces, gyms, relationships, a whole bunch

795
00:40:24,440 --> 00:40:28,520
Speaker 3: of stuff. There's a website Shay dot Group, forward slash

796
00:40:28,719 --> 00:40:30,959
Speaker 3: doctor Cam McDonald. I think I'll send you the link

797
00:40:31,560 --> 00:40:34,040
Speaker 3: and that's pretty much got every bit of vertical of

798
00:40:34,080 --> 00:40:36,920
Speaker 3: what we're doing. But we're leading the space in precision

799
00:40:36,960 --> 00:40:40,280
Speaker 3: health and wellbeing, precision medicine. It's a very very exciting

800
00:40:40,320 --> 00:40:43,239
Speaker 3: space right there, and lots of good things coming in

801
00:40:43,280 --> 00:40:44,960
Speaker 3: the future for all of our healths.

802
00:40:46,440 --> 00:40:49,040
Speaker 1: Mate, We're glad you're doing it. Because you're at the

803
00:40:49,080 --> 00:40:52,560
Speaker 1: forefront and you're opening doors and people are following, and

804
00:40:53,480 --> 00:40:55,560
Speaker 1: I love this stuff. I love all your stuff, like

805
00:40:56,239 --> 00:40:57,920
Speaker 1: I love all your stuff, but I love the stuff

806
00:40:57,960 --> 00:41:00,000
Speaker 1: that you're doing with schools and in the learning space

807
00:41:00,120 --> 00:41:05,799
Speaker 1: because it's it's obviously super important. But yeah, well done you.

808
00:41:06,040 --> 00:41:06,719
Speaker 1: We'll chat again.

809
00:41:06,800 --> 00:41:08,760
Speaker 2: Thanks mate, Thanks having me, mate,